Frequently Asked Questions about Internet in Education

Table of Contents

  1. What are the pre-requisites for this course?
  2. Who should take this course?
  3. How is the course structured?
  4. Do I need special hardware, software, or other materials?
  5. What if I have technical problems or need help with an assignment?
  6. How quickly can I expect feedback on e-mail messages and assignments?
  7. What did previous students have to say about this course?
  8. What advice did previous students offer for students who are taking this course?

What are the pre-requisites for this course?

EME 6936: Internet in Education is designed as an overview, introductory course.  There are no pre-requisites, other than except graduate standing, basic computer literacy (such as word processing), and the ability to use a web browser. Each participant is expected to be a self-starter, motivated to acquire computer skills.

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Who should take this course?

This is an introductory course, and it can be used for teacher re-certification in any area. Many of the students are non-degree seeking students, taking the course for re-certification or for knowledge related to using the Internet in education.

This course is also appropriate as an elective or a cognate course for graduate degrees (in all fields except Instructional Technology).  For example, if you are seeking a Master's degree,  Ed.S. or Ph.D. in Special Education, Measurement, or Educational Psychology, this course would be appropriate (always be sure to check with your committee if you are a Ph.D. student).

This course can be counted toward a Graduate Certificate in Instructional Technology or in the Educational Technologist track of Instructional Technology (Master's level). It does not count in the Ed.S. or Ph.D. programs that specialize in Instructional Technology. It does not count in the Instructional Design track of the IT Master's program. Check with the instructor or your academic advisor if you have any questions.

If you want to (or need to) take this course to earn a Graduate Certificate or re-certification, and you feel that you already have mastered most of the objectives for the course, send me an e-mail message and we can discuss an independent study project or additional challenge for you.

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How is the course structured?

This course is conducted completely "at a distance" -- meaning there are no scheduled on-campus meetings.  All interactions take place through a web program (Blackboard) that contains class e-mail, bulletin boards, online gradesheet, chat, documents, and links to other sites.  You can sign into Blackboard from any computer that is connected to the Internet.  

Most of the course is conducted in an asynchronous manner, meaning you can submit the activities or work on the assignments at any time of the day or night.  There is at least one synchronous group activity, where you will participate in an online chat with a group of 3-4 students. This will be scheduled after the course begins. 

The course consists of ten activities, each of which contains 2 or 3 assignments.  Every week a new activity will be posted at the Blackboard site. 

When you have successfully completed an assignment, I will mark an X in that column of the gradesheet.  If an assignment has been attempted, but is not complete (or if it is submitted past the due date), I will mark an / (half of an X).  You will have access to your activity record to make sure the gradesheet is correct and up-to-date.  There will be several online quizzes in the course.  You will have two attempts for each quiz.  You must receive at least 80% on your best attempt.

Your course grade will be based on the following criteria.

  1. Successful completion of all course activities and quizzes (within the specified time limits) and a Course Project of high quality.
  2. Successful completion of all course activities and online quizzes (within the specified time limits).
  3. Successful completion of at least 80% of all course activities and online quizzes.

If you elect to do a Course Project, you should send me an e-mail message outlining your proposed project.  Examples of appropriate projects include WebQuests, Web Lectures, and Websites for your class or school.  We will cover all of these topics in the course.

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Do I need special hardware, software, or other materials?

Hardware:  You need to be able to connect to the Internet.  You do not need to use the same computer all the time.  Because everything is stored on a remote server, you can do some of your assignments at home and some at work, or wherever.  

Software:  There is no special software that you need to purchase.  However, you will be downloading several plug-ins, etc. from the web.  Blackboard works through any browser; there is nothing to download.  I would recommend that you install both browsers (Netscape and Internet Explorer) on your computer.  At times, one may cause a problem, and the other will work fine.  I like to have both so that I can go back and forth.   

Materials:  There is no text to purchase for this course.  All of the information that you need will be on the web.  Each activity will provide the basic information, with links to relevant websites.

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What if I have technical problems or need help with an assignment?

If you run into problems, don't panic...there's plenty of time to resolve issues and still complete the course.  If your problems involve being able to connect to your Internet Service Provider (such as AOL), you should call them directly.  

If your problems involve Blackboard or being able to connect to the USF server (http://my.usf.edu), then you would contact Academic Computing.  USF Academic Computing provides computing assistance to USF students and faculty through their call center ( 974-1222 in Tampa or toll-free 1-866-974-1222 statewide), electronic mail ( help-ac@usf.edu ), walk-ins ( LIB 608 ) and on-site services.  The support page is located on the web at http://www.acomp.usf.edu/help.html.  Like any computer or server, Blackboard may occasionally be out of service for a couple hours.  Always wait at least 4 hours before calling.

If you are having trouble with one of the assignments, send me an e-mail message or call me at 813-974-1631.  You can also request an appointment to come to campus for an individual meeting. If, for some reason, you can't complete one activity, go on to the next.  In most cases, the activities are independent -- you do not need to complete one to start the next one. 

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How quickly can I expect feedback on e-mail messages or assignments?

In most cases, you will receive answers to e-mail messages in a day or two.  If I am going to be out of town, or out of touch, for 3 or more days, I will post a message on the Bulletin Board.  Please do not panic if you do not receive daily feedback -- although I spend a lot of time online, there are many, many questions to answer and activities to assess.  

Each assignment will contain instructions on whether the activity should be submitted via e-mail or posted to the Bulletin Board.  If an activity is submitted via e-mail, I will send you a message after I have evaluated it. If an activity is submitted to the Bulletin Board, I will mark your record on the gradesheet (if the assignment is complete).  If I have other comments on your Bulletin Board posting, I will send you a note.

I often prefer to assess activities collectively.  In other words, you may send in an assignment on Monday, but I may decide to look at all Activity #1 assignments on Saturday.  You can always proceed to the next assignment. If, however, you have turned in a assignment, and it is not indicated on your Activity Record (gradesheet) after two weeks, please send me a note.

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What did previous students have to say about this course?

In an end-of-course survey, with data from several semesters (n=79), fifty percent of the students reported spending about the same amount of time and work on the distance course as they would have in a traditional on-campus course, with 36% spending more time and work on the distance course.  The majority of students (64%) felt that they had learned more in the distance course than other college courses, and 32% felt they learned the same amount as they would have in a "traditional" course.

Responses to the question, "What is your overall impression of online learning?" were first categorized as positive, neutral, or negative.  There were two negative responses, seven neutral responses, and seventy positive responses.  The negative responses mentioned dissatisfaction due to the increased amount of time required to complete course activities and frustration with connecting to the USF server.  Neutral responses were general comments about distance learning, such as "I'm not an education major", or "Benefits from the course depend on the student."  The most common positive response was "I loved it!"  Other positive comments included the benefits of time and distance removal, as well as increased personal attention from the instructor.  A few examples of responses include:

It is a great way of learning especially when there is a time restraint such as family obligations or maybe a physical handicap.
I like the flexibility most of all, but it can be difficult to stay on track.
It gave me the opportunity to interpret the assignments and follow my own standard of achievement in the absence of graded assignments. 
I gained a great deal of knowledge from this online course. I am all for online learning.
I loved it! I would do it again and I recommend it!
Since it saved me the drive to Tampa, I was pleased. However, I missed the regular interaction with the instructor and other students.
I was extremely challenged because I am not technology advanced. At times I really struggled, but I felt I accomplished a lot when I could complete an assignments. Some of the assignments took me a long time to finish--I had to redo many of them.
This is a superb method of delivery and of learning.
It is convenient to work from the office or at home and not have to make the drive to campus/however I  do work better with face to face classes.  Online learning was beneficial and I would engage in it again, so long as I could still meet with the professor if needed for extra help or questions.
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What advice did previous students offer for students who are taking this course?

Responses to a second question, "What advice would you give future students in online courses" clearly centered on the need to keep up with the coursework and not fall behind, and the benefits of having a "buddy" in the course, i.e. someone to encourage you and help eliminate any feeling of isolation.  The third most prevalent response suggested the need to be familiar with using the Web, and to have the most powerful computer with the fastest connection to the Internet that you can afford.  Example responses included:

Be patient.
Treat this like a real course - because it is. Stay focused and disciplined, or else you will fall behind.
Work on the assignments regularly to avoid the work piling up. If you do that you won't have any problems.
You need to be self motivated and keep up with the work, but it is a great class.
Be prepared to sit in front of the computer for long periods of time, but it is fun.
Set aside time on a regular basis to "attend" to the coursework.
Anticipate assignments!
Plan to spend more time reading than in a traditional class.
Take this course. It is excellent.
Expect to spend a great deal of hours on assignments (time flies while on the computer).  Try to conduct all the necessary research off-line before getting into the sites for the activities.  Don't give up with a computer glitz, sometimes it only requires a few more determined tries to get back on track.  If in doubt, e-mail the instructor.  Other students in the course are also good resources! 
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Send questions to Dr. Ann Barron.
Revised: December 31, 2005.