Paper to The IFIP Third Teleteaching Conference,TeleTeaching93, Trondheim, august 1993
NKI is a multiform teaching institution. NKI offers full time and part time programmes, decentralized and distance learning as well as combined forms of courses and programmes. NKI distance learning unit is basically organized as a large scale system. Most courses are developed on the assumption that a relatively large target group exists. Large scale distance learning systems will normally have different investment/cost and pedagogical structures from small scale systems. Large scale systems are characterized by high investments in course/material development and low operational costs (Rumble 1986). There is also an emphasis on stimulating the development of the student to become an autonomous and independent adult learner (Moore 1983). At the same time most large scale distance learning systems do stress the importance of high quality of two-way communication in tutoring, guiding and supporting their students (see e.g. Rekkedal 1985).
The rapid development of new and efficient electronic communication media and the decrease in purchase and operational costs have attracted large new interest groups to the scene of distance education. It seems that the problems and challenges facing organizations which begin to interest themselves for distance education based on new possibilities and attractiveness of new technology are quite different to those encountered by institutions which are in the process of integrating new technologies into existing systems. These differences are of both administrative, organizational, technological and pedagogical nature. In this respect, different educational philosophies in large scale and small scale systems have caused some international debate (see e.g. Garrison 1989, Holmberg 1990).
Distance education has generally changed from organizing learning based on printed material and two-way communication via the ordinary postal system to multi media learning based on an integration of print based media and new media and communication technologies.
One might say that till now the new technologies have not fully lived up to the expectations. Though, in some contexts the availability, quality and efficiency of learning have increased. However, in many projects the new technologies have been changed with simpler and cheaper media when specific research and development funds have been withdrawn and/or analyses of cost effectiveness, and in some instances learning effectiveness, have been carried out.
NKI has followed the developments in international distance education closely. There has been a policy of giving priority to developing the quality of printed learning materials for self instruction, guidance through two-way communication and support systems based on simple and generally available media. At the same time NKI has carried out a number of research studies on new technologies. Some of these projects are:
Besides these activities NKI has since 1986 put large efforts into computer mediated communication - the EKKO project. (In this paper mediated communication (CMC) and computer conferencing are used as synonyms.)
In spite of quite modest expectations of revolutionary changes when introducing new media in the distance learning system, we looked upon computer communication and conferencing as specifically promising - due to the following characteristics:
The NKI EKKO Project (the acronym EKKO stands for "electronic combined education" in Norwegian) started in 1986. The aim of the project was to: develop a computer based conferencing system for distance learning and experiment with it in different contexts to gain pedagogical and administrative/organizational experiences within distance education based on computer conferencing - in order to install conferencing as a standard option for NKI distance students.
The project has followed these stages:
The experiences from the development work and experiments have been reported in conference papers, articles and reports (se. e.g. Paulsen 1989a, 1989b, 1992, Paulsen & Rekkedal 1990a, 1990b).
The NKI pilot experiments in distance learning started during autumn of 1987. Whether stage 6 is completed, might be a question of definition. It seems clear that we have not reached what the most optimistic project proponents predicted concerning number of courses/programmes offered via computer conferencing, student interest and recruitment, software quality - or pedagogical understanding of the possibilities of the medium. We might be less certain today than in 1986 whether computer conferencing will be offered as the main communication medium on a large scale in a large number of courses within a foreseeable future. On the other hand, as shown below, we feel that we have reached quite far.
The basis for the EKKO Project was largely influenced by "the virtual classroom project" at the New Jersey Institute of Technology (Hiltz 1986). Paulsen (1989a) suggested the following requirements for a virtual school:
The conclusion was that the technology most capable of meeting the demands on a virtual school was computer conferencing. This means that computer conferencing would be the main communication medium in a virtual school. However, this does not at all exclude the application of other media. The first computer based conferencing systems were designed in the early 1970s (see e.g. Kerr & Hilz 1982). Levinson (1985) has described a computer conferencing system:
"Computer conferencing requires the operation of three distinct types of technology: a central computing system to store and organize comments, home or personal micro computers to compose and receive comments, and a telecommunication system to connect the home computers to the central computer.... The crux of the conference is the sending, reading and responding to comments in a manner public to all members of the conference."
Harasim (1991) describes some unique attributes distinguishing computer conferencing:
These attributes provide a framework for creating new teaching possibilities and constraints for designing and managing on-line learning.
Originally EKKO had four main modules: the user directory, electronic mail, bulletin boards and conferences. As a result of felt needs, a file transfer system has been developed as the fifth module.
Based on NKI experiences and information from other sources (e.g. McCreary and Van Duren 1987) some important functions for the computer conferencing system in distance education have been identified:
Distribution of information: Distance teaching systems have a large need for increased efficiency in updating and distributing information to the students, full and part time teachers and administrators.
Examples: Information about courses, seminars, student associations, examinations and updating of learning material.
Two-way communication between tutor/counsellor/administration and student: In most distance teaching systems, submission of assignments for correction and comments, is an important element. It has been demonstrated that long turn-around times may have destructive effects on course completion (Rekkedal 1983). It also takes a long time for students to receive answers from their tutors when they really encounter problems in their studies. To some extent, the telephone has been applied as a means of communication. Electronic mail is independent of both time and space.
Examples: The student may ask questions at any time, without the time delay of mail services. In principle, draft solutions may be submitted and commented on, thus introducing a more flexible organization of tutoring and assessment. If desired, student answers may be made available to other students, before or after the submission of their work. Included in the system can also be on-line computer-scored tests, as a substitute for off-line testing which we have seen in some distance learning systems. On a higher level, the two-way communication may serve as guidance for individual student projects.
A substitute for face-to-face teaching, introduction of group discussions and project work: A number of distance learning systems include the possibility of face-to-face meetings with tutors and/or fellow students. For many distance learners, the possibilities of taking part in such activities are restricted. Some theorists have argued that direct teaching may have disruptive results on student autonomy and ability for self study. Examples: While face-to-face teaching in distance learning systems often seems to have developed into lecturing/presentation of subject matter, computer conferencing concerns information exchange and discussion. Discussions taking place in the classroom can develop into exciting experiences of group learning. The discussion is time and space independent, the medium seems to foster equality of status between students, and between students and tutor. Specifically designed group learning methods may be applied, such as group submission of assignments, group learning and presentations, group seminars and project work.
The public tutorial: Student questions of a general academic or administrative nature may be accessible to all students, as a question from one student normally will be of relevance for others. Preproduced comments on general aspects of a course can now be distributed on-line, and the tutor is given an opportunity to expand on the preproduced learning material.
Peer counselling: As peer counselling and informal cooperation is a natural part of the on-campus activities of any teaching institution, the possibilities in computer conferencing are obvious. It has been demonstrated that computer conferencing in general may give peer help in solving problems - often from an "unknown friend". In large-scale systems, where hundreds of students are studying the same subject, peer help may be of particular importance.
Free-flow discussion: A number of educational conferencing systems has formally established informal meeting places for continuing discussions such as the "Cafeteria", or "Local Pub". Through the computer, informal discussions and student association activities may be included.
The Library: A collective database can be developed within the conferencing system, to facilitate the availability of relevant articles, short lectures etc. to the distance learner.
Registration, administration, teacher conferences etc.: Modern distance learning systems have developed complex administrative systems for student monitoring. These systems can and should be integrated with the conferencing facilities.
Development of teaching material: The system may efficiently be used for cooperative development of printed material - both within the institution and between institutions.
User directory: The system contains information on its users, e.g. where one may find fellow students with common interests. Phone numbers and addresses are available. The information actually increases possibilities for direct communication and via other media.
Today, NKI offers a complete undergraduate programme via computer conferencing. The programme is comparable to a full time one year study and consists of 10 different courses. Further, NKI trains distance tutors through EKKO, and applies the system for administrative communication and discussions. NKI has many full time staff members who are qualified for teaching through the system, and a part time staff of competent computer conferencing tutors has been built up. We have developed competence, capacity and experience in offering courses based on or supported by computer conferencing, either the EKKO system or CoSy system installed at NKI, or conferencing systems administered by external organizations and/or corporate customers.
NKI has applied computer conferencing in different subjects with different didactics, on different levels, in different settings. Computer conferencing has been used in subjects with emphasis on individual learning of basic material, in subjects with emphasis on group discussion and in project work. In the computer conferencing courses the students start at the same time and follow the same progression. Courses where the students start individually whenever they want and study at their own pace have also been tried out.
There is a great difference in introducing computer conferencing in a "large scale" and a "small scale" distance learning system.
We have experienced that introducing new media in an existing large scale system involves large administrative and organizational difficulties. The organization and administrative systems and routines must be adapted to the new reality.
Today, computer conferencing is integrated in the organization in a much better way than a few years ago, but there is still a long way to go before we are able to handle computer conferencing administratively as efficient as the traditional distance learning system.
Teaching via conferencing often becomes "labour intensive" on the part of the tutor. Originally we had a hypothesis that the supposed increase in learning quality in the "virtual school" could be compensated by less emphasis on the development of learning material. So far our experiences have not supported this assumption. Thus, it seems that investments in preproduced learning material will be approximately the same as in other large scale systems if the total quality is to be satisfying.
To be able to utilize the possibilities of discussions, group learning and support, most of the courses offered via computer conferencing demands a semester system, where students start at the same date and follow a fixed progression plan. This has made computer conferencing less "open and flexible" than the "correspondence type distance education". Many students express clearly that they prefer - or actually demand - the freedom known from unpaced individual study. We have also tried to offer individual free paced courses based on EKKO. In that situation, electronic mail between student and tutor becomes the main communication medium. The students who have experienced this are also generally very positive, and we see challenges in working further on these arrangements to make computer conferencing more flexible.
There are some specific conditions for active participation in the conferences:
Many distance learning institutions - and other organizations - nationally and internationally, have used computer conferencing systems in teaching for some years. In our view, it is still correct to see these activities mainly as experiments initiated and carried out by enthusiastic individuals. These activities have attracted a lot of attention. Not all reports of the experiences are objective. Sometimes they represent descriptions of positive personal experiences, rather than "neutral" research based evaluations. Thus, the real potential of computer conferencing in distance learning is still to be seen. There are a lot of challenges and possibilities ahead. Some of these are:
Technology: The necessary technology of computer and communication hardware and software is rapidly developing. As technical standards, software quality, transfer and storing capacity develop, we will see more efficient systems with more user friendly interfaces. These developments give new possibilities and demand continuous development of teaching strategies. The developments make it clearly difficult to decide institutional strategies concerning investments and alliances for the time being.
Availability of equipment: Today lack of equipment is one major obstacle in recruiting students to courses based on computer conferencing, specifically in programmes where computing and communication skills are not related to course objectives. Other academic areas will become more interesting for computer conferencing courses as new target groups will get access to computers -preferably at home.
Internationalization: Distance education is now being internationalized. Programmes and courses are offered accross borders. NKI staff has participated in courses in the USA and has taught in CMC courses from and to other countries.
Pedagogical developments and challenges: We have pointed to some possibilities and teaching functions for CMC in distance education. It is still a long way to go before we know how computer conferencing can be applied most effectively in different academic subjects with different aims and objectives and different teaching strategies. Trials at different institutions, such as NKI and NKS (Søby 1990), Open University (Mason & Kaye 1989, Mason 1991), Ontario Institute of Studies in Education (Harasim 1989, Davie 1989) and Jutland Open University (Nipper 1989) and others may give some ideas for further developments.
The EKKO Project has shown that it is possible to create a teaching/learning system on the idea of the "virtual school" based on computer mediated communication as the main medium. NKI has reached a situation were "The Electronic College" has been established as a "permanent" offer.
It seems clear that the study situation created "within" the conferencing system may become a very satisfying experience with frequent interactions and close personal relationships between tutor/counsellor and students and between students. We have clearly learnt that we do not know enough about how computer conferences should be organized and carried out to cater for different needs, learning styles, goals and subjects.
It is probable that conferencing systems will find a central position in distance education. However, after some years of experimentation, it is still easier to raise questions than to give the answers. Some of the questions are:
These are just examples of questions to be further examined. We feel that there is a lot more work to do in developing didactics and teaching strategies adapted to computer conferencing in distance learning.
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