springB @ UVA

Evaluaton of Online Class Meeting - EDLF 801

• I found the podcast of audio instructions most effective. It was perhaps the most 'student-centered' part of the lesson, to use an idea from the article we read before class. Recorded audio allows students to move at their own pace and pause or review as needed--the parts of distance learning that I appreciate most. Recorded video does the same, I supposed, but it's easier to take notes or look at a Webpage, for example, if you're not also asked to watch a visual component.

• I enjoyed Skype most. It's fast (at least on the UVA Intranet), it's direct, and you can chat and have a separate conference call concurrently. I also think in terms of 'comfort level' for new users, it's the most adaptable since it mirrors phone technology more overtly than computer technology. It did require more hardware (speakers, microphone) than I prefer to have lying around, but as mentioned in the chat, I'm sure the port will be ready for the back of our heads soon.

What component was least effective or useful to you? Why?

• I choose the Webcast at the end as least effective, because I don't remember its content at all. I guess this means it wasn't as engaging as the assignments that asked users to complete a task. I also wouldn't call it effective because some (or most) of the class couldn't even see it. And if the intent of the Webcast was to offer a bookend to the lesson, an "in conclusion, Ladies and Gentleman," I'm not sure it was even necessary. This may be part of the Web mentality.

What component did you enjoy least? Why?

• I'm biased against the Spinchat online chat in this particular lesson, though I have otherwise found chats fast and useful. I had a Java conflict (Java, not Javascript, as http://www.stevewhitaker.net/id/feb8/chat.php lists) and had to perform tech support on my computer before it would work. This brought the 'class' to a standstill for my group. (We did chat in Skype simultaneously though.) The technology conflict wouldn't have been as critical except for the time constraints imposed in the lesson. It took 10 minutes to problemsolve and install the new Java, and our chat window was 15 minutes, which by the way struck me as the antithesis of the "anytime, anywhere" mentality of distance learning.

How might an instructor use the information you've provided to leverage the Internet and Web to provide a more meaningful learning experience for students?

• I think any of the tools used in the online class can add meaning, if applied purposefully and actually formatted for online learning. (Yes, I'm saying the content needs to be Webified.) I also think Internet-based instruction works best for assignment-driven learning or even collaborative learning, rather than instructor-led or lecture-driven learning. In other words, it's more about the application of knowledge than the imparting of knowledge. This may reflect my experiences with group projects that were efficiently problem-solved using online chats, wikis, etc.

What do you see as the largest obstacles to this actually happening?

• The largest obstacles are always technology and time, especially for a conferencing scenario. In my experience, the effectiveness of online learning is challenged less often by the quality of the instructor's curriculum and more often by students' Internet connection speed. Also, any 'live' elements like a Webcast or Skype-ing require that students be present online at the same time. This places the same time constraints as a class meeting, and it doesn't allow students to self-pace.

Would you want to have another, similar experience? If so, what content would be best suited for it?

• Yes. Like I wrote above, I find collaborative or task-driven Internet learning most effective. And, visual content is well-suited to the Internet of course. Another answer would be: "any content that doesn't require me to have to dig my car out after a snowstorm."

posted by springB @ 8:29 AM