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Success For Both Students And Faculty In The Virtual Classroom

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Conference

2001 Annual Conference

Location

Albuquerque, New Mexico

Publication Date

June 24, 2001

Start Date

June 24, 2001

End Date

June 27, 2001

ISSN

2153-5965

Page Count

4

Page Numbers

6.908.1 - 6.908.4

Permanent URL

https://peer.asee.org/9818

Download Count

13

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Paper Authors

author page

Barbara L. Christe

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Abstract
NOTE: The first page of text has been automatically extracted and included below in lieu of an abstract

Session 1475

Success for Both Students and Faculty in the Virtual Classroom

Barbara Christe Indiana University-Purdue University at Indianapolis

Abstract

When students face a computer monitor instead of a chalkboard, creative tools are necessary to be a successful instructor. Tips for achievement in this environment, which have been acquired over ten web-based course offerings, will be discussed. Experiences to be presented have been garnered from offering asynchronous, on-line classes to students without geographic restriction.

Important areas of discussion will include the unique interaction of the instructor with students, in the role of coach rather than presenter; methods to foster student interaction and group work; the prevention of “scrolling learning” and ideas to impart information in ways other than black print on a white page. Also, experience with the implementation of classes provided on-line at Indianapolis University – Purdue University at Indianapolis (IUPUI) has shown that faculty and students can be more connected with each other when linked via computer, as opposed to traditional classrooms, when this feature is nurtured and developed. How this has been enabled will be presented.

While course content is prepared prior to the beginning of the semester, continual preparation and review is required. Faculty describe the feeling that class is never over. The students are constantly on their minds. Students have a high expectation of accessibility, including weekends. Promoting student satisfaction involves a great many “virtual office hours.” Adding to student satisfaction is the use of feedback to help the students feel as if they can “make a difference,” that is, direct the course discussion. The general information presented will describe how to get over the “first-time” syndrome for faculty, staff and administrators.

I. Introduction

Widely touted as a tremendous frontier as an educational delivery method, the huge potential of the world-wide-web demands exploration. Educators can face limitless numbers of students in their classes, certainly a daunting concept! While the desire to enlighten many is strong, the tool is a weak one without preparation and understanding. Instructors must be creative or face dismal failure! IUPUI has offered engineering technology courses within the biomedical electronics division of the electrical engineering department nine times over an eighteen-month period, with many more semesters planned. The many trial and error experiences IUPUI are marvelous opportunities for observation and imitation.

The courses discussed in this paper are asynchronous. Students have no set time to “meet.” This allows for flexible student participation, often working around employment schedules.

Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright 2001, American Society for Engineering Education

Christe, B. L. (2001, June), Success For Both Students And Faculty In The Virtual Classroom Paper presented at 2001 Annual Conference, Albuquerque, New Mexico. https://peer.asee.org/9818

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