Introduction

Inspired by the last TAFE QLD conference ‘Riding the Wave’ to improve the quality of online teaching and adopt some of the ideas put forward by Gilly Salmon, the Online Services Unit at Tropical North Queensland TAFE developed a basic course on how to facilitate online learning and delivered it between October and December 2002 to eight teachers. This paper describes what was done, what was learned and outlines how TNQT has built on this experience for the future.

The guidelines for the course design

 In discussions with the main stakeholders in the Institute a number of criteria for course design were identified:

1. The course had to be brief – no more than 8 hours in length
2. It has to be for beginners.
3. It had to be online so that teachers would have the opportunity to experience being an online student themselves.
4. It had to provide tips to improve online teaching practice. 
5. It should reflect current online pedagogy as described by Gilly Salmon.
6. It should utilise TNQIT case studies

Some time was spent discussing what topics should be included. The following questions provided the topics for the course:

How do I induct students to online learning?

How do I socialise students online so they feel comfortable?

How do I run a discussion forum and get all students participating?

How do I manage a chat session, so it is not chaos?

How can I use email as a teaching strategy?

What possibilities do discussion forums offer for creative teaching strategies?

How do I evaluate student interactions and participation?

The course structure

The course was run over eight weeks, and each week a new topic was addressed. The study guide for each topic provided some basic information, some practical tips, links to web sites for more in-depth exploration, a case study and the opportunity to discuss and reflect on the issues. Participants were expected to set aside 2 hours a week to get involved in the course.

To gain their ‘online driving license’ participants were required to contribute to the forums on a regular basis and provide some thoughtful reflections on how the concepts applied to their own situation.

The completion rates

The course started with eight teachers who volunteered to be part of the program, two of whom had never delivered online before and two who had been using online delivery for some time. The confidence level of the participants ranged from extremely confident to terrified. Although all eight started the course and completed the online induction in the first week, the drop off rate was quite steep and by week four there were only four teachers remaining, who were contributing and discussing on a regular basis. These four stayed as stalwarts, and completed the course, despite having a whole range of interruptions and work commitments.

What we learned

After the course had been delivered, the participants met and discussed their reflections about the experience they had.

The waning of enthusiasm

There was a big rush of enthusiasm when the course started and then this dropped back, and people found it difficult to stay motivated and on target. A weekly email which was sent out to everyone in the group telling them what was happening for the week and what they needed to do. Participants found this helpful in keeping them motivated.

The need for self-discipline – making the time

The time schedule was important to keep on task. Each week there was a new topic to respond to. If there had been no expectation that they complete a task that week, it would have been easy to fall behind. A weekly schedule is an important tool for an online teacher.

Finding the two hours to contribute to the course and do the reading was a problem for all of the participants. It was easy to be interrupted and not get to the computer. Several participants commented on how it was easier to put the time into a face-to-face class because they had to be there.  

Suggestions to boost participation and interest

It was felt that a blended model would have been more effective in maintaining interest, such as inserting a face-to-face workshop halfway through the course and then another group session at the end of the course. There was quite an attitude shift from thinking that a course should be delivered all online, to recognising how a blended model could be a good solution to maintaining motivation.

The importance of keeping contact

If participants did not post a contribution, they were followed up within a week, to find out how they were going. ‘Keeping contact with the students when you are not hearing from them is so important. It made me a lot more aware that it has to be done.’

The level of commitment

This course was a non-accredited in-house course. Participants felt that if it had been an accredited course they would have been more committed. ‘Getting a result would have made a difference.’ It had been offered as a free course to any teacher who was interested. ‘If I had paid for it, I would have been more committed.’

The power of chat as a teaching tool

During the topic ‘How do I manage a chat session?’ a chat session was scheduled. Not all participants could make it, but it proved to be a revelation. One teacher had some experience in running scheduled chat sessions so she was invited to lead the session. Initially there was resistance to the idea of chat, but being a participant in a well run session changed the perception. For some participants, the chaos of the chat room was appealing and the speed of ideas created a vibrancy that was not found in discussion forums.

Overall a worthwhile experience

‘It made me look at where I’m going and how students react to the online environment. It has given me new areas I need to be aware of.’

‘The first time you do the course it increases your awareness of what you can do. I would like to have the opportunity to put some of the ideas into practice and then do the course again, for reinforcement.’

‘I learned that it is up to the facilitator to MAKE the course. With good planning and questioning as well as lots of relevant resource material, it can provide excellent learning opportunities’.

‘There is more to online learning than I thought.’

‘I learned that lots of people struggle with the same things as I have. That it gets easier as you play with it. That a helpful facilitator can really make a difference to how you feel about learning and the things that you will attempt.’

‘I thought that it was good to start from the perspective of a student. It will help us understand any difficulties the students may face. I am looking forward to using online delivery with my students.

Four teachers completed their 'driving licence' and received a Statementof Attendance for this course but there was no formal recognition.

Where to from here for Tropical North?

The participants felt that the eight week course was too long for an introductory course, and proposed that it be shortened to four weeks. They commented that if it had been an accredited coruse,or if they had paid for it they would have been more committed. We are in the core business of delivering accredited training.

The question to explore was how TNQT could practice what it preaches, and offer accredited training to TAFE teacher who wished to develop their online teaching skills and have their existing online teaching skills formally recognised.Having the ability to offer accredited training was seen as the next step in the journey for TNQT. The timing was right, as more teachers were starting to use the Institute Online Learning Management System which had been in place for 12 months. Searching for possible solutions, the latest version of the Business Studies Training Package was released. Within the package there is a number of e-business competencies including:

Further information is available from www.tnqit.tafe.net/elearning