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E-Learning
By Margaret Loftus
Night is falling in Paris, and instead of
heading out for dinner, Judy Rowe is in her hotel room, chatting
online with her psychology classmates. As an international
purser for American Airlines, Rowe, who lives in Davidsonville,
Md., spends much of the week traveling. But her often frantic
schedule hasn't kept her from pursuing a doctoral degree in
psychology at the University of Maryland. She's fortunate,
she says, that she doesn't have to "schlep" herself
into a classroom each week. "If we didn't have online
it would be nearly impossible for me to do my job and go to
school at the same time."
Like Rowe, millions of people have rejected traditional education
in favor of E-learning. In many ways, however, the two experiences
aren't so different. As she would at a brick-and-mortar university,
each semester Rowe peruses a course catalog and registers
for classes. She reviews a syllabus. She studies textbooks,
writes papers, takes exams, and engages in lively debates
with other students, guided by her teachers. So how does her
education differ from that of students enrolled in campus-based
classes?
For starters, she sits in front of a keyboard for most of
this activity, connected to the class via the Internet. Thanks
to E-mail and threaded discussions-nonlive, electronic forums
in which her classmates interact-Rowe never sets foot in a
classroom, nor does she meet her colleagues face to face.
But convenience doesn't mean such courses are a piece of cake,
say E-students. "Don't think you [will] get off easy,"
says Steve Rauschkolb, a recent graduate of SetonWorldWide's
online master's program in strategic communication and leadership.
Rauschkolb, who took one course at a time, estimates he spent
10 hours a week—mostly evenings after dinner—reading,
writing assignments, and participating in online discussions.
Equal time. His classmate, Michael Mahony,
initially assumed that the course wouldn't be that tough but
soon realized, he says, that "oh, my God, this is a lot
to do." Mahony learned to slip in an hour of coursework
every morning before work. He supplemented this time with
additional hours in the evenings and on weekends. In general,
says Nancy Stevenson, author of Distance Learning Online
for Dummies (Hungry Minds, $19.99), E-students can expect
to spend as much time on their courses as they would on equivalent
campus-based courses.
By contrast, the pacing of E-courses may be
quite different. By the end of college, most students are
all too familiar with the standard system for evaluating students
each semester—a midterm, a final, and a couple of papers.
Instead, online courses often require students to write papers
each week and contribute regularly to class discussions. In
Gina DeRossi's online poetry class at Syracuse University,
for example, students were graded on the quality of their
critiques of their colleagues' work. In a course called "Ethics
in an E-global world," Lawrence Didsbury, an M.B.A. student
at Jones International University (JIU), is required to submit
two two-to-three-page papers each week and to post contributions
every day to the class's threaded discussion. All the writing,
Didsbury says, requires students to "dig heavily into
the content."
"Most people working full time find [the
number of] 'deliverables' required each week to be taxing
at first," warns Stevenson. If you're prone to procrastination,
be prepared for many late nights. "When you have the
freedom to do the work at your leisure, you invariably wait
until the last possible moment before the deadline,"
says Tony Sellars, who is working on his M.B.A. at Oklahoma
City University. He admits he sometimes ends up taking tests
and submitting papers at 3 a.m. "or some other ungodly
hour."
Working on some E-courses can feel more like
playing a video game than joining in a discussion group. In
his capital budgeting class at the strictly online Cardean
University, M.B.A. student Jeremy Morrison was charged with
figuring out which company his firm should acquire. For help
in evaluating four prospects, Morrison could turn to video
clips of a professor elaborating on important points and market
projection spreadsheets. Other courses incorporate animation
and PowerPoint presentations to help simulate business problems.
Morrison says he likes the Cardean approach because it makes
him feel like he's at work, doing a project for his boss.
For now, though, the majority of online courses-with
the exception of corporate training, for which students typically
have access to big company servers-are pretty low tech. Says
Stevenson, "At this point universities are having to
use technology that most people can access." And that
usually means a 56-kbps dial-up modem, through which streaming
video can look fragmented and jerky.
Even though most online courses don't employ
electronic bells and whistles, students' most common complaints
about E-learning revolve around technological snafus. Navigating
a course's options and jargon-various folders, forums, study
guides-can take practice and patience. After six futile attempts
to file her first online paper, Rowe called her teacher in
tears. Mike Burke, a classmate of Didsbury's who is taking
his first online course, has had his share of misplaced assignments
and says at times he feels "out of the loop." Then
there was the time JIU's server went down: All Burke knew
was that he suddenly couldn't access his course. "The
ideas are great, the people are great, it's the technology
that can be overwhelming if you don't have a background in
it," he says.
Time out. A student's own Internet connection
also can get cut off. "My biggest frustration was with
my ISP," says Mark Plunkett, a Harvard M.B.A. student
who, along with his classmates, took two online basic finance
and accounting courses before starting Harvard's on-campus
program. Besides getting knocked offline on several occasions
while traveling, access was sometimes so slow that text-only
was the sole real option. George Hutchison, who earned his
master's in human resource management through Florida Institute
of Technology while he was a naval officer stationed at the
Sigonella air base in Sicily in the late '90s, recalls being
in the middle of a timed online statistics test when his Internet
connection crashed. A couple of anxious phone calls later,
Hutchison was allowed to restart the test.
For some students, no amount of time spent
in a chat room can replace the feel of a classroom. "Sometimes
people who are more outgoing find this sort of a lonely experience,"
says Stevenson. Dede Stabler took one online course toward
an informational systems degree at the University of Maryland-University
College before dropping out. She says she missed the social
aspect of school, calling her venture into the world of E-learning
"flat." People "who need a lot of face-to-face
interaction," says Pamela Pease, president of JIU, "probably
aren't going to do very well."
That said, there are individuals who actually
prefer to interact with teachers and fellow students online.
In a real classroom, a few students may dominate the discussions,
and shy individuals don't stand a chance. By contrast, both
the pushy and shy can easily speak up online. And because
E-students tend to reflect more before participating, their
viewpoints often contain more logic and coherence than those
expressed in campus-based classrooms. Says Mahony, "People
are extremely open; they're not overprotective of themselves."
Just like anywhere else on the Web, says Syracuse's DeRossi,
"the whole faceless thing helps people [reveal] problems
that they wouldn't tell their best friend."
Although Mahony and Rauschkolb actually met
their classmates three times in the course of their Seton
Hall program, their relationships took root during their threaded
discussions, many of which were about students' real-life
professional problems. "We actually taught each other,"
says Mahony. "It was a lot of mentoring." Mahony
graduated in the spring of 2000 but regularly keeps in touch
with five of his 12 classmates. Hutchison was similarly enthusiastic
about his E-experiences with education. "I only wish
I could have met some of those folks face to face," he
says. "They were great."
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