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Success Stories:
University of Maine Graduate Classes
University of Maine professor Sharon Gilbert has been delivering graduate classes over distance for the past several years. As part of a graduate degree program sponsored by the Center for Community Inclusion, Sharon currently share a load of six graduate classes being offered over ATM during the fall '03 semester.
 Why did you originally decide to teach your course over distance?
As part of our grant, we were charged with providing our courses state-wide. The question then became "what's the best method available to us for accomplishing that task?" Our choices were somewhat limited. We could travel to different parts of the state and have classes locally, which we did when we had a cohort of students. We could teach via the web but we felt that not all our course content lent itself to being effectively taught on the web. We could use compressed video but, if we were going to use that type of technology, why not go with ATM?
Before you started teaching over distance, did you have any apprehension about learning the technology? If so, how were those feelings eased?
I enjoy technology so I wasn't intimidated. I think the only thing that rattles me now is when things go horribly wrong (can't see or hear a site or if there's an interferring noise) and there's actually nothing to be done for it.
Also, the intro, hands-on time with the system was helpful. When I've been away from it, like over the summer, or when things have been going smoothly and I haven't had to mess with too much, I tend to forget. That takes a little time to just reaquaint myself with the system and I keep the training materials that I received with me, just in case.
In your opinion, what are some of the unique challenges facing a teacher in a distance learning classroom?
Pre-planning, things going wrong which are out of your control, and the ability to do some activities. You have to be prepared well ahead to teach via distance. You can't be in your office 5 minutes before class, running off a copy of a handout that you'll distribute in class that afternoon. That just ain't gonna happen.
It helps if you're comfortable with seeing yourself on the screen. Every once in a while, I’m distracted when I see myself on the screen, even though I see myself up there at least twice a week. I have had students who really seem to be bothered by seeing themselves on the monitors; some to the point of almost avoiding the camera completely. You have to be sensitive to that, especially if you can't fathom why someone would be bothered by something that seems as inconsequential as this.
I have had guest speakers and a number of students who don't speak up very well. This is especially challenging when they have been talking for a bit and students at the other sites finally interject and say they can't hear anything that's being said. If you're not accustomed to talking loud enough for the mics to pick you up, it can be frustrating for the speaker and the listeners.
How have you had to adapt your teaching materials for the distance learning environment?
I'm not sure that I wouldn't do some of these same things for in person classes as well. In fact, I have. I use powerpoint presentations and try to show videos and have class activities throughout the class time. I think this is more of an artifact of teaching class for long periods of time (3 to 8 hours).
As I mentioned before, I try to have my handouts prepared ahead of time and send information electronically as attachments whenever I can.
Can you describe the feedback you have received from students at the receiving sites in your course(s)?
Most students would prefer to be in person with the instructor but not to the point that they'll travel the 2 to 3 hours one way to do it. The competing noises, problems with the system that take up class time to address, and difficulty in getting to know their classmates are issues. Most feel the problems are worth it not to have to drive to campus for class.
Do the students who are physically in the classroom with you respond any differently from those at remote sites?
Yes. Those that are present are often easier to quiet down at the beginning of class or after a break. It can be a little challenging to get everyone's attention to start class. It's like students at a remote site feel disconnected from you.
I find myself talking to the camera and the students at the remote sites more than the students in the room with me, especially if there are fewer students in the room than at a site.
In addition to using the distance learning equipment, what other kinds of technology have you managed to integrate into your course curriculum?
E-mail conferencing and a website with information about our courses.
Can you share some examples of strategies for encouraging interactivity that you have used in the distance learning classroom?
It's critical that I know everyone's name so that I can call on them. When I break the class up into groups, I will often put two of the smaller sites together. I have the camera in as tight as I can so that the students' faces are recognizable. I also have my classes meet together at least once during the semester, usually at the end. The danger is too great that they will sit in class a whole semester without learning their classmates' names and a professional community is one of the goals of my classes. I also have students try to name their classmates.
Are there any additional innovations and features that you would like to see added to the project?
Having a computer in each of the rooms that is connected to the internet so that emails and attachments could be sent between the sites would be nice. A fax machine in the rooms would be helpful. A printer so that info sent via email could be printed out would be handy. Students could bring their own paper to help with costs.
What advice would you offer to someone who is thinking of teaching as part of the Maine Distance Learning Project?
Sit in on a class to see how it works. Sit in at a remote site to see what it's like. Ask the students who are taking courses via atm to see what they think of it.
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