What is Online Education?

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Online education refers to any form of learning/teaching that takes place via a computer network. The network could be a local bulletin board system (BBS) or it could be the global internet and world wide web. The network could also be a local area network (LAN) or an intranet within a particular organization. Historically, online interaction has been called "computer mediated communication" (CMC), although this term covers applications beyond instruction (e.g., decision-making in work teams).

The most common function used in online education is electronic mail (email) that allows students and teachers to send messages to each other. In addition, most networks also provide conferencing capabilities that let participants conduct multi-person discussions either in real-time (often called "chats") or on a delayed basis (asynchronous). There are also more elaborate systems called MUD/MOOs for group interaction as well as many "groupware" programs. The latter often involve simultaneous viewing of graphics (slides) and use of a shared writing space (i.e., electronic whiteboard). Online education also involves access to databases in the form of text files or multimedia web pages, as well as the exchange of information (e.g., assignments, course materials) via file transfers.

Nature of Online Learning/Teaching

Learning and teaching online is much different than a traditional classroom experience (even when used as part of a conventional class). Since most communication takes place via written messages (or files), writing skill and the ability to put thoughts into words are paramount. People who have poor writing skills may be at a disadvantage in an online environment. On the other hand, having to write everything gives people a chance to think about their responses, especially in an asynchronous setting, where you do not need to respond immediately. Furthermore, one of the side effects of any class involving CMC is plenty of practice writing, often resulting in improved communication skills. For many learners, this outcome is just as important as the subject matter being learned.

CMC also changes the social dynamics of education -- putting everyone (students and teachers) on equal footing. Under usual circumstances, everyone can post messages, so each online participant has the same opportunity to contribute ideas or comments. Consider the situation of the WWW; a web page or site created by a high school student has exactly the same accessiblity as one created by a Nobel laureate. Similarly, anyone on the internet or a BBS can send a message to anyone else, regardless of who they are.

One of the important implications of this change in the status quo is that the teacher or expert does not automatically command a presence in an online environment. There is no counterpart to standing at the front of the classroom pontificating to a captured audience until the bell rings! Any teacher or expert who tries to "lecture" to an online group will quickly have them tuning out and doing other things (like sending messages to each other or forming their own discussion groups). In online education, the instructor must adopt a role as facilitator or moderator -- someone who encourages participation and keeps discussions focused on certain topics. As it turns out this is a much more difficult task than conventional classroom teaching which basically involves presentation of material.

There is another interesting aspect of the egalitarian nature of CMC. It minimizes discrimination and prejudice that arises naturally in face-to-face settings. Unless someone deliberately reveals it, you have no idea about the age, gender, ethnic background, physical characteristics or disabilities of participants in an online class. The discussions and comments that ensue in a online class are about as free of sociocultural bias as possible. Of course, if people post photos or video clips of themselves, this bias-free element is diminished, but actual interaction is still relatively unencumbered. (As desktop videoconfencing becomes more common many of the current characteristics of online interaction will change since this adds the "face-to- face" element back into the equation.) Finally, it is important to note that people react differently to CMC -- and participate differently -- based upon their personalities and interests. Some people feel quite comfortable joining in and initiating email discussions, whereas others prefer to just read everyone else's messages, but not participate actively themselves (so-called "lurkers"). Teachers and students in online classes need to be tolerant of different levels and styles of participation.

Making the Most of Online Learning/Teaching

Like any endeavor, online learning/teaching can be done well or poorly. The single most important element of successful online education is interaction among participants. It is the instructor's role as a facilitator to ensure that a high level of interaction occurs in an online course. This can be achieved in many ways. The simplist technique is to have students complete regular (e.g., weekly) assignments which consist of answers to problems or questions posed by the instructor. If these responses are posted publicly so that everyone in the class can read them, this provides a basis for sharing of ideas and discussion among participants. And, sharing of ideas is one of the most powerful aspects of online education.