The purpose of this document is to provide an overview of an instructional strategy that I call Internet-enhanced instruction. I believe that this strategy can be a highly effective and motivating approach for those post-secondary institutions that want to harness some of the potential of the Internet, but are not ready or interested in adopting a completely online model. The original paper was written for my Capstone Project in the Master of Science in Adult Education program at the University of Southern Maine. I have had the opportunity to use an Internet-enhanced approach with several courses that I have taught at York County Technical College.

It is apparent that the Internet is having an enormous effect on post-secondary education. Consider the following:

• The Globewide Network Academy, in its Online Distance Education Catalogue, currently lists more than 17,000 courses and programs -- all of them delivered remotely.

• A site called New Promise maintains an index of over 3900 open enrollment undergraduate and graduate online courses from more than 100 fully accredited schools.

• The World Lecture Hall contains links to thousands of Web pages created by faculty worldwide who are using the Web to deliver class materials.

It has been estimated that, by the year 2001, more than 75% of traditional US colleges and universities will be using distance learning technologies. These technologies include videoconferencing, broadcast television, computer-based training (CBT), and various online formats.

Some of the above technologies require a significant investment by the educational institution in equipment, software, and procedural changes. Despite some islands of progress, many institutions are months or years away from agreeing on the best strategies, much less achieving complete modernization. Rather than wait for a final resolution, I propose in my Capstone paper a relatively simple, gradual approach to integrating Internet tools -- primarily the World Wide Web and electronic mail -- into the classroom. This approach does not rely on programming sophistication or equipment beyond what is available to most colleges and students. Most of all, it does not abandon the best of today's education -- the interaction between a knowledgeable, caring instructor and a motivated learner.

Following is an outline of some of the pertinent aspects of Internet-enhanced instruction. Included are links to the complete Capstone paper, as well as to a variety of sites that illustrate key principles.

• A New Learning Environment
  • Synchronous format

  • Asynchronous format

• The Basic Tools
  • E-mail
    • Deliver course materials or special instructions to the student

    • Submit assignments or questions to the instructor

    • Two-way feedback

    • Student-to-student collaboration

    • Subject-specific mailing lists or discussion groups

  • World Wide Web
    • Posting of course materials such as syllabi, lecture notes, assignments, and handouts.

    • Web pages that can link students to primary and seconday souces of related information (Some sites have interactive components, such as the Keirsey Temperament Sorter.)

    • Student-created Web pages as part of a course assignment

• Advantages of Internet-Enhanced Instruction
  • Extension of class hours

  • Easy updating of course content

  • Enhanced communication

  • Low distribution costs

  • Expanded access to content

  • Engaging and relevant experience

  • An ongoing resource

• Disadvantages of Internet-Enhanced Instruction
  • Development time

  • Maintenance time

  • Equity issues

  • Technology reliability problems

  • Dehumanization of learning proccess

  • Difficulty with some topics

• Guidelines for Instructors
  • Respond promptly to student email

  • Introduce incentives to participate

  • Prepare for technical failures

  • Help students master the technology

  • Help students evaluate information (See example.)

  • Start small and expand

  • Use students' knowledge

  • Make your Web page readable

  • Make best use of face-to-face encounters

  • Stay informed about the medium

• Guidelines for Administrators
  • Invest in infrastructure

  • Provide time and training for staff (See example.)

  • Avoid pitting technology enthusiasts against traditionalists

  • Encourage small pilot projects

  • Encourage the sharing of best practices

• Conclusion
• References

In the past, some attempts at computer-assisted instruction have been criticized for neglecting the human touch and for attempting to replace the teacher with an impersonal machine. In contrast, Internet-enhanced instruction can improve and fundamentally change the role of the instructor. The new, "virtual" classroom can support student-centered instruction, multisensory stimulation, inquiry-based learning, critical thinking, and rich collaboration.