Guidelines for instructors

Whether an instructor is just beginning to use e-mail to communicate with students or has created an extensive and interactive Web site for his or her course, there are a number of strategies that have proven to be helpful. All focus upon the cardinal principle: Let the learning goals drive the technology and not vice versa.

1. Respond to students' e-mail as quickly as possible. A 24-hour turnaround is reasonable and will encourage use of the medium.

2. Incorporate incentives to create the desired level of online activity. For example, if you want students to communicate with each other using electronic mail, get them used to it right away. Let them know that you will be sending assignments via e-mail and require them to submit some assignments electronically. Then, have them respond to a classmate's paper or project through e-mail (with a copy to you). Eventually, electronic communication will become natural and frequent, but there will always be some students who need a nudge.

3. Be prepared for technical failures. Problems will inevitably arise with college computer networks, e-mail programs, or personal computers. Encourage students to complete assignments before the last minute, when temporary technology glitches can leave them with no options. Be flexible with deadlines when problems outside the control of the students affect their work. Carry backup paper copies of handouts or assignments distributed electronically. In general, try to model a well-organized and non-panicked approach to the challenges of technology.

4. Help students master the technology. Until the time comes when all prospective students possess the necessary computer, e-mail, and Internet skills, it is wise to identify and find help for students in need of additional training. You may be able to direct unprepared students to a campus computer lab where assistance is available. It also helps to encourage collaboration, which is not only educationally sound, but can be helpful in acquiring computer skills. Consider matching up the more technically advanced students with neophytes on small projects early in the semester. Until they are comfortable asking for help, some students will struggle for hours trying to master relatively simple computer procedures.

5. Help students evaluate information. If you have students using Web resources, make sure that they have the tools to determine whether the information is useful, reliable and appropriate. Teach them to look for the author's credentials, the purpose of the site, and evidence of how accurate and up-to-date the information appears to be. A more detailed guide to evaluating Internet resources has been posted by the Milton S. Eisenhower Library of Johns Hopkins University at http://milton.mse.jhu.edu:8001/research/education/net.html.

6. Go beyond an online syllabus. Certainly, everything that you normally include in a syllabus, such as course objectives, contact information, and grading policies, can go on the course Web site. However, you can build on it over time by adding lecture notes, solutions to problems, or examples of good practice. These items can be supplemented by incorporating links to search engines, organizations, periodicals, mailing list archives, and "real-world" Web sites relevant to course content. Use class assignments to enlist students' help in adding to this list of resources.

7. Use students' knowledge. When dealing with technological issues or creating Web sites, instructors should not underestimate their students as a resource. You may be an expert in the subject matter, but there will probably be students who are willing and able to assist you with the intricacies of the online environment. You both stand to gain from such a partnership.

8. Make your Web page readable. Avoid putting long text passages on the Web. Reading from a computer monitor is not as natural or comfortable as from a printed page. Studies have shown that people rarely read Web pages word for word, opting instead to scan the page (Nielsen, 1997). Unless you expect readers to rely on printed copies of the long passages, it pays to make frequent use of bulleted lists, meaningful sub-headings, and highlighted keywords. Consider limiting paragraphs to one main idea each and breaking up long passages into multiple, linked Web pages. Readability is also improved if you use white space generously and avoid loud or clashing background colors.

9. Make the best use of face-to-face encounters. If you decide to enhance an on-campus course with e-mail and Web-based applications, think about how you can make the most of your face-to-face sessions. Use the live class to explain the context of a topic, to engage in meaningful dialogue with students, to personalize the process of inquiry, and to motivate students to expand their horizons.

10. Stay informed about the medium. Find out how other educators are using the Internet for instructional purposes. Borrow and adapt ideas from other classes and other institutions, including techniques developed for completely online courses.

Next:

Guidelines for Administrators