Joanne McInnerney, Lissa McNamee, and Tim Roberts,
Faculty of Informatics and Communication, Central Queensland University, Bundaberg, Queensland 4670, Australia.
Email: t.roberts@cqu.edu.au
Issues of usability, accessibility, and equity in college and university education, often focus on those learners who have a physical or intellectual disability. However, students without a recognised disability may also be disadvantaged. The requirement for online access may provide a disadvantage, due to a number of factors ranging from those of a socio-economic nature, to extreme geographic isolation, to difficult work environments. Educators and their parent institutions would be well advised to investigate ways and means to alleviate such problems, before they impinge upon the learning experience of the students.
This paper introduces educators to some of the many disparate factors that can create anomalies between online external (and often distant) students and face-to-face students. These include issues relating to technology, expectations of computer literacy, the online presentation of materials, access to library facilities, and the art of good communication. The paper suggests some ways in which the potentially harmful effects of these anomalies can be reduced.
Good communication and the efficient transfer of information are integral to good teaching, from primary school to university. The increasing utilization of the Internet and the World Wide Web for teaching and learning at the college and university levels has created a series of problems for many educators still apprehensive of the technologies involved. This apprehension can be exaggerated when educators have to deal with students who have a diverse range of abilities.
Such difficulties are also exaggerated for students when attempting to study online. Universities have to address the problems of usability, accessibility and equity as they apply to online learners, especially those who will be studying at a distance as external students. How can students who study online gain full access to the educational facilities that are not only a part of tertiary life but are often seen as an essential ingredient to their well-being? There are many disparate factors that create anomalies between those studying online (whether distance or external) and those studying face-to-face, amongst the most prominent of which are:
However, many of these anomalies can be at least partially overcome if the potential problems are recognised in advance, and the appropriate measures taken.
Houweling (1999) in his paper on equity for the socio-economically disadvantaged and the rural and isolated potential student succinctly states that:
'The argument is this; to access online education the user must have access to the Internet, and this is where the problem begins.'To participate in online learning, potential students must have access to not only a good quality computer but also a reliable and affordable Internet connection. If any of these requirements are lacking, then access to online courses will not be suitable. Palmer (2002) emphasizes the fact that those who have access to the computing facilities available on-campus will have an advantage over those who must perforce pay for an Internet Service Provider (ISP). If the students have to obtain access to the Internet via an ISP then consideration of socio-economic backgrounds is important. There may be instances where students are given permission by their employer to gain access to the Internet via their work place - though this is often an unsatisfactory arrangement, it may be the only feasible option for some students. The creation and utilization of online learning for and by the isolated and rural students who are unable to attend face-to-face lectures and tutorials is a valid aim. But, in socio-economic terms, these students may also be disadvantaged, as it is often the high cost of living away from home, which makes the attendance at university an unfulfilled dream for those who are geographically isolated.
'Offering education by way of the Internet does not address the needs of students who come from socioeconomically disadvantaged backgrounds however it is a tool that goes a considerable way to addressing the needs of rural and isolated students.' (Houweling, 1999)
Theoretically, students can study 24 hours a day, seven days a week, but not all socio-economic groups can afford the costs involved. Kilian (1997) states that although many potential students cannot, at present, afford to study online due to financial problems, the time is fast arriving when this will not be the case. When this occurs the currently disadvantaged potential students within our communities are likely to enrol in the online courses offered at tertiary institutions in increasing numbers.
As an access issue universities may have to state in their promotional literature that not only are computers a requirement of doing a specific degree program, but also that other equipment may be required. Equipment such as computer software, CD burner, video camera, access to an editing suite, scientific instruments, photographic or digital camera etc. and that without such equipment it is impossible - or at the least very difficult - to undertake a particular program of study.
An illustrative example of what can go wrong is provided by Fyfe (2000) in a case study regarding students completing a first year biology subject entirely online in collaborative groups. The difficulties included:
These resources were essential for completing the course, yet the students' inexperience and fear of new technology affected the learning outcomes for that course. It was further discovered that some students were using an unreliable ISP, as they were only accessing the Internet to complete the course. This resulted in poor connections and frequently no connection at all. The students were also frustrated by their lack of familiarity with chat rooms, as it was difficult for all participants to maintain fluency in their discussions. This lack of familiarity with chat room protocol lead to students cutting other students out of the discussions there by disrupting the fluency and hampering students learning.
The most important skill that all parties must have when taking part in online external courses is a medium to high level of computer literacy. It is therefore important that the appropriate use of information technology be integrated into the teaching and learning practices of introductory courses at college and universities. This applies whether students are on-campus or external, as educators have an expectation that all students will be computer literate when researching, producing and submitting items of assessment.
Problems occur when educators make assumptions that school leavers have a medium to high level of competency due to their training and education at school, whereas mature age students are expected to have a low to medium level of competency. This assumption of computer literacy can be wrong on both counts. A case in point is shown in a survey of first year undergraduate chemistry students attending the Geelong campus of Deakin University, designed to evaluate their computing skills. The conductors of the survey, Lim and Lee (2000) state that:
'There is an expectation in the Australian society that our school leavers are a generation of computer literate individuals.'The disturbing finding to appear from their survey was that students did not have the computing skills expected of them by their lecturers, and it did not appear to be of significance whether the students were school leavers or mature age.
It is interesting to note that when online courses are discussed there is often a misconception that the Internet itself does the 'teaching'.
'Technologies do not teach; people do.' (Ingram, 1996 as cited in Palmer, 2002)
Because it is people who teach, the difference between the ability to teach face-to-face and the ability to teach online can be considerable -
' … there is a digital divide …' (Palmer, 2002).This same 'digital divide' can exist among students; in relation to their computer literacy. It is essential that educational institutions allocate appropriate resources to ensure that any issues that may arise from this digital divide can be alleviated as quickly as possible.
Students have an expectation that courses presented online will be of a high quality, with easily accessible materials and links to appropriate resources. Is this expectation being fulfilled? According to Spender (2001), the answer is no. She states:
'… university content is not packaged in a manner which learning shoppers will find attractive; nor is it accompanied by quality services, which learner/customers have come to expect. So it (the university) will have to transform its content, technology and services - not to mention its business model and IP polices - if it wants to be a major player in the learning business.'Is it possible to package online courses so that the 'learning shoppers' will be attracted? Universities and educators need to ensure that course content and the servicing of online courses is brought into the twenty-first century. It is no longer enough to simply transpose face-to-face content to the Internet.
Educators therefore, should present the courses learning materials in a meaningful manner, and foster the communication environment required to encourage and facilitate the students' successful completion of the course.
Essential features of a good online course designed to minimise the anomalies between those studying face-to-face, and those studying online, would include:
Online submission and return of assignments can be a valuable aid to both educators and students, enabling efficient processing, and a lesser reliance on the vagaries of the postal system.
Further non-essential, but usually very valuable, resources would include:
The first of these provides some measure of equity for students unable to attend on campus; the second, an invaluable means of communication and interaction; and the third, a quick point of reference so that students do not have to spend inordinate amounts of time scouring the course web site.
In courses where they are appropriate, the following resources should also be provided:
Optional facilities may include:
Whilst some of these resources and facilities have significant cost implications, most do not. All are recommended if issues of usability, access, and equity are to be taken seriously, and the best possible learning environment provided to external students.
Libraries are continually studying performance indicators and benefit measures to justify their expenditure to the administrative hierarchy. These indicators and measures though, are not always the first thought of librarians when it comes to online learning - see for example (Southern Ontario Library Service, 1998). They often are more concerned with trying to implement the material requirements that educators have requested and therefore, they are unable to adequately implement the student support systems that are required for successful student access. University librarians, due to the introduction of online courses and programs, are now finding that they:
'…are being asked to develop new services to support… (this) burgeoning program (of course development)… with little in the way of new resources.' (Bryant, 2001)Many administrators also require library staff to supply benchmark or efficiency indicators so that comparisons can be made with other libraries. This measure is not as easy to identify, and is perhaps not as important as that of the client satisfaction measure. Online students face different access and usability problems to those who study on-campus, and libraries need to quantify how they are to provide them with assistance before problems arise.
Educators, when designing online courses, should be encouraged to liaise with university librarians so that a list of required and reserved reading resources is acquired in ample time to be enable students to access those resources. Another issue of importance is that of educators accidentally assigning reading materials that are either not in the university library's databases or are in books that students cannot access. It is imperative that educators and librarians work together so that such problems of access and usability for all students taking an online course are solved before they arise.
Tennant (2001) asks the questions:
'Why should we make our users hunt down the best resource for a given information need and learn how to use its particular options for searching? Why not provide them with a simple way to get started?'For example, one area of importance is that of library support systems, such as the quick answering of reference questions, efficient help desk support, and effective responses to requests for material. Ryan (2001) discusses how
'Too often, virtual education has been approached as a technical solution to distance (education), without considering that, for the student the nature of the educational experience is a function of the opportunities for thinking and learning that the institution might provide.'
It is important that university libraries consider having a 24-hour reference help service that online students may utilize, as many students will be unable to undertake their study during normal working hours. It is not appropriate to institute online education without the implementation of adequate library resources.
Effective communication can be positively assisted by such factors as ensuring prompt feedback, and ensuring that instructions are presented in an unambiguous manner. However, good communication is more than just this.
Some instructors may lack the ability to give explanations with clarity and explicitness. Poor communication skills are the bête noire of online education, whether students study externally or face-to-face. Communication has to be tempered by an understanding of the cultural differences that will come into effect once a university accepts students from diverse backgrounds. This is especially true in cases where the university has a significant overseas enrolment.
Email is often seen as an anonymous environment where students can express their views and 'speak up' when problems arise. It is critical that both students and academics feel comfortable expressing themselves in this format. Because this communicative relationship is online, it has to be as easy as that of the face-to-face tutorial or workshop.
Poor communication skills when practiced by academics can lead to an iniquitous situation arising for online students. If many of the participants do not feel comfortable then the social interaction between all parties, which is essential for the success of any course, will not occur. It is of extreme importance then, that educators master the art of communicating clearly and effectively online, both synchronously and asynchronously. If this does not happen, there is little that can be done to salvage the communication component of the course and the attrition rate for that course may increase.
When communicating online educators and students have to learn to fill in the blanks that are left when they are unable to 'read' the body language of the people to whom they are 'talking'. Lewis [2000] asserts that it is:
"…helpful … (to) engage in … the WRITE way to communicate online. … that is (W)arm, (R)esponsive, (I)nquisitive, (T)entative, and (E)mpathetic."If educators can manage to incorporate these concepts into their teaching, when online, then they will increase the ability of all concerned to succeed. One important issue not addressed by Lewis [2000], is that of (R)espect. Educators should show respect towards the comments and ideas of others when communicating. This (R)espect should be shown even if the comments and ideas communicated are erroneous, as it cost nothing to politely correct a flawed idea, and it allows others to contribute meaningfully to discussions. Along the way, all parties may also discover that not only have they learnt how to communicate, but they may also have learnt how to learn more effectively and efficiently.
One of the more beneficial aspects of synchronous communication is the ability everyone has to generate a sense of 'self' and to take part in the social interaction that often occurs when the communication is 'virtually' instantaneous. The use of both asynchronous and synchronous communication throughout the online course, especially if the students are external, creates a sense of belonging. This in turn can lead to a happier and more attentive body of students.
Educational institutions have to ensure that their educators do not become blasé and assume that everyone knows what they mean - clear and precise communication has to continue for the lifetime of the institution's teaching and learning practice. Good communication is about saying and doing the "W.R.I.T.E." (or W.R.I.T.E.R.) thing with respect afforded to all. If implemented properly, and conscientiously adhered to, this may prevent any iniquitous anomalies from arising.
The authors have shown some of the many disparate factors that they believe create anomalies between online external, online distance and face-to-face on-campus students.
How then can colleges and universities reduce these anomalies?
First, institutions have to provide good quality support services to potential and existing students, regardless of their socio-economic circumstances. Universities should ensure that they have well-trained IT departments to maintain and upgrade their computing facilities and hardware, thereby minimizing the potential for technical problems. There should also be well-trained and patient help desk staff to respond to 'cries for help' from students (Kazmer, 2000).
It is also critical that online external students, whether they are at a distance or not, have easy access to their instructors so that problems may be dealt with expeditiously, especially if the problems concern access to required materials.
Second, just as colleges and universities have a high expectation that students should have reached a medium to high level of computer literacy to undertake online courses and programs, so too must educators also reach this level. Part of this attainment is the ability to communicate in the many online arenas that are utilized by the online courses. From the perspective of the educator, this means having and using a high level of clear, concise and appropriate language when communicating with students. A lack of prompt feedback and ambiguous instructions can be solved or prevented by instituting appropriate staff training, so that the educators concerned with online learning know and understand the importance of prompt replies, and the even more valuable ability of being able to write their online courses without ambiguity.
Third, institutions should ensure that their online materials are easily accessible and, of equal importance, easily usable by students. Online resources and facilities should be presented in a meaningful manner, making the fullest possible use of the facilities available to web-based courses.
Fourth, the essential nature of high-quality library services needs to be recognised and appropriately funded.
Fifth, many academics may lack the communication skills that are required to facilitate effective online studies. Here Lewis' (2000) "W.R.I.T.E." concepts provide important guidelines, which when combined with the equally important aspect of (R)espect can help to ensure effective communication amongst all parties.
If the only thing that a university has to sell is its intellectual property, as Spender (2001) says, then it is a requirement of colleges and universities to allocate the monies and personnel necessary to implement their courses online in the most efficacious manner possible, and make every effort to reduce the anomalies that might be experienced by distance learners. By doing so, their academic programs they are likely to enjoy increased respect from students, employers, and the outside community.
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