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Developing a Web-Based Course Model at an Urban University Anthony G. Picciano, Hunter College, City University of New York
In 1996-1997, Hunter College offered the first Web-based course in the City University of New York (CUNY). This graduate course, entitled Organization and Administration of the Public Schools II - The Principalship, was offered as part of the Education Administration and Supervision (ADSUP) Program in the School of Education. Funded by the Alfred P. Sloan Foundation, this course was intended to serve as a model for other courses at Hunter College and CUNY. Since 1996-1997, the faculty in the ADSUP Program have converted a number of their courses into the Web-based format and students can now finish the majority of the program online. In addition, as part of the CUNY Online Program, hundreds of faculty throughout the University now use pedagogical techniques developed originally with this model in Web-based learning courses. This paper will present an overview of the model, its evaluation, and continuing evolution.
The Students The model presented here may be of special interest for faculty in education and other professional programs particularly those in an urban environment. First, all of the students are adult, part-time students who delicately balance studies, careers, and families in their daily lives. In this respect, they represent a typical urban population that would benefit from the convenience of Web-based asynchronous learning. Second, all of the students are commuter students who participate via computer workstations located in their homes and offices. Most of these students do not possess extensive technological skills and in terms of expertise could be classified as new to intermediate. Their level of technological skills required that the model employ simple software interfaces that would minimize student frustration due to technical difficulties. Third, all of the students in this program are teachers in the New York City metropolitan area. As experienced teachers, they are attuned to pedagogy and have provided valuable insight into an evaluation of the instructional components of the model
The Instructional Components A completely asynchronous model is used for course delivery via a course Web site utilizing the BlackBoard course management system (CMS). The course model is organized into weekly themes and topics. The Web site for the course includes a syllabus, reading assignments, weekly discussion topics and questions, supplementary reading material, and related links. These materials are always available and serve as the organizational anchors for the course. The model assumes that interaction among students, instructor, and content are critical for effective learning. As a result, each topic serves as the basis for an asynchronous discussion on an electronic discussion board during a specific week and is based on assigned readings and case studies. Several students are selected each week to work with the instructor as discussion facilitators. The use of students as facilitators is designed to encourage them to be active contributors and to take responsibility for their learning. Once the discussion of a topic commences on Sunday morning, any student can contribute to the discussion, ask a question of another student or the instructor. At the end of the week's discussion on the following Saturday, the instructor summarizes the topic, adds additional notes and comments, and posts these to the Web site for access by the entire class.
Evaluation Data collected from students indicates a high degree of satisfaction
with Web-based learning. The data also shows a very high, positive relationship
between student perceptions of their online interaction and learning.
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