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A LEEP Into Distance Education
by Sloan-C"This time last year, I was trying to resign myself to the fact that I would never have the opportunity to further my education." Emily Vescogni wrote those words in explaining her world before computer-based distance education gave her the opportunity to earn a Masters degree in library and information science.
The Graduate School of Library and Information Science (GSLIS) at the University of Illinois in Urbana-Champaign is filling the need of remote adult learners by breaking through the physical walls of the university, and reaching out to potential graduate students in Illinois and beyond. GSLIS is developing an experimental model for delivering high-quality professional instruction through its new distance education M.S. scheduling option, Library Education Experimental Program (LEEP3) [1]. This outreach is special indeed, because GSLIS is consistently ranked by professionals in the field as one of the nation's best programs in library and information science
LEEP3 is a breakthrough; GSLIS has broken new ground before, having collaborated with other universities using older technologies, including a course taught jointly with the University of Michigan and one with a Texas university. Faculty have also conducted multi-site distance education.
The LEEP3 scheduling option is identical in course requirements to the in-residence program. Students must complete 10 units of course work, including the core courses. From the start, LEEP3 has had an outside evaluator measuring all aspects of its effectiveness. Some class sessions had required "live" Internet- based interaction at specifically scheduled weekly meetings; others were entirely asynchronous.
Maintaining quality meant asking the same performance of distance learners that faculty required of residential students. LEEP3 students definitely had to be able to cope with isolation. Forexample, on a database assignment they were without the benefit of a well-equipped and well-staffed computer lab, and without live demonstrations and individual help offered in the computer laboratory.
Aspects of the GSLIS program show an enlightened approach that could provide a benchmark for other institutions that want to embark on this path without sacrificing student and faculty quality of life.
I. PEOPLE
Any faculty member in the LEEP3 program has release-time or summer support before teaching a course. The extra time is used to prepare materials and gain expertise with the software. The faculty get an upgraded computer capable of using the latest audio and visual software, complete with CD-ROM and external speakers.
The students are carefully selected. They must be able to learn independently and be willing to collaborate with the faculty in designing and refining new ways to deliver instruction. They have to provide their own Internet connection and have strong technological support either from their workplace or their own resources. In the initial group there were 25 students, 20 from Illinois and another five from out-of-state (one from Alaska). GSLIS will double that number in the Fall of 1997. For student comments about the program, see [2].
The LEEP3 staff actively helped students and faculty via phone and email. Responsive technical support for faculty and students came from three TAs working full-time, a network administrator, and other administrators and support staff. One student even loaded her computer into her car and drove it to the campus for troubleshooting.
II. TECHNOLOGY
Students were required to have access to specified computer equipment. See [3]. For example, the minimum PC had to be a 486 or better. GSLIS has experimented with audio and video transmissions over the Internet, MOOs, MUDs, WebChat, email, and listservs. The lab equipment included a top-of-the-line Mac, PC, NT server, Powerbook, video camera, and video player.
The students in one course, GSLIS 370, bought a CD prepared by the LEEP staff and Prof. Geoffrey Bowker. The CD contained a complete case study, with video clips, files, web pages, and freeware that made it easy to set up software utilities and slip connections from home.
The initial goal of LEEP included synchronous class sessions with video capture and audio software. However, ordinary modems cannot handle video transmissions very well, nor the multi-user interactive simultaneous audio transmissions. Some of the early attempts at synchronous video and audio classes matched the worst of frustration nightmares. As one professor said, the information superhighway turns into a dirt road once it leaves the university campus.
By the end of the semester, communication between faculty and students was via the WebBoard conferencing and MUD. These are proving very successful, but limit our interactions to sending typed messages back and forth.
The LEEP students retained their enthusiasm despite these significant technology troubles. As professor Bryce Allen wrote, "Some students experienced serious difficulties in obtaining the minimum of connectivity required to complete an Internet course. In several cases, there were problems with local Internet providers being unable to maintain an acceptable level of service. One student had an Internet provider file for bankruptcy and cease operations during the first week of class."
The University of Illinois has granted GSLIS funds to purchase more robust equipment and new software in order to do RealAudio broadcasts next semester [4]. RealAudio software will continuously decompress the audio transmission and play them back in real time. We are purchasing a program that will handle 50 streams, the term used to describe the connection from a single RealAudio server to a single RealAudio Player (more than one person can be listening from any given site, of course). If we are successful, up to 50 streams will be connected to RealAudio at any given time. RealAudio works on all platforms.
III. POINTS OF INTEREST
- Faculty do not have to live and work at the university.
A professor from the University of Missouri, Bryce Allen, taught one of the courses.
- On-campus visits promote student contacts.
Students came to campus for two-weeks of "boot camp" during the summer of 1996. This residential period allowed the students to bond together in a manner that assisted the group cohesion later. Students also came back to campus for a residential weekend part-way through their course. As one student said, "Bottom line, online contact just doesn't match in person contact!!" Another wrote, "The November weekend is just what the doctor ordered for us as we get a strong sense of commitment and support from each other."
- Distance education does not mean self-paced learning.
Students who carry a mental model of moving at their own speed must adjust to completing weekly readings, sending in papers on time, participating in synchronous class sessions and group sessions. They must check into classroom chat areas frequently.
- Time management skills are critical to success.
A primary skill for the adult student is blocking out time to do the work. Often, the GSLIS student is fulfilling many roles, as employee and parent and community member. Each week, about 15 hours have to be set aside for each unit of classwork. This understanding has to be clear from the start.
For example, one student wrote: "Partially because there is no set class time I find it hard to create partitions in my life (i.e., work, school, personal.). . . School seems to 'intrude' into all segments of my day- more than a traditional setting would. I check e-mail constantly, I'm on the WEB board just about every day- it seems that I can't not think about 'keeping up' with class."
IV. THE FUTURE
Looking at LEEP3 after its first six months, it would appear that the students are extremely enthusiastic. Emily Vescogni wrote: "I can think of no other learning environment where so many individuals can come together to effectively share their unique perspectives. The experiences of my classmates have greatly enriched my understanding of the issues information professionals face on a daily basis."
In spite of the adjustments and difficulties, the students are eager to recommend the program and continue on this track. One student wrote: "LEEP3 adds a new dimension. Now I have an incredible level of communication with my fellow students. In no classroom Situation could you possibly get the chance to hear--in length--from every student, or get the opportunity to respond to every thought."
In the future is the possibility of having more modular units of instruction and/or combining courses that are now taught as discrete units into broader areas of investigation. During the start- up period for LEEP3, however, courses are being adapted to new instructional forms. In the future, GSLIS will combine their expertise with that of other schools, thus offering a broader curriculum to distant and resident students without sacrificing quality.
For more information about the LEEP3 option, contact:
Graduate School of Library and Information Science
University of Illinois at Urbana-Champaign
501 East Daniel Street
Champaign, Illinois 61820
Marsha Woodbury, Ph.D.
Director of Information Technology
Graduate School of Library and Information Science UIUC
Chair, CPSR
Work: 217- 244-4643
FAX: 217- 244-3302
Homepage: http://alexia.lis.uiuc.edu/~woodbury/
Email: marsha-w@uiuc.edu
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