Independent Learning and the World Wide Web
The Internet and the World Wide Web (WWW) have opened many new opportunities for teaching and learning at a distance. This section can help you decide if a course is right for online development and gives you some assistance and resources for making the most of the Web’s instructional potential.
The Value of Online Independent Learning
Two of the most exciting possibilities for enhancing IDLP courses with the Internet and World Wide Web are (1) graphic, audio, and video elements that can enlarge and enliven the print presentation of content, and (2) communication options that can enhance the dialogue between instructors and students and allow collaboration among students.
   
Is Online Right for My Course?
Given unlimited time and unlimited computer resources for both instructors and students, any course can be adapted for delivery on the World Wide Web. Realistically, however, some types of courses adapt more easily and successfully for online presentation. The chart below shows some criteria for evaluating the Web potential of your course.
Courses That Adapt Well to the WWW
  • Have content with strong vocabulary and concept/theory basis
  • Would benefit from graphics: line art, color art or photos, diagrams, flow charts, animations, etc.
  • Would benefit from links to additional resources on the WWW
  • Would benefit from "instant feedback" self-check questions
  • Have submitted assignments consisting of objective (multiple-choice, true/false, matching), definition, or short-essay questions
  • Would benefit from access to online library resources
Courses Which Have Major Challenges for Web Adaptation
  • Have content with strong problem-demonstration and solution basis (such as mathematics, physical sciences, statistics)
  • Require little or no supplementary materials beyond the textbook
  • Have little or no "visual" content
  • Require real-time observation, laboratory experience, interviews, presentation, or performance
  • Have submitted assignments consisting of worked-out problems, essays of more than 2-3 pages, projects, demonstrations, etc.
Even if a course is not a likely candidate for Web development, it may still benefit from online supplements, such as links to specialized resources, online library access, or discussion forums for students and instructors.
top
Technical Considerations

Independent and Distance Learning Programs serves students who are learning in environments with a wide range of computer and Internet access. We also recognize that instructors have varying combinations of hardware and software, ranging from the "latest and greatest" to "just barely there." Therefore, our courses are designed to a middle ground of technical sophistication, which includes the following:
  • a Windows-based computer (sometimes referred to as "wintel" from windows-based Intel processor) with a Pentium-class processor, 128 megabytes of RAM, and Windows 98, 2000, or XP
                    OR
    a Mac with a 68030 or better processor, 16 megabytes of RAM, and system 8 or higher
  • a network connection or 56K modem
  • an Internet Service Provider (ISP) providing a SLIP or PPP connection and access to e-mail services
  • "graphical" browser such as Netscape, Internet Explorer, or Opera
  • a standard e-mail program, such as Eudora, Netscape Mail, Microsoft Outlook, or Mulberry
Recommended upgrades include increased RAM (for PCs), and more RAM and a faster modem (for both PCs and Macs).
   
What We Expect from You
We do not expect you to be able to design a Web page nor even to be a sophisticated user of the World Wide Web. We do expect you to be comfortable with using e-mail and to have a basic understanding of how to get around on the WWW. We also value commitment of your time to participate in the development process, a willingness to look for or help us evaluate possible online resources for your course, and willingness to actively interact with students.

If you have some experience with Web-page design, or some ideas about what you want to include in a Web-based course, we’d welcome your input as we begin the development process.
 
top
Getting Started with Online Course Development
The Basic Elements
Online course development begins with the same principal elements as print-based courses: the course objectives, reading assignment, discussion, and submitted assignment (see “Creating the Study Guide” and the samples in the appendix).

If a course is current in a print-based format and meets the general criteria above for Web-based courses, the instructional materials staff can use the existing computer files to begin the process of adapting the course. You will be asked to consult with the staff to identify appropriate graphical elements, if the course does not already contain them, and to develop resource links and interactive self-study exercises. You may also be asked to redesign your course assignments for e-mail lesson submission.

Interactive Self-Study Exercises
One of the great benefits of Web-based instruction is the ability to create opportunities for learners to interact with the material. You are probably familiar with the self-check exercises that are provided by textbook publishers in student guides or instructor’s manuals. These can be easily recreated in a Web-based format, but there are possibilities beyond simple objective questions. The checklist below will help suggest a self-study format based on your goals for the students.
Goals for Learner Suggested Formats
Mastering vocabulary and basic concepts Multiple choice
Matching
Fill-In
Discriminating between concepts True/False
Ordering of relationships
(rank, date, time, etc.)
Applying concepts

 Multiple choice
Case analysis
Short essay
   
top
Resources Online
Note: Resource links can also be used as supplementary material in print-based courses.
Internal Resources
OHIO UNIVERSITY LIBRARIES
This site, accessible from Ohio University's home page, is literally overflowing with links to sources of information, near and far. The Web-based access to Alice, the online catalog, is straightforward, and lets you view several levels of information about the book or journal you are seeking. Both you and your students can access Alice from any computer with a World Wide Web connection. You can also check out and renew materials online. If you need a quick reference (a name, a date, a definition), there are a variety of sources available from the “InfoTree” on the Libraries top page. Subject guides created by the library's subject bibliographers are excellent starting points for both you and your students to find resources in your field. (The library's subject bibliographer for your discipline may be the most important resource in the library!) The Libraries page is also the starting point for access to Ohio's statewide library service, OhioLINK.

OHIOLINK
All state-assisted colleges and universities and a large number of private colleges are members of this library services consortium. In addition to borrowing privileges at any of the member institutions, you also have access to a wide range of bibliographic databases in all subject areas and an increasing list of journals and other publications in full-text form.

In 1999, OhioLINK established remote-user access that allows students in Independent Learning courses to use OhioLINK resources anywhere from a computer with a network or modem connection. Information has been developed by the library instructional staff to explain the process for students.
External Sources
If you use the World Wide Web, you are probably familiar with at least a few key sources in your subject, especially if there are journals or professional association sites in your discipline. The impetus of "e-commerce" (online buying and selling) means there are thousands of business organizations with web sites. Major cultural institutions such as museums, music and dance organizations, and scientific societies are online, as are newspapers, magazines, and radio stations. Governmental units from local to national are on the Web. In fact, the real challenge of finding course resources online is establishing some sort of evaluation criteria. Some of the characteristics of useful Web sites are:
     
  • Authority - the site is maintained by a recognized organization, institution, professional society, etc. If you are familiar with using search engines, try searching on the name of principal organizations in your discipline as a starting point.
  • Currency - even sites established by credible organizations can lose their usefulness over time if not regularly maintained. Look for a statement on the Web site that tells you when it was last updated, or check for the presence of current information, or click through the site's external links to see how many of those are active and up-to-date. Sites that update frequently often have a "what's new" link to provide quick access to new information.
  • Stability - “Here today, gone tomorrow” is a constant frustration for Web users. Sites which have the previous two characteristics are, in general, more stable. However, site architecture does change, sites are moved to different computer servers, some parts of a site may be intended to be changed frequently, etc. Although there are ways of "capturing" the content of a site and other ways of doing automatic link-checking, the best method is vigilance. When you have identified some sources that you like, check them frequently to make sure they are still "live." When used in your Independent Learning course, whether in print or online, ask students to notify you when sites or specific information disappear.
     
top | previous section | next section
 
Haning Hall - Ohio University - Athens, Ohio 45701 - Tel: 1-800-444-2910