Providing staff and student support for alternative learning environments

Authors: Michael Crock and Trish Andrews

Central Queensland University

Keywords: Staff development, Fourth Generation University, Central Queensland University, alternative learning environments, information technology, teaching, learner-centred model, university teaching development grant, video assisted learning, videoconferencing, email, audiographics, teleconferencing, Passport to Flexible Learning, communications technologies.

Article style and source: Moderated. Original ultiBASE publication and see Author's note below.

Contents

• Abstract
• Introduction
• Identifying staff development requirements for alternative learning environments
• Student skills development and support
• Cultural change and the creation of a 4th generation university
• Responsive initiatives
• Effective teaching and learning
• Conclusion
• References

Abstract

The current and emerging tertiary education environments are placing high demands on staff and students to deal with changes in education influenced by both the rapid development and implementation of information technologies and the required cultural changes associated with the rationalisation of resources and expansion of the client base. On the one hand, the use of technologies is impacting not only on the ways in which staff teach but also on the ways in which students learn, and on the other, the rationalisation of resources and the increasing diversity of the student base is impacting on the development and introduction of alternative learning environments. With regard to both these issues, there are a significant number of staff and students who are not adequately prepared or equipped to operate effectively in emerging alternative learning environments, particularly those environments which are technologically mediated.

The following discussion examines some of the professional development and student awareness strategies either in place or being developed at Central Queensland University (CQU) to assist staff and students in meeting expectations in changing teaching and learning environments. It reflects the change from a teacher-centred model to a learner-centred model of tertiary education and highlights the skills and experiences required by both staff and students to make this transition successful. It specifically discusses critical activities and actions which may be required to facilitate this transition in the near to medium term future.

Introduction

The rapid adoption of information technologies as everyday teaching tools is placing considerable pressure on staff who have long operated under the methods described above. For some, the necessity to use information technology to deliver instruction is forcing them to rethink the ways in which they teach and students learn. Others simply transfer the teaching techniques they are currently using to the new technologies with not necessarily satisfactory results. Other pressures are brought about by the need to consider alternative learning environments better meeting the needs of students in increasingly diverse and competitive environments. The need for staff development programs is apparent, but there are several levels of need that require attention and it is doubtful that any one strategy or approach would have much effective long term impact on developing the skills and experiences necessary to create effective teaching and learning activities in the emerging teaching and learning environments.

With respect to the use of the emerging instructional technologies, to succeed in its current endeavours CQU will need to address the following issues and activities:

• Adopt an approach to information technology skills for students and staff which reflects the 'fundamental importance of competence in electronic medium for learning and work' ( Hodgson, McCartan and Hare, 1995).
• Reflect the importance of fundamental information technology life skills in its consideration of infrastructures and operational policies for its teaching and learning programs and its research endeavours.
• Come to grips with the concept of change from a teacher-centred model to a learner-centred model of tertiary education and the skills and experiences required by both staff and students to make this transition to alternative learning environments successful.
• Identify critical activities and actions which are required to facilitate this transition at CQU in the near to medium term future.

Indentifying staff development requirements for alternative learning environments

'Alternative learning environments' is used to describe learning environments other than those traditionally encountered in universities. Lectures and tutorials have long been the main delivery medium of face-to-face instruction in universities. Distance education students have usually completed their studies through paper-based learning materials occasionally supplemented by audiotapes and in more recent years by videotapes and computer disks.

Learning environments in universities for both internal and external students are rapidly changing to encompass a wide variety of approaches and delivery methods. In this article these will be described from the following three perspectives:

• technologically mediated versus non technologically mediated
• synchronous versus asynchronous
• teacher centred versus learner centred

It is important to note that learning environments are fluid and many ways of teaching and learning can fit into several categories, as demonstrated in the following tables which include some examples of alternative teaching environments. This fluidity in learning environments makes the need for awareness of different methodologies and applications of learning environments a priority of staff development activities.

Table 1: Non-technologically Versus Technologically Mediated Environments

Non-technologically mediated	Technologically mediated
lectures tutorials seminars debates discussions problem based learning group based learning simulations role plays case studies one-on-one sessions	room and group videoconference lectures tutorials seminars debates discussions problem based learning group based learning simulations role plays case studies one-on-one sessions desktop videoconference World Wide Web Audiographics conferences Internet relay chat email teleconferences CD-ROM CAL

Table 2: Synchronous Versus Asynchronous Environments

Synchronous	Asynchronous
lectures tutorials teleconferencing (all kinds) chat environments World Wide Web	World Wide Web email news groups discussions groups CD-ROM CAL/CBT electronically mediated tutorials

Table 3: Learner Centred versus Teacher Centred Environments

Learner centred	Teacher centred
problem based learning seminars tutorials group learning peer learning collaborative learning World Wide Web teleconferencing (all kinds) discussions CD-ROM CAL chat programs simulations role plays email electronic discussion groups videos audio tapes paper based learning materials	lectures tutorials seminars World Wide Web videoconference audiographics conference

At Central Queensland University a number of approaches are being tried to identify and address staff development requirements for alternative learning environments as outlined above. As part of this process, the level of professional development needs of staff and types of preferred activities (with direct reference to the introduction of alternative learning environments) have been broadly divided into the following four categories (recognising that there will always be some overlap):

Group 1: Considering Alternative Learning Environments (Novice) - Undertaking activities such as "Show & Tell", operational training for technologies, and activities to promote cultural change in teaching and learning practices;

Group 2: Required to use Alternative Learning Environments (Novice to limited exposure) - Undertaking activities as per group 1 plus practical activities based on instructional design principles;

Group 3: Want to use Alternative Learning Environments (Novice to moderate exposure) - Undertaking activities as per groups 1 and 2 plus Project based activities including Action Learning Programs;

Group 4: Want to innovate in Alternative Learning Environments (Early adopters, innovators - novice to expert exposure) - Undertaking activities as per groups 1, 2, and 3 plus Research and development focused activities - across instructional design and information technology disciplines.

Group 4 members, who are commonly known as early adopters or innovators, have cultivated an ongoing interest in teaching and learning issues and are motivated by the possibilities of the potential uses of different teaching and learning strategies. This group generally acquires information and skills relevant to the effective use of different teaching and learning environments and actively applies such skills in their teaching activities. This usually results in the development of skills that they can apply to their own situation and also feed back to others. Individuals in this group are often used as role models and mentors for others considering innovation and are an important part of the professional development process at both a formal and informal level.

The second and third groups generally consist of those who are using alternative learning environments to deliver education because of a desire to increase professional expertise as well as those responding to internal and external teaching and learning demands. Group 3 can include both those who may have few skills and limited experience but are willing to try things out, and group 2 members are traditionally those who are very reluctant to be involved in the use of alternative learning environments but have little choice given the particular circumstances of their classes. Group 1 consists of novices who are considering the use of alternative learning environments. They have varying levels of interest and some may be motivated in their considerations by outside demands. Their first needs are identifying opportunities for the effective utilisation of technologies and operational awareness and assistance.

A considerable amount of professional development occurs through informal and formal interaction between users of information technologies. The NCODE report on professional development requirements of University staff (Andrews, 1995) indicated that this was a popular and preferred option for professional development for many staff. Other preferred options indicated in this report were project-based professional development activities and just-in-time training.

Networks such as the Computer Mediated Communication (CMC) group at CQU have existed for some time and provide a forum for presenting and discussing innovations and ideas. Additionally, they provide opportunities to attain support and assistance from people who have generally developed some skills and experience in the area. This kind of assistance can be very useful in overcoming the inevitable problems and challenges that come with implementing innovation.

For many staff it appears that organised workshops and staff development seminars are definitely not enough to develop the kinds of skills and understandings necessary to operate in a student-centred environment where they are facilitators of learning rather than dispensers of knowledge. The following table outlines some of the benefits to be gained from a variety of professional development activity types:

  Table 5: Beyond Workshops and staff development seminars

Through a number of projects that have been run at CQU, it has become apparent that for some staff using communications technologies interactively, while good in theory, is much more difficult to achieve in practice. Time constraints and a lack of understanding about how to organise learning activities to maximise student interaction often results in users simply transferring materials and approaches from one medium to another. For many, it takes time, practice, support and the building up of experience to make the shift from teacher centred learning to a more interactive student centred approach.

Student skills development and support

For many students the changes taking place in tertiary institutions are as threatening to them as they are for many staff. Many students come to University with preconceived ideas about the teaching and learning experiences they will encounter. This perception has been recognised in some faculties where innovative programs are being introduced. It is sometimes difficult to find students willing to participate in the innovative programs as they feel they are 'missing out' on something and may be in some way disadvantaged. Programs such as the Passport to Flexible Learning described above, along with the additional skills development related to independent learning, go some way towards providing assistance to students but can only be seen as a beginning. Apart from the danger of overloading students with too much information in orientation week, it also needs to be recognised that long term learning and transfer of skills will not occur as the result of a one-off experience.

In order to ensure a more comprehensive approach to skills development and awareness raising for students, a number of faculties, support areas and campuses plan to continue activities for a large part of the first semester. This will take the form of a series of workshops offered on a regular basis to assist in developing such concepts as 'learning to learn', time management, effective study skills and so on. It has become apparent from some of the projects conducted this year that the issue of time management to effectively organise group learning time can be a problem for some learners. Most learners are not used to working cooperatively on a project and need to develop the skills necessary to effectively manage different types of learning activities.

Cultural change and the creation of a 4th generation university

  Taylor (1995), in discussing the evolution of alternative models of distance education and associated delivery technologies, defined the latest model (identified and designated as the fourth generation) as the Flexible Learning Model which incorporates interactive multimedia and computer mediated communication technologies.

Central Queensland University is evolving as a Fourth Generation University. That is, it is embracing and exploiting the capabilities of alternative learning environments, it is utilising the vast practical and professional experience it has gained as a provider of open and distance education, and it is opening opportunities for both existing and potential client bases in all modes offered.

From an operational point of view, there are four functional nodes which must exist in a fourth generation university:

1. The design and development of resource-based learning materials and services;
2. The development and operational maintenance and management of multiple teaching and learning environments;
3. The ongoing provision and evaluation of student and staff development and support programs for both academic and administrative areas of operation; and
4. The mass production and distribution of resource-based learning materials.

Author's note: Portions of this paper are an adaptation and enhancement of material originally presented by Dr Michael Crock (1996) for the Virtual University Symposium entitled 'Evolving as a Fourth Generation University : A Case Study in Promoting Change for Sustained Growth at Central Queensland University' and Dr Michael Crock and Ms Trish Andrews (1996) for the John Smith Colloquium - Processes for Community Change entitled 'Putting the pieces of the puzzle together: preparing students and staff for changes in education environments'.

About the authors