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The Virtual Classroom:

At the Cutting Edgeof Higher Education

The Virtual Classroom:

At the Cutting Edgeof Higher Education

Prof. Burks Oakley IISloan Center for Asynchronous

Learning Environments (SCALE)

Univ. of Illinois at Urbana-Champaign

September 28, 1995

Prof. Burks Oakley IIProf. Burks Oakley IISloan Center for AsynchronousSloan Center for Asynchronous

Learning Environments Learning Environments (SCALE)(SCALE)

Univ. of Illinois at Urbana-Univ. of Illinois at Urbana-ChampaignChampaign

September 28, 1995September 28, 1995

Challenges to LearningChallenges to Learning• Students in introductory

courses need rapid feedback, while they are working on a particular subject.

• Students need to have access to TA’s and faculty when they are studying –not the next day.

• Faculty and TA office hours do not match student study hours.

•• Students in introductory Students in introductory courses need rapid courses need rapid feedbackfeedback, while they are , while they are working on a particular working on a particular subject.subject.

•• Students need to have Students need to have accessaccess to TA’s and faculty to TA’s and faculty when they are studying –when they are studying –not the next day.not the next day.

•• Faculty and TA office Faculty and TA office hours do not match student hours do not match student study hours.study hours.

• We recognize the importance of active learning, but many students do not participate in a large lecture class.

• Teamwork is important, but it is difficult to get team members together outside of class.

• Students need sense of community.

•• We recognize the We recognize the importance of importance of active active learninglearning, but many students , but many students do not participate in a large do not participate in a large lecture class.lecture class.

•• TeamworkTeamwork is important, but is important, but it is difficult to get team it is difficult to get team members together outside members together outside of class.of class.

•• Students need sense of Students need sense of communitycommunity..

Challenges to LearningChallenges to Learning

• We need to do more to engage all students in active learning.

• Retention in many courses is too low, and needs to be increased.

• What can we do to decrease costs and to increase faculty productivity?

•• We need to do more to We need to do more to engage engage allall students in students in active learning.active learning.

•• RetentionRetention in many courses in many courses is too low, and needs to be is too low, and needs to be increased.increased.

•• What can we do to What can we do to decrease costs and to decrease costs and to increase faculty increase faculty productivityproductivity??

Challenges to EducatorsChallenges to Educators

How to Address these

Challenges?

How to Address these

Challenges?

• We believe that networked computers and appropriate software can provide the answer to this question.

• Our original efforts began in January 1994 with funding from the Alfred P. Sloan Foundation - to restructure ECE 270 (Intro. to Circuit Analysis).

•• We believe that We believe that networked networked computers computers and appropriate and appropriate softwaresoftware can provide the can provide the answer to this question.answer to this question.

•• Our original efforts began Our original efforts began in January 1994 with in January 1994 with funding from the Alfred P. funding from the Alfred P. Sloan Foundation - to Sloan Foundation - to restructure ECE 270 (Intro. restructure ECE 270 (Intro. to Circuit Analysis).to Circuit Analysis).

Background – ECE 270Background – ECE 270

• “Introduction to Circuit Analysis”

• ECE 270 is taken by ~400 students per semester.

• It is required in many engineering disciplines: aeronautical, biomedical, electrical, computer, mechanical, industrial, and applied mechanics.

•• “Introduction to Circuit “Introduction to Circuit Analysis”Analysis”

•• ECE 270 is taken by ~400 ECE 270 is taken by ~400 students per semester.students per semester.

•• It is required in many It is required in many engineering disciplines: engineering disciplines: aeronautical, biomedical, aeronautical, biomedical, electrical, computer, electrical, computer, mechanical, industrial, and mechanical, industrial, and applied mechanics.applied mechanics.

What Students LearnWhat Students Learn

• Students (mostly sophomores) learn to apply fundamental laws to analyze electric circuits.

• They write equations based on fundamental laws, and solve for circuit variables (current, voltage, power). Problems have quantitative (numerical) answers.

•• Students (mostly Students (mostly sophomores) learn to sophomores) learn to apply fundamental laws to apply fundamental laws to analyze electric circuits.analyze electric circuits.

•• They write equations They write equations based on fundamental based on fundamental laws, and solve for circuit laws, and solve for circuit variables (current, voltage, variables (current, voltage, power). Problems have power). Problems have quantitative (numerical) quantitative (numerical) answers.answers.

ECE 270 – CircuitTutor®

ECE 270 – CircuitTutor®

• Stand-alone tutorials provide rapid feedback and help at all hours.

• Network-based homework & quizzes automate the process of collecting and grading students’ work.

• Homework and quiz answers are submitted over the Internet via FTP to a UNIX server for instant grading.

•• Stand-alone tutorials Stand-alone tutorials provide rapid feedback and provide rapid feedback and help at all hours.help at all hours.

•• Network-based homework Network-based homework & quizzes automate the & quizzes automate the process of collecting and process of collecting and grading students’ work.grading students’ work.

•• Homework and quiz Homework and quiz answers are submitted over answers are submitted over the Internet via FTP to a the Internet via FTP to a UNIX server for instant UNIX server for instant grading.grading.

CircuitTutor®CircuitTutor®

World-Wide WebWorld-Wide Web• Prof. R. Crang - Plant

Biology 102•• Prof. R. Crang - Plant Prof. R. Crang - Plant

Biology 102Biology 102

World-Wide WebWorld-Wide Web

• Prof. A. Hübler - CyberProf ™

•• Prof. A. Hübler - Prof. A. Hübler - CyberProfCyberProf ™™

World-Wide WebWorld-Wide Web• Prof. B. Whitmarsh -

Chem 102b•• Prof. B. Whitmarsh - Prof. B. Whitmarsh -

Chem 102bChem 102b

Student LearningStudent Learning

• What happens when a student does NOT understand a certain topic?

• The student can discuss the problem•with a peer

•with a teaching assistant (TA)

•with a professor.

• There is a need for individualized attention – involving contact with other PEOPLE.

•• What happens when a What happens when a student does NOT student does NOT understand a certain topic?understand a certain topic?

•• The student can discuss the The student can discuss the problemproblem•• with a peerwith a peer

•• with a teaching assistant with a teaching assistant (TA)(TA)

•• with a professor.with a professor.

•• There is a need for There is a need for individualized attention – individualized attention – involving contact with involving contact with other other PEOPLE.PEOPLE.

FirstClass SoftwareFirstClass Software

• Permits asynchronous conferencing using networked computers.

• Commercial product ($5 per user).

• Client-server architecture.

• Macintosh & Windows clients.

• Uses TCP/IP protocol.

• >3500 student users on UIUC campus.

•• Permits asynchronous Permits asynchronous conferencing using conferencing using networked computers.networked computers.

•• Commercial product ($5 per Commercial product ($5 per user).user).

•• Client-server architecture.Client-server architecture.

•• Macintosh & Windows Macintosh & Windows clients.clients.

•• Uses TCP/IP protocol.Uses TCP/IP protocol.

•• >3500 student users on >3500 student users on UIUC campus.UIUC campus.

• The client software is installed on all CCSO and housing computers, and students can install the client software on their own computers.

•• The client software is The client software is installed on all CCSO and installed on all CCSO and housing computers, and housing computers, and students can install the students can install the client software on their own client software on their own computers.computers.

FirstClass – AccessFirstClass – Access

• Each student has a unique User ID - it is the same as the “Net ID” used with the on-line registration system.

•• Each student has a unique Each student has a unique User ID - it is the same as User ID - it is the same as the “Net ID” used with the the “Net ID” used with the on-line registration system.on-line registration system.

FirstClass – Logging InFirstClass – Logging In

• Has a graphical user interface – icons represent “conferences”.

•• Has a graphical user Has a graphical user interface – icons interface – icons represent “conferences”.represent “conferences”.

FirstClass - InterfaceFirstClass - Interface

• Easy to organize on-line discussions.

•• Easy to organize on-line Easy to organize on-line discussions.discussions.

FirstClass - ConferencesFirstClass - Conferences

• Conferences can be “nested” to provide interaction on a very specific topic.

•• Conferences can be Conferences can be “nested” to provide “nested” to provide interaction on a very interaction on a very specific topic.specific topic.

FirstClassFirstClass

• Postings to a conference make up a “threaded” conversation.

•• Postings to a Postings to a conference make up a conference make up a “threaded” “threaded” conversation.conversation.

FirstClass – ThreadingFirstClass – Threading

• A student posts a question.

•• A student posts a A student posts a question.question.

Virtual AssistanceVirtual Assistance

A student posts a question.A student posts a A student posts a question.question.


• An on-line TA posts a response moments later.

•• An on-line TA posts a An on-line TA posts a response moments later.response moments later.


• Easy way to distribute course material.

•• Easy way to distribute Easy way to distribute course material.course material.

Course InformationCourse Information

• Can be read cross-platform (on both Macintosh and Windows computers).

•• Can be read cross-platform Can be read cross-platform (on both Macintosh and (on both Macintosh and Windows computers).Windows computers).

Virtual DocumentsVirtual Documents

• Macintosh to Windows, & vice versa.

•• Macintosh to Windows, & Macintosh to Windows, & vice versa.vice versa.

Virtual DocumentsVirtual Documents

Asynchronous Conferencing at UIUC

Asynchronous Conferencing at UIUC

• Other UIUC faculty have started using FirstClass (or PacerForum) as a regular part of their classes.

• During the Fall 1995 semester, over 40 classes in 7 different colleges are using asynchronous conferencing.

•• Other UIUC faculty have Other UIUC faculty have started using FirstClass (or started using FirstClass (or PacerForum) as a regular PacerForum) as a regular part of their classes.part of their classes.

•• During the Fall 1995 During the Fall 1995 semester, over 40 classes semester, over 40 classes in 7 different colleges are in 7 different colleges are using asynchronous using asynchronous conferencing.conferencing.

• The “Classes” folder from “Instruct”.

•• The “Classes” folder from The “Classes” folder from “Instruct”.“Instruct”.

Courses using FirstClassCourses using FirstClass

• The “Classes” folder from “Collaborate”.

•• The “Classes” folder from The “Classes” folder from “Collaborate”.“Collaborate”.

Courses using FirstClassCourses using FirstClass

PacerForumPacerForum• Rhetoric 103 - Sibylle

Gruber.

• Short essays - building community.

•• Rhetoric 103 - Sibylle Rhetoric 103 - Sibylle Gruber.Gruber.

•• Short essays - building Short essays - building community.community.

PacerForumPacerForum

Virtual DiscussionsVirtual Discussions• English 493 - Prof. Gail

Hawisher.•• English 493 - Prof. Gail English 493 - Prof. Gail

Hawisher.Hawisher.

Critical ThoughtCritical Thought

SimulationsSimulations

• Veterinary Pathology - Dr. R.D. Smith.

• Each team simulated (in real-time) a disease outbreak lasting 3 days.

•• Veterinary Pathology - Dr. Veterinary Pathology - Dr. R.D. Smith.R.D. Smith.

•• Each team simulated (in Each team simulated (in real-time) a disease outbreak real-time) a disease outbreak lasting 3 days.lasting 3 days.

Real-Time SimulationReal-Time Simulation

Increased Student-Faculty

Interactions

Increased Student-Faculty

Interactions

Increased Student-Student

Interactions

Increased Student-Student

Interactions

• Students are applying technology in many diverse fields.

•• Students are applying Students are applying technology in many diverse technology in many diverse fields.fields.

Learning Opportunities for Students

Learning Opportunities for Students

• Faculty can add or delete specific discussion areas as needed.

•• Faculty can add or delete Faculty can add or delete specific discussion areas specific discussion areas as needed.as needed.

Empowers FacultyEmpowers Faculty

• Faculty no longer need to have weekly meetings with their TA’s.

•• Faculty no longer need to Faculty no longer need to have weekly meetings have weekly meetings with their TA’s.with their TA’s.

Efficient Use of TimeEfficient Use of Time

• Faculty can work from home at convenient hours.

•• Faculty can work from Faculty can work from home at convenient home at convenient hours.hours.

Efficient Use of TimeEfficient Use of Time

• Provides “virtual office hours” - at the times when students work.

• Provides cost-effective TA support to large lecture courses.

• Promotes teamwork.

• Builds sense of community.

• Increases student access to faculty and TA’s outside of the classroom.

•• Provides “virtual office Provides “virtual office hours” - at the times when hours” - at the times when students work.students work.

•• Provides cost-effective TA Provides cost-effective TA support to large lecture support to large lecture courses.courses.

•• Promotes teamwork.Promotes teamwork.

•• Builds sense of community.Builds sense of community.

•• Increases student access to Increases student access to faculty and TA’s outside of faculty and TA’s outside of the classroom.the classroom.

Computer ConferencingComputer Conferencing

• Increased retention - fewer drops.

• Improved test performance.

• Very positive student evaluations.

• Less faculty time spent in meetings.

• More efficient use of faculty time - increased “transaction density”.

• No increase in cost - through more efficient use

•• Increased retention - fewer Increased retention - fewer drops.drops.

•• Improved test performance.Improved test performance.

•• Very positive student Very positive student evaluations.evaluations.

•• Less faculty time spent in Less faculty time spent in meetings.meetings.

•• More efficient use of More efficient use of faculty time - increased faculty time - increased “transaction density”.“transaction density”.

•• No increase in cost - No increase in cost - through more efficient use through more efficient use of TA and faculty time.

Preliminary OutcomesPreliminary Outcomes

• Average of previous 7 semesters in ECE 270 – 12.8% drop rate (ranging from 9.4% to 19.0%).

• Spring 1995 semester – we observed a 6.6% drop rate.

• The networked homework and the on-line conferencing system combine to provide additional support to the “marginal” students.

•• Average of previous 7 Average of previous 7 semesters in ECE 270 – semesters in ECE 270 – 12.8%12.8% drop rate (ranging drop rate (ranging from 9.4% to 19.0%).from 9.4% to 19.0%).

•• Spring 1995 semester – we Spring 1995 semester – we observed a observed a 6.6%6.6% drop rate. drop rate.

•• The networked homework The networked homework and the on-line and the on-line conferencing system conferencing system combine to provide combine to provide additional support to the additional support to the “marginal” students.“marginal” students.

Improved RetentionImproved Retention

• ECE 270 – Fall 1994 – 2 “traditional” sections, 3 “computer-based” sections:

•• ECE 270 – Fall 1994 – 2 ECE 270 – Fall 1994 – 2 “traditional” sections, 3 “traditional” sections, 3 “computer-based” sections:“computer-based” sections:

ABCDE

CourseGrade Traditional

Computer-Based

17.4%

31.8%

35.6%

6.8%

38.1%

26.0%

21.5%

6.6%

Impact on Course GradesImpact on Course Grades

• In the Spring 1995 semester, we increased the student/faculty ratio in ECE 270 by 50%.

• We taught four sections, with a total of 420 students (vs. five sections, 350 students, in the Fall 1994 semester).

• No loss in quality of learning (55% of all students scored ≥90% on Exam #2).

•• In the Spring 1995 semester, In the Spring 1995 semester, we increased the student/we increased the student/faculty ratio in ECE 270 by faculty ratio in ECE 270 by 50%.50%.

•• We taught four sections, We taught four sections, with a total of 420 students with a total of 420 students (vs. five sections, 350 (vs. five sections, 350 students, in the Fall 1994 students, in the Fall 1994 semester).semester).

•• No loss in quality of No loss in quality of learning (55% of all students learning (55% of all students scored ≥90% on Exam #2).scored ≥90% on Exam #2).

Faculty ProductivityFaculty Productivity

• We have received additional support from the Sloan Foundation and the UIUC provost to implement the Sloan Center for Asynchronous Learning Environments (SCALE).

• We are integrating Asynchronous Learning Networks (ALN) into courses in many different curricula at UIUC.

•• We have received We have received additional support from the additional support from the Sloan Foundation and the Sloan Foundation and the UIUC provost to implement UIUC provost to implement the the Sloan Center for Sloan Center for Asynchronous Learning Asynchronous Learning Environments (SCALE)Environments (SCALE)..

•• We are integrating We are integrating Asynchronous Learning Asynchronous Learning Networks (ALN) into Networks (ALN) into courses in many different courses in many different curricula at UIUC.curricula at UIUC.

Sloan Center at UIUCSloan Center at UIUC

• Evaluate the impact of these new ALN courses on certain outcomes:•Retention, time-to-degree

•Economic issues (e.g., faculty productivity)

•Faculty “quality of life”

• Provide a test of the value of ALN courses ON a campus.

• Disseminate our approach to other universities (especially CIC schools).

•• Evaluate the impact of these Evaluate the impact of these new ALN courses on certain new ALN courses on certain outcomes:outcomes:•• Retention, time-to-degreeRetention, time-to-degree

•• Economic issues Economic issues (e.g., faculty (e.g., faculty productivity)productivity)

•• Faculty “quality of life”Faculty “quality of life”

•• Provide a test of the value Provide a test of the value of ALN courses ON a of ALN courses ON a campus.campus.

•• Disseminate our approach to Disseminate our approach to other universities other universities (especially CIC schools).(especially CIC schools).

Goals of SCALEGoals of SCALE

• Ag 100, AgEcon 100, AgEcon 339, ArtGD 120, Art GP 199, ArtPH 350, ArtGP 391, ArtPH 398, BioE 199, Bio 100, Bio 101, Bio 122, Chem 102B, Clas 112, Clas 116, CLit 141, Econ 102, Econ 300, ECE 110, ECE 270, ECE 290, ECE 375, Engl 103, Engl 296, Engl 302, Engl 493, FS 199, FN 240, Human 382, Kines 300, Math 285, M&IE 383, Phys 101, Phys 106, Phys 319, PlBio 102, Rhet 105, Rhet 133, Soc 122, Soc 222, UP 212, WS 332.

•• Ag 100, AgEcon 100, AgEcon Ag 100, AgEcon 100, AgEcon 339, ArtGD 120, Art GP 199, 339, ArtGD 120, Art GP 199, ArtPH 350, ArtGP 391, ArtPH ArtPH 350, ArtGP 391, ArtPH 398, BioE 199, Bio 100, Bio 398, BioE 199, Bio 100, Bio 101, Bio 122, Chem 102B, Clas 101, Bio 122, Chem 102B, Clas 112, Clas 116, CLit 141, Econ 112, Clas 116, CLit 141, Econ 102, Econ 300, ECE 110, ECE 102, Econ 300, ECE 110, ECE 270, ECE 290, ECE 375, Engl 270, ECE 290, ECE 375, Engl 103, Engl 296, Engl 302, Engl 103, Engl 296, Engl 302, Engl 493, FS 199, FN 240, Human 493, FS 199, FN 240, Human 382, Kines 300, Math 285, M&382, Kines 300, Math 285, M&IE 383, Phys 101, Phys 106, IE 383, Phys 101, Phys 106, Phys 319, PlBio 102, Rhet 105, Phys 319, PlBio 102, Rhet 105, Rhet 133, Soc 122, Soc 222, UP Rhet 133, Soc 122, Soc 222, UP 212, WS 332.212, WS 332.

SCALE - Revised CoursesSCALE - Revised Courses

• First Year & Discovery Program

ECE 110, BioEng 199, Ag 100, FS 199

• General EducationSoc 122, Econ 102, AgEcon 100, CLit 141

• Early Work in MajorBiol 104 &122, Econ 300, Chem 102, UP 212, PlantBio 100 & 102

• Capstone Courses in MajorM&IE 393, ECE 375, Kines 300, AgEcon 339

•• First Year & Discovery First Year & Discovery ProgramProgram

ECE 110, BioEng 199, Ag 100, ECE 110, BioEng 199, Ag 100, FS 199FS 199

•• General EducationGeneral EducationSoc 122, Econ 102, AgEcon 100, Soc 122, Econ 102, AgEcon 100, CLit 141CLit 141

•• Early Work in MajorEarly Work in MajorBiol 104 &122, Econ 300, Chem Biol 104 &122, Econ 300, Chem 102, UP 212, PlantBio 100 & 102102, UP 212, PlantBio 100 & 102

•• Capstone Courses in MajorCapstone Courses in MajorM&IE 393, ECE 375, Kines 300, M&IE 393, ECE 375, Kines 300, AgEcon 339AgEcon 339

SCALE - Revised CoursesSCALE - Revised Courses

• Writing Across the Curriculum

On-Line Writers’ Workshop

• AdvisingAdvising WorkBench (AWB)

• Pilot Projects - Development

Calculus & Mathematica

Women’s Studies

Classics

Other courses will be added

•• Writing Across the Writing Across the CurriculumCurriculum

On-Line Writers’ WorkshopOn-Line Writers’ Workshop

•• AdvisingAdvisingAdvising WorkBench (AWB)Advising WorkBench (AWB)

•• Pilot Projects - Pilot Projects - DevelopmentDevelopment

Calculus & MathematicaCalculus & Mathematica

Women’s StudiesWomen’s Studies

ClassicsClassics

Other courses will be addedOther courses will be added

SCALE - Other ProjectsSCALE - Other Projects

• We have a major effort targeted at training:

•faculty

•teaching assistants

•students

• Central to this effort are workshops, seminars, and the creation of detailed tutorials that are available on the World-Wide Web.

•• We have a major effort We have a major effort targeted at training:targeted at training:

••facultyfaculty

••teaching assistantsteaching assistants

••studentsstudents

•• Central to this effort are Central to this effort are workshops, seminars, and workshops, seminars, and the creation of detailed the creation of detailed tutorials that are available tutorials that are available on the World-Wide Web.on the World-Wide Web.

SCALE - TrainingSCALE - Training

• We also have a major effort targeted at evaluation of SCALE courses.

• The evaluation is being conducted by personnel from the UIUC Office of Instructional Resources.

• They are using direct observation, surveys, interviews, and comparative data in the evaluation process.

•• We also have a major We also have a major effort targeted at evaluation effort targeted at evaluation of SCALE courses.of SCALE courses.

•• The evaluation is being The evaluation is being conducted by personnel conducted by personnel from the UIUC Office of from the UIUC Office of Instructional Resources.Instructional Resources.

•• They are using direct They are using direct observation, surveys, observation, surveys, interviews, and interviews, and comparative data in the comparative data in the evaluation process.evaluation process.

SCALE - EvaluationSCALE - Evaluation

• Students and faculty will need increased access to networked computers both on- and off-campus.

• Faculty will need incentives to adopt new educational technologies and to develop new networked courses.

• There will be an on-going need for quality training and support.

•• Students and faculty will Students and faculty will need increased need increased accessaccess to to networked computers both networked computers both on- and off-campus.on- and off-campus.

•• Faculty will need Faculty will need incentivesincentives to adopt new to adopt new educational technologies educational technologies and to develop new and to develop new networked courses.networked courses.

•• There will be an on-going There will be an on-going need for quality need for quality trainingtraining and and supportsupport..

Implications for the FutureImplications for the Future

The Virtual ClassroomThe Virtual Classroom

Prof. Burks Oakley IISloan Center for Asynchronous

Learning EnvironmentsUniversity of Illinois at Urbana-

Champaign328 Everitt Laboratory1406 West Green StreetUrbana, IL 61801-2991phone: (217) 333-1078 fax:

(217) 333-7427e-mail: [email protected]://w3.scale.uiuc.edu/b-oakley/http:// w3.scale.uiuc.edu/scale/

Prof. Burks Oakley IIProf. Burks Oakley IISloan Center for AsynchronousSloan Center for Asynchronous

Learning Environments Learning EnvironmentsUniversity of Illinois at Urbana-University of Illinois at Urbana-

ChampaignChampaign328 Everitt Laboratory328 Everitt Laboratory1406 West Green Street1406 West Green StreetUrbana, IL 61801-2991Urbana, IL 61801-2991phone: (217) 333-1078 fax: phone: (217) 333-1078 fax:

(217) 333-7427(217) 333-7427e-mail: [email protected]: [email protected]://w3.scale.uiuc.edu/b-oakley/http://w3.scale.uiuc.edu/b-oakley/http:// w3.scale.uiuc.edu/scale/http:// w3.scale.uiuc.edu/scale/