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NLU eCampus  Support For Faculty Teaching Online About the Faculty |
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About the Faculty Teaching Online
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Linda Sweeney
Assistant Professor
Director, Online Programs
Adult, Continuing, and Literacy Education
College of Arts & Sciences
I began developing courses in 1999/2000, though the department in which DVS was located (ACE) had the first online program at NLU. DVS offered its first online graduate program in 2000. The reason why we offered the program online is because we have one of three developmental studies graduate programs in the U.S. Also, I thought the challenge would be exciting.
I can't appeal to as many "intelligences" online as I can face-to-face so I use more text-based exercises. Like the successful online student, I am probably also more reflective and likely to think about ideas and responses more than I would in class. As far as delivery modes in general, I've always been a discussion person as opposed to a lecture person so online teaching fits my style.
I love to get students involved in discussing ways to improve what they're actually doing - I'm again asking a technology class to come up with ideas on what makes a good posting. We have articles on the subject but students often have better, more practical input. I also like interactive strategies such as giving feedback on case studies and doing writing exercises that validate theories right on the discussion board.
Like I said, it hasn't changed my course delivery all that much. I am a discussion-based instructor. I probably dominate the discussion less online, that's all.
Collegewise, we really need to offer more online courses in various disciplines and we need to offer good courses. We also need a better web presence since we will not attract students looking for online programs if we don't look the part. Our program already is online or else blended (60% online).
We can have students from the far suburbs mix with students from Chicago in the blended format. We have students from all over the U.S. for the online format. In addition, since Adult Literacy deals with reading and writing, we address technological literacy, a subject that is taught more and more in higher education, especially community colleges.
It happens (developing community online) if we utilize guidelines from Palloff & Pratt or Bender (Discussion-Based Learning). Since I've never NOT used these guidelines, I'm not sure a group would become a community.
I can tell if students are reading the material. I realize after teaching both f-t-f and online that many students bluff their way through f-t-f. The (online) discussions are quite a bit deeper and more reflective, as well.
Most (students) like it (online learning). A few just hate it and I believe have an aversion to technology in general (not a good idea these days). Of course, the students who would rather not read their books and handouts aren't that crazy that they have to do more work.
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