Spring 1999
Vol 7 Issue 2
IN THIS ISSUE...
Multiplied or Divided by Technology
LEE: A Valuable Addition to Language Learning
Changing Face of Distance Learning Students
SEE ALSO...
The Forum
Maricopa Center for Learning and Instruction
The Changing Face of Distance Learning Students
Interview with Angela Ambrosia, RSC
Alan Levine, MCLI
NOTE: The audio version of this phone interview, taped on February 17, 1999, is available in RealAudio format.
AL: Angela, what is your title at Rio Salado College?
AA: I am the faculty chair for Computer Information Systems as well as the technology liaison for course development.
AL: Could you share your background and how you came to these positions?
AA: I think I am the "jack of all trades, and the master of none!" I have master degrees in Computer Science, Medical Biology Education, as well as an MBA, plus a Ph.D. in Health Management. I am still learning and taking courses.
AL: When we first met, you were teaching at Phoenix College and doing some experimental distance learning.
AA: Yes, we were using Electronic Forum, the bulletin board system developed at Glendale Community College, and we started developing materials delivered via Mosaic, the first graphical web browser.
AL: How would you describe some of those first experiences for students? What types of students were taking those classes?
AA: I think they were the same students with the same needs that we serve now. These students are torn between work, family, and school. These demands consume their schedules, and they try to maximize their time in each. The students are saying, "How can I learn when it is most convenient for me?" When they are doing their courses at home, they have combined learning time with their family time.
AL: So you went from a handful of experimental courses to how many students served now at Rio?
AA: Right now we start classes every two weeks in our distance learning program. And we've had two starts this year. Already we have over 3300 students, an increase of 29% from the same time last semester.
AL: Would you say the students coming to you are more diverse than the ones you saw 10 years ago?
AA: Absolutely. My first students were young students, ones who were exposed to technology at an earlier age, but now it seems like everyone knows about the web. My oldest student is 83 years old, and my youngest one is 14. I have students who were home-schooled, so their parents feel the natural extension for college is distance learning. These students are already self-motivated; they have finished high school in that type of environment.
AL: Your description seems to indicate a range of interest and abilities in students who are coming to you. What kinds of things do you use in the beginning to evaluate and advise the distance learning student?
AA: Students take our courses because they need them; they choose the modality that is comfortable. Our advisors provide great information to help students determine if they have the time, skills, and habits to succeed in this format. We want to avoid setting up students for failure, so if they are already working say 50 or 60 hours a week, they likely do not have sufficient time to study. I advise students to take one course at a time and finish it before starting the next. Since we start every two weeks, there is plenty of opportunity to sign up when it is the right time.
Right now, one of our challenges is with our financial aid system. Students must enroll for a full semester load to get aid. Immediately, students are primed to sign up for five classes. The aid is doled out via an antiquated semester schedule. This creates a great deal of pressure.
AL: How can distance learning reach more diverse students?
AA: For some of my disabled students the only way they can take classes is via distance learning. I have received some of the most positive feedback from these students. They can discuss, they can participate in learning at a peer level, and no one knows who they are or what they look like. It may take them five hours to type a paper, but they can do it. They have a feeling of accomplishment and elevated self-esteem.
AL: Can you describe some of the challenges for disabled students?
AA: My most challenged student was a paraplegic, semi-blind, and had mobility in only one finger!
Some students are using adaptive computer keyboards. We also have readers that can record textbooks in audio format for visually impaired students. The Internet classes have opened up education for home-bound students too. We are working with a ministry that is able to visit the a home-bound student if they have not been participating in class.
AL: How do you meet the unexpected needs that students might have?
AA: This is the instructor's role in distance learning, since the content is already developed, the teacher then becomes a mentor to help individualize the learning. When an instructor does not have that visual contact with a person, the written or verbal feedback is very important.
AL: How might you describe the diversity of your students?
AA: We are challenged right now by some students who are saying, "Give me the syllabus, the assignments, and I will go and do the work. I don't want to be bothered with lectures and things I already know."
We have a lot of other students that need a bit more assistance. There are some classes where an assignment is due every week, so we can track their progress. In some other courses, we provide the beginning date and ending date and then leave the student on their own with the materials. We are always here if they need help.
Many of our students come with previous knowledge and experience for which we try to give them credit. For example, I teach a number of computer classes. Many of these courses have pre-requisites that cover information working professionals know from the job. So, we talk to them and try to see if that experience matches the course requirements.
AL: That might add up to a lot of work for you...
AA: Yes! I am working on something for one of our computer courses that is a pre-requisite for many of our other courses. It is a self-assessment piece that would allow students to develop their individual learning profile. This would provide a tool so that students can take only the portions of classes that are new to them.
AL: Geographically, where are your students located?
AA: Most of our students are local, although students do span the whole globe. I have five students from Japan now taking a programming class. I have students from Mexico and Antarctica...
AL: Where there challenges in helping these truly distant students?
AA: Not really. Our students are responsible for providing their own "connections," so we can tell them to type in a certain URL and go. We have, however, had a few technical challenges with downloading large media or installing certain plug-ins.
Also, we have a 24-hour help desk. The web site has "frequently asked questions" as well as a series of seven steps, an on-line orientation for new students.
AL: So, if I'm having trouble at 3:00 a.m. wherever I am, I can reach someone by phone...
AA: Yes, you can leave a message on our 24-hour, 1-800 number, and we will return a call as soon as possible. The help desk is open from 7:00 a.m. to 9:00 p.m. (local time) daily and 9 a.m. to 5 p.m. on the weekends.
AL: How many classes have activities that require synchronous communication?
AA: We have a few. From my experience, it is not something that students want. They want asynchronous so they can respond in their own time. We look carefully at the time zone issues. However, any synchronous event can be recorded and accessed via an 800 number, so we have an option to make that recording available for two weeks or more.
And we also have Beep-A-Tutor. With this feature, students can call a number and page a tutor. They will have a response within 45 minutes. Tutors are also available on-line via Internet chat. The tutoring is used most frequently in the languages and in the math courses, but students can get tutoring assistance in any subject.
AL: What kind of student services do you provide?
AA: The same ones that a traditional college does. We have put the whole college on-line; we have an on-line library that has an electronic database of full-text magazine articles. One can search ERIC and over 6000 other electronic resources based on different topics. We have counseling services, job placement services, student services for completing applications to become a tutor, or to complete applications for scholarships. All of these are on-line.
AL: Do you see more changes with future waves of distance learning students?
AA: I can see more interaction with students. I can see more application of learning styles. In every lesson or module, I try to provide options for using information in written, audio, or kinesthetic form.
We are looking at technology that can translate written content into audio in order to aid the hearing impaired students. Also, we have had our site checked for compliance with accessibility standards.
AL: Are you seeing reliable advances in speech recognition software?
AA: Yes, I do see such advances. I am looking at some systems that would allow students to send a message, via the Internet, that would go directly into the faculty's email as a sound file. They would not have to use a phone. The software is getting so much better in making this a reality. We see it in industry, where physicians are doing their dictation via voice-recognition software. Instructors still have to "train" the software to his/her voice, but it is getting more reliable.
AL: Are there courses that require collaboration or group work?
AA: They are very important in our Interpersonal Communication classes which are facilitated with our FirstClass conferencing software. In English classes we have peer reviews on writing assignments which are done via technology. Instructors are seeing superior writing on the drafts they are receiving.
AL: How many students are taking classes for interest only?
AA: Quite a few. Many of them are taking computer and health care classes. Our classes are really growing, especially with the enrollment occurring every two weeks. It's not easy for the faculty to stay ahead!
AL: I can see this. Since we have been talking, your Palm Pilot has been beeping, the phone has rung, and your computer has received an instant message.
AA: It is busy! As an instructor, if people think teaching on the Internet is easy, they are mistaken! If you are a student thinking taking an on-line class is easier, you are also mistaken.
We have a lot of systems in place to help students. One is a call-in program. In this program, one week after a student signs up for an Internet class, every student is called by a staff member to check their progress. If an instructor is not hearing from a student, he/she can send a request to our course support staff who will keep trying to reach the student. We even have a courier who can pick up materials from students.
We are expanding... We now have some faculty members that teach for us but live out of state. They get all of their orientation on-line or from our faculty handbook. We are creating a course developers handbook on the web so that people elsewhere can develop Rio courses.
AL: Is there anything you would like to add about our theme of "the changing faces of students?"
AA: Our society is becoming a placeless one, and we need to look for opportunities to educate our students anytime or anywhere. We need to address this!
Note: For more infomation about Rio Salado College, visit them online at