Abstract:
Developing and teaching a course using distance technologies can be a daunting task. It requires advance planning and the development of new technical skills. It brings the users to the edge of feasibility and creates as many new opportunities as obstacles to overcome. Faculty at Kansas State University and the University of Nebraska-Lincoln teamed to develop and deliver a synchronous, upper-level plant nutrition course using two-way compressed video during the Spring 1999 semester and high-speed videostreaming during the Spring 2001 semester. During this process, we recorded our experiences and from these have developed a 10-step model for the development of a synchronous, inter-institutional course that we hope will be of value to others who accept this challenge. The essence of this model is presented in this manuscript, and details are available from the web site http://www.oznet.ksu.edu/dp_hfrr/PlantNutrition/in dex2.htm. Also presented are some of the main concerns, myths, and advantages surrounding synchronous distance education. Student reactions to the course and the technologies used to deliver it, as identified through their evaluations of the course, are also discussed.
Keywords:
synchronous course, inter-institutional course, distance technolgy
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