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• W62961430 abstract "In the spring semester of 1998, the Department of Mathematics the University of Colorado Colorado Springs offered two courses over the Internet as the first stage in its Distance Learning program. The key feature of these two online courses was that live lectures were broadcast as audio and whiteboard feeds. In this article we discuss the motivation, details and results of this project. Our motivation for experimenting with offering courses at-a-distance was fueled by a number of factors. First, there is a natural constituency of potential students who require or desire courses from the University, and for whom actual class attendance is difficult (if not impossible). Examples include: people who live far away from CU - Colorado Springs (e.g. students junior or community colleges throughout Southern Colorado); people with physical disabilities; people whose work schedules do not allow them to attend class regularly; and high school students who wish to complete university courses during their junior or senior years. As a public institution, we felt that we have a responsibility to try to accommodate the members of these groups. Second, there was an interest on our part to see just what the currently emerging technologies would allow us to do in regards to delivering courses a distance. We have taught mathematics courses on television. But who was really out there watching? We have experienced learning courses that consist of nothing more than information scanned into a computer and reconfigured as Web pages. So why not just read a textbook? We have observed some mathematics Web sites which seem to be fixated on presenting essentially nothing more than cute graphics and slick animation. Where's the beef? In the end, we saw few (if any) instances where the successes of the traditional classroom were emulated online. Would the new technologies make it possible to somehow extend to a the things we view as the key elements of traditional classroom delivery (i.e., live instructor, student-instructor interaction, student-student interaction, human contact)? Third, we wanted to confront first hand some of the pedagogical issues surrounding learning. What are the advantages of this approach? What are the disadvantages? What differences are there between the performances of students who learn at a distance versus those schooled in more traditional classroom settings? Finally, and perhaps most importantly, we sensed the existence of giant administrative steamrollers charging ahead pedal-to-the-metal in the effort to deliver education. While part of the justification for pursuing such an effort is quite honorable (education for the masses), the jaundiced faculty eye sees administrative bean-counters drooling over a tasty cash cow. While parts of such a program can be viewed as improved pedagogy, the absence of traditional human interaction leads some faculty to view it as unacceptable McLearning. We felt (and still feel) strongly that in order to be effective participants in the discussion regarding the future direction and scope of learning, we should have some first-hand experience from which to draw. This project has supplied us with such experience, and then some. The acronym S.H.O.W.M.E. is thus a wholly appropriate moniker for this program: it indicates that our interest in this project is very real, but is mixed with healthy doses of caution and cynicism. A Chalkboard Experience A distinguishing feature of our program is our incorporation of a large dose of the traditional classroom elements into our presentations. We believe the two most important components of a mathematics classroom presentation are the use of some sort of chalkboard (in order to visually, efficiently transmit mathematics), and the voice/words of the instructor (in order to describe, explain and otherwise guide the students through the material). …" @default.
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• W62961430 date "1998-05-01" @default.
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• W62961430 title "S.H.O.W.M.E.: Spear-Heading Online Work in Mathematics Education" @default.
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