Distance Learning - Courseware Development Netiva Caftori Computer Science and Women Studies Northeastern Illinois University Chicago, IL., USA n-caftori@neiu.edu As population increases and the need for education is made more evident in this changing world the demand for distance and web-based courses will only grow [Bork, 1997]. Major learning modes in schools and universities are still the lecture and the textbook. Since people are different and require different teaching styles we know too well now that these major learning modes are outdated. Computers provide us with new opportunities for learning with their capability of interactivity and connectivity. The web in particular opens wide doors for obtaining information and seeing things with new lenses. However we need to be cautioned as information is not knowledge and knowledge acquisition alone is not learning [Rudenstine, 1996]. What we want learning to be is the utilization of knowledge acquired in the solving of problems. A good example for us to follow of teaching via problem solving is found in the Netherlands. Courses at the University of Maastricht are conducted in the style of Problem-Based-Learning (PBL) which is derived from the Harvard University model [Caftori and VanReeken, 1995]. Classes are restricted to 12 students. The instructor acts as a program and project manager, but does not lecture. The students conduct the classes, taking turns as the class secretary and summarize the activities of each class in written form, which is then presented at the next class. Students identify the cases and problems they need to explore, then report back as to how they achieved their results. This PBL technique is important to the study of on-line education, as the lecture mode is not desirable on-line either. Rather, students can be directed to a group of problems and cases, depending on the subject, which is summarized in the syllabus and course guide, written by the instructor. Students then work in groups to achieve results, and report back to the class in written form. Another model for us to follow as a guideline to good teaching are the seven principles of Good Practice [Chickering and Ehrmann, 1997]. Good Practice encourages contact between students and faculty, reciprocity and cooperation among students, active learning techniques, prompt feedback, time on task, high expectations, and respect for diverse talents and ways of learning. We contend that all these principles can be observed using the new distance learning technologies combined with committed faculty and students who are made aware of them. Too many web pages available for teaching today are designed in the lecture mode of presentation. We would like to caution our audience about this danger. We would like to encourage individualized teaching as much as possible by including interactivity whenever available and presenting problem situations and group work. Web courses provide 24-hour access, increased interaction between students and faculty, and more flexibility in learning styles. Face-to-face meetings are still essential. When students meet in the classroom, notes need not be taken since students know that all materials are on-line already. There is therefore less passivity on their part and more interaction and active learning. Web courses can provide good assessment of students’ progress as well by installing counters which count the number of visits to certain sites and quizzes which give immediate feedback. Keeping student records and progress is important for individual learning and for assessment of progress and its monitoring. Privacy can be maintained on-line as well although the technology is not user-friendly yet. Some of the benefits of web courses include the sense of community that students gain, the increased attention that they exhibit in class because of the opportunity they are offered to prepare ahead of time for class, the flexibility of space and time to learn, and the possibility of cross-platforms. Since interactions on-line may now be based on common interests and not just on physical space one surprising new benefit is that students spend more time studying on topics of concern to them and therefore more learning is taking place. Another important factor in reaching students is the natural language we use in traditional classrooms. Natural language is our most powerful tool for communication. It lends itself to complex learning. Whenever possible we should include this mode of communication in our distance learning as well. Conferencing on-line, listservs, e-mail, chat environments, news-groups, telephoning, "moos" and "muds", or face-to-face meetings are examples of such human interactions. It is important to use some of them in some form. Use voice recognition devices whenever available. Smart classrooms, as found at Northeastern Illinois University, combine traditional classroom setting with networked computers. The sky is the limit as to what can be achieved in such an environment: From hands-on learning, to team work, to individualized attention to class discussions and presentations. This is still a brainstorming era. Collaboration is essential among instructors since many hurdles are on our way. Copying source code of HTML, Java or CGI from each other is one way of collaboration. Preparing a web course is time consuming. Most courses available present therefore only a syllabus. We depend on the technology, and the support we receive is usually insufficient. Helping each other can have far-reaching effects. As a summary, distance learning can be conducted in many different ways: by correspondence, video conferences, or web-based courses. It allows people with handicaps, people who live far away, people with similar interests, or people with different life-styles to obtain an education at a distance. It is up to a good teacher with much preparatory work to conduct teaching and learning in a very effective way. By using modern technology but keeping basic pedagogical methodology, while implementing the "Seven Principles for Good Practice in Undergraduate Education" [Chickering and Ehrmann, 1997] one can achieve what we consider quality education. References [Bork, 1997]. Bork, A: (1997). The Future of Computers and Learning, T.H.E. Journal, 25th anniversary issue [Caftori and VanReeken, 1995]. Caftori, N. and VanReeken, A. (1995). Problem-Based Learning, Information Systems Education Conference, 1995, Data processing management Association, Charlotte, NC. [Chickering and Ehrmann, 1997] Chickering, W. and Ehrmann, S. (1997). Implementing the Seven Principles. Technology as Lever, http://www.aahe.org/ehrmann.htm [Rudenstine, 1996]. Rudenstine, N.L. (May 29, 1996): Special Address, Harvard University.