for Creating and Evaluating Scholarly Instruction in Internet-Delivered Courses
1999, 8:15-9:15 Split Rock Resort,
Lake Harmony, PA
and Organizational Development Network in Higher Education
Kuhlenschmidt, Ph. D., Western Kentucky University
Participants in Workshop
Faculty Development Officers
and those needing to evaluate faculty on-line work for compensation, promotion,
At the end of this session,
- have an expanded understanding
of issues in Internet-delivered instruction
- understand some potential
components of scholarly on-line work
- have begun to explore
the application of Glassick's 6 principles of scholarship to on-line instruction
is Internet-delivered instruction?
job is a self-portrait of the individual who did it. --Carolyn Coats, 1994.
- E-mail course.....to......
- Blended (F2F w/ Internet
- Entirely or primarily
on-line with limited F2F contact.
- Single page to
- Extent of human interaction
- self-paced tutorial
- discussion seminar--
all on-line communication using webboards or chat; cohort moves together
is scholarship? 3 Models
looking to find the key to the Universe, I have some bad news and some good
news. The bad news is - there is no key to the Universe. The good news is -
the universe has been left unlocked.
- Information Audience
needs to cite the work
- Author (Webmaster?
Statement of credentials? Mailto link?)
- Created and Modified
- Clear and Descriptive
- Sponsoring Institution
- Citations by Author of
sources: Bibliography (including Websites)
- Is accuracy necessary
to be scholarly? or peer review?
- Presented in interpretable
- On each webpage
Boshier, Mohapi, Moulton,
Qayyam, Sadownik, & Wilson (1997)
Interaction (Human interaction,
not technological interactivity)
Glassick, Huber, &
Maeroff (1997, p. 36)
- Clear Goals
- states basic purposes
of work clearly
- defines realistic and
- identifies questions
important in the field
- shows understanding
of existing scholarship
- has skills needed
for the work
- has the resources necessary
for achieving progress
- selected methods are
appropriate to the goals
- effectively applies
- if circumstances are
altered, adapts procedures
- achieves the goals
set out at the beginning
- the outcomes make a
difference to the field
- opens additional areas
- style and organization
of presentation of work is suitable and effective
- uses appropriate forums
to reach the intended audiences
- the message is presented
clearly and with integrity
- critically (and publically)
evaluates the work
- uses an appropriate
breadth of evidence in the critique
- uses the evaluation
to improve future work
Explore how to apply the Glassick criteria to Internet instruction.
- If we have sufficient
attendance to form small groups, elect a recorder/speaker (a volunteer or
the person who got up earliest this morning). Otherwise, listen for instructions.
- You'll be assigned one
of the 6 Glassick, Huber, & Maeroff (1997) criteria, given a transparency
and a marker.
- Consider/discuss what
would be necessary for Internet-delivered instruction to meet that criterion.
For "adequate preparation," for example, is knowledge of content
area sufficient? necessary at all?
- Record as many ideas
as you can in the allotted time on the transparency or flip chart sheet.
If there is too little time to share all ideas with the group, I will post
them to this website (see top of handout for address).
Results of Group Discussion
1. Clear Goals
- Should post clear instructional
- Should post Purposes
of the course
- Use questions to promote
- Encourage increased student
- Learn to read and write
on-line (It is different from print reading and writing).
- Think outside of the
2. Adequate Preparation
- Organizational structure
- Depth of Content
- Knowledge of Content
- Good Computer Skills
- Get training and follow-up
with further training
- Build-in activities that
speak to the objectives
- Students have access
to computers and course material
- Guidance for access issues
- Relevant links to necessary
3. Appropriate Methods
- Use of on-line tools
to foster (all 3 must be included):
- Faculty-student interaction
- Student-student interaction
- Such tools may include
but are not limited to:
- bulletin board
- chat room
- posted notes
- Powerpoint slides
[Note from Sally Kuhlenschmidt: I personally feel that posting Powerpoint
slides needs to meet a very specific objective serviceable only by this
action. Presentation software is visually and textually designed for small
group presentations, not for a single individual viewing it at a monitor.
It is using a media for other than it's designed purpose and I generally
avoid it. There are some occasions when it is better.]
- All methods must be clearly
linked to course goals and objectives.
- On-going instructor assessment
of success of methods must be implemented.
4. Significant Results
- Return to objectives--
have these beeen addressed in activities/information.
- Give students a few sites
and have them go either on their own or guided and then come back to us to
judge if learning grew.
5. Effective Presentation
- Structured, stable concise
site with clear writing and multiple pathways
- Amount of information
presented needs to be low.
- Evidence of chunking--
- Take advantage of media--not
- Structure--clear navigation
- Use of color
- Logical layout with multiple
routes for re-entry
- Inverted pyramid construction/writing
style for text
- Appropriate links: not
too many and annotated and links operable (work)
- Stability of site
6. Reflective Critique
- Student Survey of Technology/Techniques
- Recycle Student comments
- Assessment of Student
- Peer Review (as participant)
- Links to original resources
- Use to improve course
- Focus on learning outcomes
from web instruction.
- How do learning styles
mesh with web instruction?
- Helping students to learn
- Distinguishing when Internet
is appropriate or not.
link was suggested as helpful: http://www.cdl.edu
"In times of change,
learners inherit the earth, while the learned find themselves beautifully equipped
to deal with a world that no longer exists." --E. Hoffer.
1. Societal Issues of Importance
- Intellectual Property
- Student Privacy (1974,
Family Education Rights and Privacy Act)
- American Disability
- Ethical questions
- Identity--own and
2. Peer Review
Who are the peers?
in the discipline?
of On-line work
On-line work is organic,
not static: Is re-review needed? How frequently?
3. The Challenge:
When we attend to the scholarship
of on-line work:
- our credibility grows
- the quality of instruction
is improved on-line and F2F
- our students learn more
- Kuhlenschmidt, S.
(1999, February 22). Psy
501: Issues in Using the Internet in Instruction. [Online]. Available:
http://edtech.wku.edu/~internet [1999, October 10]. Note: This is the
course I teach for college instructors and administrators. It is entirely
on-line. It includes a resource
list (http://edtech.wku.edu/~internet/resour.htm) with annotations
on several recent books published for the college teacher.
- Kuhlenschmidt, S.
(1999, October 10). Selected Resources on Scholarly
Internet Instruction. [Online]. Available: http://www.wku.edu/~sally.kuhlenschmidt/presentation/scholarship/podres.htm
[1999, October 10]. Bibliography designed for this presentation
the author with comments or questions about this site by following the directions
at this page (which will open in a new window.)
contents © since 1996 by Sally Kuhlenschmidt. Copy only with permission.
created: June 1996. Page Created: October
10, 1999. Last Modified: May 17, 2001.