INFORMATION TECHNOLOGY-ASSISTED EDUCATION AND COMMUNICATION AT HSPH THE ROLE OF DISTANCE LEARNING

Distance Learning Programs at Schools of Public HealthSchool of Public Health, University of Alabama at Birmingham The University of Alabama at Birmingham School of Public Health through

to the Report:

INFORMATION TECHNOLOGY-ASSISTED EDUCATION AND COMMUNICATION AT HSPH: THE ROLE OF DISTANCE LEARNING

Appendix A: Distance Learning Programs at Schools of Public Health

Appendix B: Summary of Current DL/IT Capacity at HSPH

Appendix C: Summary of DL/IT offered at Schools within Harvard University Appendix D: Report on HSPH Faculty Survey, Spring 2000

Appendix E: An Example of an International Center

Appendix F: What Others Are Doing

Appendix A:

Distance Learning Programs at Schools of Public Health

Distance Learning Programs at Schools of Public Health

School of Public Health, University of Alabama at Birmingham

The University of Alabama at Birmingham School of Public Health through its MidSouth

Program for Public Health Practice (MSPPHP) offers a Certificate in Public Health Leadership

in a distance learning format This program is primarily designed for public health professionals

in Alabama, Indiana, or New Mexico For more information, visit

http://www.uab.edu/PublicHealth/

School of Public Health, University of Albany SUNY

The School of Public Health, University at Albany, State University of New York presently offers non-credit courses in a distance learning format The courses are mainly delivered throughsatellite broadcast to local health department employees, community-based organizations, and health care organizations

The School is considering offering a Masters of Public Health (MPH) to be delivered by distancelearning media, primarily the Internet The School is also considering the development of three certificate programs that could be taken singularly or, upon completion of all three, qualify as a MPH degree For more information, visit http://www.albany.edu/sph/

Joseph L Mailman School of Public Health, Columbia University

The Joseph L Mailman School of Public Health, Columbia University, through its Division of Sociomedical Sciences, offers a Program in Health Promotion and Disease Prevention in a distance learning format The program is designed for employees of the New York Department

of Health Distance education courses are taught on the Columbia University Health Sciences Campus and transmitted live via two-way audio/two-way visual teleconferencing technology Students in the distance education program take the same curriculum and complete the same requirements over the same period of time as the evening program in Health Promotion and Disease Prevention The MPH requires 45 credits (15 courses) Selected courses are augmented

by using a variety of web-based materials For more information, visit

http://cpmcnet.columbia.edu/dept/sph/

Rollins School of Public Health, Emory University

The Rollins School of Public Health at Emory University offers two separate programs via distance learning: a Graduate Certificate Program and a Career MPH program

Graduate Certificate Program (GCPE): Students in the GCPE attend seven on-campus,

five-day sessions over the course of a year During these sessions, students attend classes, seminars, and computer workshops Between on-campus sessions, students complete assignments and communicate with faculty and student colleagues via distance learning Credits can be applied towards a Master of Public Health degree at Rollins The program is 21-credit hours For more information, visit http://www.sph.emory.edu/gcphome.html

Career MPH Program: The Rollins School of Public Health of Emory University offers a Career

MPH Program for mid-career professionals who have 5 to 10 years experience in public health

or related fields The program began in the fall of 1999 The Career MPH is a 42 credit-hour program in which students participate in both traditional face-to-face instructional sessions and

in a web-based learning environment The program is designed to allow working professionals

to complete an MPH degree in approximately two and a half years Students in the CMPH program are required to attend on-campus sessions only twice per semester (Thursday throughSunday) Between the on-campus sessions, students will participate in courses via the web, receiving instruction and interacting with faculty and classmates Students can select the

Prevention Science Option or Management Science Option For more information, visit

http://www.sph.emory.edu/

School of Public Health and Health Sciences, George Washington University

The George Washington University School of Public Health and Health Services (SPHHS) offers

a Graduate Certificate Program through distance education Upon completion of the Certificate Program, all credit may be transferred, upon acceptance, to specific tracks and concentrations of the Master of Public Health program 15-credit hour program may be completed partially or entirely by distance education Students can select one of the three options to complete the Graduate Certificate Program: Community Oriented Primary Care (COPC) Option, MPH Core Courses Option, or Health Services Option For more information, visit

http://www.gwumc.edu/sphhs/

School of Hygiene and Public Health, Johns Hopkins University

The Johns Hopkins School of Hygiene and Public Health Distance Education Division and the School of Public Health offers two programs in distance learning format Graduate Certificate Program in Public Health

The certificate program provides public health practitioners the opportunity to enhance their

effectiveness in a rapidly changing health care environment through a flexible curriculum that combines distance education and traditional educational methodologies The certificate program requires 35 academic credit units and may be completed in 18 months Students who have earnedthe certificate and who also qualify for the MPH degree program may transfer all earned credits toward a MPH degree at JHU For more information, visit the School's web site at

http://www.distance.jhsph.edu/certificate

Internet-based Master of Public Health Program: Beginning in 1999, the School will offer its

Master of Public Health via the Internet Completion of the Internet-based program requires 80 credit units, with a maximum of 60 earned via the Internet The remaining 20 credits must be earned in a face-to-face environment For more information, visit the school's web site at:

http://www.jhsph.edu/SASS/admiss/

School of Public Health, University of Illinois at Chicago

The UIC at Chicago School of Public Health offers a number of courses that utilize the Internet There are a number of fully online credit courses and many courses that have associated web sites Currently, up to 12 semester hours can be taken in a credit non-degree status and applied toward a degree at UIC-SPH if accepted into their program The UIC School of Public Health, through its Great Lakes Center for Occupational and Environmental Safety and Health, offers continuing education courses to occupational and environmental health and safety professionals For more information, visit http://www.uic.edu/sph/

School of Public Health, University of North Carolina

The University of North Carolina School of Public Health distance learning degree programs are designed for health professionals currently employed, and unable to enroll in a degree program atthe Chapel Hill campus The UNC School of Public Health through its Distance Learning

department offers the following degree programs:

Executive Masters Program in Health Administration: The Executive Master's Program (EMP)

is designed to provide the skills and competencies critical for leadership in upper-level

management positions in all areas of health services It is open to professionals with at least 3 years of prior experience in health administration or a health profession or holds a prior

academic or professional doctoral-level degree in an appropriate field There are two variations

of EMP: The National Program: The National Program is designed for working professionals from across the nation International students also frequently enroll in this Program The

structure of the Program is limited to 35 new executive students each year The expanded

Distance Learning format of this program will begin in May 2000 The format will consist of three eight-day sessions in Chapel Hill over a 12-month period with the bulk of the work

performed via the WWW

The North Carolina Program: The North Carolina Program was designed to serve working

public health and health care professionals who are within commuting distance to program sites located in the western and eastern parts of the state The North Carolina Program is a joint effort

of the Department of Health Policy and Administration and the Area Health Education Centers (AHEC) Programs are offered in AHEC facilities one day a week (typically Fridays) Students attend class every Friday for the fall and spring semesters, completing eight courses over two years Students take distance learning courses and summer institute courses to complete the requirements for a MPH or MHA

Masters Program in Public Health Leadership: The distance learning MPH degree in Public

Health Leadership is a 39-credit hour program The distance learning program is designed to be completed in three years Course contents are delivered over the Internet, using two-way

videoconferencing, paced CD-ROMS, videotaped presentations, and programmed instructional modules For more information, visit http://www.sph.unc.edu/

College of Public Health, University of South Florida

The purpose of the distance learning program at the University of South Florida is to build capacity for providing essential public health services, community by community

Masters of Public Health in Public Health Practice: Offered via satellite technology, using a

television receive only (TVRO, or one-way video, two-way audio) format The MPH is offered

at host sites throughout the state of Florida and other certified host sites in the nation and

internationally In fall 1998, the College graduated its first graduates from this program For more information, visit: http://www.hsc.usf.edu/PUBHEALTH/DLP

The College also offers an Executive MPH Program for health professionals For more

information about the Executive program, visit:

http://www.hsc.usf.edu/PUBHEALTH/exmphsum.htm

School of Public Health, University of Texas-Houston

The University of Texas-Houston School of Public Health offers two different distance learning

programs Certificate Program offered through the Outreach Education Program: Courses are

offered using a variety of electronic delivery media, including video, Internet, CD-rom and videotapes, as well as print-based materials Currently being offered only to the public health

professionals who are employed by state and local health departments in Texas A certificate is issued on successful completion of five core courses For the second distance learning program, the UT-Houston SPH and its campuses in San Antonio, El Paso and Dallas deliver courses to students using the University of Texas system-wide videoconference network For more

information, visit http://www.sph.uth.tmc.edu/

School of Public Health and Tropical Medicine, Tulane University

The Tulane University School of Public Health and Tropical Medicine offers two programs in distance learning format

Internet-based MPH program in Occupational Health and Safety Management through its Center for Applied Environmental Public Health (CAEPH) This program is targeted towards

mid-career working professionals who traditionally do not have the opportunity for advanced professional education and who need additional education for job advancement, to stay abreast ofnew knowledge and developments in public health and to meet professional demands and

challenges Many of the distance learning programs offered at Tulane are unique in providing educational opportunities for those with the greatest potential to influence worker health and safety, implement health and safety programs, and advance occupational and environmentalpublic health policy Courses are delivered using Video Conferencing and Internet

For more information, visit http://www.caeph.tulane.edu/

Graduate Certificate Program (GCP) in Public Health Provides a strong academic foundation

in public health theory, research, and practice via on-site classes and through distance-based computer technology Three on-campus experiences during a 15-month period Students earn 21graduate credits Credits are applicable to degree programs in public health at Tulane For more information, visit their web site at http://www.tulane.edu/~cdctrain/

School of Public Health and Community Medicine, University of Washington

The University of Washington School of Public Health and Community Medicine offers a Graduate Certificate Program in Public Health for public health professionals who wish to gain additional expertise in their field Graduate Certificate Program (GCP) in Public Health The program is a 15-month graduate credit program delivered through 4-1/2 weeks of intensive on-site instruction on the UW campus, and through distance learning Students include CDC field assignees, state and local public health agencies and others wishing to advance in public health Students earn 33 graduate credits, a majority of which can be applied toward the Master's in Public Health Courses utilize variety of distance-learning modalities, including self-study, email, telephone, print media and the World Wide Web

The Department of Health Services in the School of Public Health and Community Medicine offers a three-year, part-time program delivered through a combination of intensive four-week summer sessions on the UW campus, directed independent study, and intensive weekend

seminars during the academic year For more information,

http://www.extension.washington.edu/extinfo/certprog/pht

Appendix B:

Summary of Current DL/IT Capacity at HSPH

CURRENT CAPACITY AT SPH FOR DL/IT:

1) Computer/Video projection systems

Built-in units in Auditoriums: Kresge G-1, FXB G-11, G-12, G-13

Portable units: Infocus LP750, Infocus LP425Z

ElmoEV500AF Document Camera system

2) Audio Systems

Built-in Audio cassette recording systems in Auditoriums: Kresge G-2, FXB G-11, G-12, G-13

Portable units: (4) pro quality audio cassette recorders, (2) Shure audio mixers

3) Video Production Equipment

Parkervision Cameraman: built-in auto-tracking camera system in FXB G-11

JVC pro quality analog video camera

JVC VHS camcorder

Panasonic AG 2510 VHS VCR

Panasonic AG 1300 VHS VCR (2)

Digital Capture cards

Cannon XL-1 Digital Camcorder

Panasonic Digital Video VCR

4) Video Conferencing Equipment

Two Intel TeamStation video conferencing units

5) Audio/Video Streaming

RealNetworks' Basic Server (25 simultaneous streams) installed in HSPH web server box Space and stream capacity suitable for small communications pieces (public service announcements, audio press conferences, etc.) at bandwidths of up to 80 Kbps AV server is currently underutilized, serving 100 streams per week

Higher bandwidth productions, longer pieces, and higher volume productions (such as video taping a class a week for a course) requires more server hard disk space, upgraded software, and likely a dedicatedserver

Web Site with streaming AV demonstrations: http://www.hsph.harvard.edu/video

6) Courseware

CoureInfo 3.0 by BlackBoard.com is currently available to all faculty Software is installed in HSPH webserver box Software allows faculty members to create and manage course web sites from an intuitive web browser interface The software allows faculty members to create web pages, upload files, create links to external sites, control access, create quizzes, add bulletin board/chat features, send email to class, etc Training and coordination with the Registrar's Office is led by the Instructional Computing Group of the IT Department

Web Site: http://www.hsph.harvard.edu/courses

7) Video Uplink/Downlink

Currently able to downlink via the University’s satellite dish in Cambridge to the SPH internal video network at $100 per hour, with a 2-hour minimum charge This signal can be sent to multiple internal SPH locations to provide audio and video of the transmission, however without provision for interaction with the transmission Uplinks from SPH are not currently possible without the use of an outside vendor truck for a remote satellite feed

The SPH video network is currently limited to the following locations in the Kresge building:

Auditoriums: G-1, G-2, G-3; Cafeteria; All second floor classrooms and Room 502

8) Computer Servers

Web Server: Sun Enterprise 250, with 18 GB disk space, running Solaris and Apache web server

There are roughly 100 users with web accounts representing units of the school (departments, centers, student groups, faculty research projects, etc.)

Mail Server: Sun Enterprise 5500

Majordomo Listserver

ILS Server

9) Network Infrastructure

Designed to be video ready

Entire data network has been upgraded to 10/100 MB Ethernet Cisco switches in all wiring closets.Core network backbone is Gigabit Ethernet between all buildings

SPH network connection to LMAnet is 100mb Ethernet

LMAnet connection to Harvard Cambridge campus (HSDN) is 45mb Ethernet (T-3)

Harvard’s HSDN has multiple redundant Internet feeds, including ATT, MediaOne, and Internet2

10) The Intel Multimedia Grant is providing us with the following equipment:

Two Intel TeamStation conference room video conferencing units (2)

Intel ProShare desktop video conferencing system (30)

Matrox RT2000 digital video capture boards, bundled with Adobe Premier (3)

Intel Graphic Video Editing workstations (3)

Intel Web servers (2) for web and ILS function

Intel Video Server (1)

Intel Curriculum Development workstations (3)

Macromedia Director software (3) for the curriculum development workstations

11) Human Resources:

We currently have only 2 FTE’s to fulfill all AV/Media services functions throughout the school

The school has 2 FTE’s for the functions of webmaster and graphics designer

1 FTE from the microlab staff is primarily responsible for working with faculty members on the based Blackboard Course Info software, as well as doing the first pass at digitizing video clips to pass on

web-to the webmaster for posting on the school’s web site

Appendix C:

Summary of DL/IT offered at Various Schools at Harvard University

WHERE IS THE UNIVERSITY HEADED?

1) Medical Area Video conferencing facilities

HMS: has 4 conference rooms wired for videoconferencing, each holding 100 people

BI-Deaconess: Center for Clinical Education has a multimedia production facility

2) Cisco MCU (multipoint conferencing unit) for simultaneous multipoint delivery of online

video, available for experimentation through UIS ISDN/IP Gateway also being set up for

experimentation

3) DCE video editing facility: The Harvard Extension School’s Division of Continuing Education (DCE) has

a post-production video facility in Cambridge, which they are willing to discuss possibly opening up to us for some collaborative endeavors May be available on fee for service basis to get us started initially

DL Comparison Across Harvard University as of April 1999

Name Suzanne Teuteberg/John Hahnfeld Jason Alverez Paul Bergen

Is there demand? yes yes yes

Do you provide support? yes yes yes

Teleconferencing facilities Satellite downlinking thru UIS-HITS MEC Amphitheater 3 ISDN lines 5 video conf Stations (Intel Team);

network HMS Bldg A Conf Rms 3 ISDN lines ea Intel Grant may add desktop-level

Teleconferencing equipment

audio conferencing classroom renovation PictureTel Venue 2000 see above beginning in Dec 1999

Teleconferencing

software/platforms

Cu-See-Me; experimented w/

NetMeeting PictureTel see above

Digitizing video Adobe "Premiere" software; MovieMaker Encoder MPEG Public access for Media 100 station thru

PowerMac 7600 compression Tech showcase; adding 3 public video

digitizing & compressing workstations

to Showcase, on Intel machines using Broadway capture cards & a variety of s/w

to support various compression stds.

Broadcasting lectures no RealNetworks Real Media for capture/digitize/compress

and serving 7 courses w/more added next yr

Video production Mavica still digital cameras; VHS Professional Quality Video Camera Media 100 station & 3 stations w/

camcorders; JVC analog edit desk VHS Media 100 Digital Editing System Broadway cards, Adobe Premier, & system Some lighting equipment other compression and digitizing software

Videotaping Equipment (VHS, S-VHS, Hi-Beta)

Server video storage capacity none 10gig currently on server 3 multi-processor NT servers w/ 36

Larger server to be purchased for AY00 GB storage ea.

Number of FTE's analog video=1.5 fte Media=5; Digital Video svcs=1 ICG: 4; IMS/Prep Rm: unknown

Obstacles hardware; software; staff gathering content fr faculty-slides fr

lecturers; staff for prep web content;

recruiting tech staff; staff training on new digital software/equip; network troubleshooting w/ high bandwidth video

Resource Needs

dedicated hardware/software for digitizing faculty support; addl staff-Media Tech more student help

& serving video in a lab environment; Specialists; more Network monitoring &

trained staff to provide video for web apps analysis tools & in-hse expertise for

troubleshooting network probs.

Product demos "Real Networks" Real; Microsoft

GSD HLS KSG

Name Jeff Pooser Susan Vik Anne Drazen

Do you provide support? yes no yes

Teleconferencing facilities ISDN Lines are available; none 1 55-seat classroom w/ permanent

Team Station; a great deal of interest used at least once a month

Teleconferencing equipment Intel Team Station not currently; PictureTel Concorde; PolyComm in

adding ISDN lines maybe by end of summer DC & Cambridge; CD See Me Reflector

Teleconferencing

software/platforms

Digitizing video 3 media 100 editing systems, 3-4 PC's yes Real Server; Getting Avid Cinema

w/ lower-end a/v cards (ospry 100, videum)

Broadcasting lectures realnetworks 5.0 publisher; piloting the Real product Real Server available but

realnetworks G2 publisher not used for broadcasting yet

Video production 3 media 100 systems, various yes Digital video camera; tape to

other PC's/Mac's digitized video on disk running premiere, after-effects, media

cleaner pro, photoshop, debabelizer, soundedit, macs, PC's, video cameras, video decks, video monitors, disks

Server video storage capacity 60 user license for version 5.0 pilot server n/a

Number of FTE's 1 None; 3 staff mbrs working on pilot 0.2

Obstacles lack of staff who are trained and staff; time staffing for marketing, support &

know the medium; lack of dedicated production equipment/space

Resource Needs trained staff; studio space; staff; time Central Harvard staff/facility to work

dedicated equipment w/ faculty on developing/formating

courseware, & to provide guidance

Product demos interested in anything

HBS HSPH

Name Larry Bouthillier Taso Markatos

Is there demand? yes yes

Do you provide support? yes no

Teleconferencing facilities conference rm w/ PicTel 4500 n/a

Teleconferencing equipment portable SwiftSite PicTel unit for n/a

classroom use

Teleconferencing

software/platforms see above n/a

Digitizing video OptiBase MPEG Fusion encoder, n/a

several NT & Linux machines w/

Osprey 100 capture cards for Real/

Video encoding, Virage Video Logger

& Audio Logger software

Broadcasting lectures RealVideo & Starlight Networks video n/a

servers, experimental SightPath system

Video production Avid MC4000, Avid Express, Linear n/a

editing suite

Server video storage capacity 500GB 27GB of disk space is available on

a SPARC 250 that is also used for other purposes

Number of FTE's online video encoding & delivery: 1.5 2 FTE's in AV department

Obstacles keeping up w/ rapid growth in usage & Staffing, training, funding, space

volume while keeping reliability also equipment and facilities are not

at 100% available

Resource Needs a content creation & encoding info/training sessions conducted by

facility; sufficient dedicated servers staff who are currently utilizing this

technology; other inst Utilize a centralized

media center.

Product demos

Appendix D:

Report on HSPH Faculty Survey, Spring 2000

with Information Technology

A Report

May 21, 2000

Heather Hue, MD Harvard School of Public Health MPH Candidate, June 2000

Sponsor: Nancy Kane, DBA Harvard School of Public Health Distance Learning Working Group

Over the past decade, universities across the United States have began to explore the

development, implementation, and integration of Information Technology (IT) for use in and

out of the classroom, in an effort to enhance the quality of university teaching

Accompanying this university-navigated exploration and development of InformationTechnology, there has arisen the need to examine and evaluate the impact, effectiveness, andappeal of this evolving teaching methodology In response to this need, the Harvard School ofPublic Health (HSPH) has created a Distance Learning Working Group whose purpose is toinvestigate the current capacity and application of IT around the country; and to determine thelevel of interest and the need for Information Technology at the Harvard School of PublicHealth Of note, the HSPH Distance Learning Working Group is part of a larger, university-wideeffort created in order to investigate technology in teaching and learning at Harvard University

As a result of the efforts of the HSPH Distance Learning Working Group, the following reporthas been created Specifically, this report addresses the following aspects of InformationTechnology:

Section I:

 General definitions for Information Technology

 Prevalence of Online courses

 Factors that influence the development and application of Information Technology

Section II

 Current use of IT by HSPH Faculty-members

 Factors that affect faculty interest in using IT

Section III

 How HSPH Faculty feel HSPH should increase future participation in IT

 Ancillary Concerns and Cautions

Section IV

 Summary of Key Points

 Recommendations

 General definitions for Information Technology

 Prevalence of Online courses

 Factors that influence the development and application of Information Technology

Definitions for Information Technology

The literature on Information Technology is saturated with new words and terms created tocapture the elements of the evolving industry Because of this, for any discussion regarding IT,

it is important to first establish clear, working definitions For the purpose of this report, thefollowing definitions will be used: 1

Online Instruction: Teaching and learning mediated by a computer; synonym for, “online

teaching.” There are three different Modes of Online Instruction:

1 Supplemental/Adjunct : This type of online instruction complements face-to-face

classroom teaching Example: IT materials, such as software packages or course web

pages, are used to enhance the information that is presented by the professor in theclassroom

2 Mixed : This type of online instruction places significant emphasis on the IT-component

of teaching rather than the classroom component of instruction Example: the majority of

the teaching and learning occurs through IT methods while only a fraction of thestudent’s time is spent in the classroom

3 Wholly Online : This type of instruction is where course-content is delivered entirely

through IT methods that are employed by students outside classroom

Distance Education (1) Generally used to connote “correspondence coursework” utilizing

textual, videotape, or CD materials exchanged by mail (2) Course-teaching presented over thetelevision (teleconferencing), videoconferencing, or totally online (3) The definition of

“Distance Education” also includes the use of Computer Mediated Communication.

Computer Mediated Communication: An interactive textual exchange between professors &

students; and between students & students This communication can occur synchronously (inreal time) or asynchronously (off-line and sequentially)

Computer Assisted Instruction “Drill & Practice” instruction where there is minimal two-way

exchange of information or ideas

Specific Examples of Information Technology Assisted Methods:

Prevalence of Online Courses

According to The New York Times1 as of April 1999, the number of online courses offered inthe United States number in the thousands Some institutions, such as Western Governors’Virtual University, the University of Phoenix, and Jones International University, are placingtheir primary focus and strategy in developing complete, virtual universities in which studentslocated anywhere in the country may enroll Other institutions, most notably UCLA, University

of Washington, Duke, Stanford, and Pennsylvania State University, are taking aggressive stridestoward not only developing and employing Information Technology on campus but alsopenetrating and dominating the Online course market nationwide

The Effectiveness of Information Technology

The state of the development and integration of Information Technology is currently in itsinfancy Even more premature than these elements, however, is the understanding of the overalleffectiveness and impact of Information Technology

Presently there is no one method to evaluate the performance, quality, and impact of IT onstudent learning Literature that examines the issue of quality measurement concludes, “There is

a relative paucity of true, original research dedicated to explaining or predicting phenomenarelated to distance learning.1” As a result, there is much need for investigation into what trulyconstitutes “IT-effectiveness.”

Although the outcome of the overall effectiveness of IT is currently ambiguous, there are two

elements that, when applied to the development and application stage of IT, are considered toaugment the appropriateness and overall effectiveness of IT The two factors are the following:(1) Faculty Teaching Style and (2) Type of Student

I Faculty Teaching Style

Although there are numerous teaching methods and styles that faculty employ in order to reachtheir teaching objectives, the dominant teaching styles fall into one of three categories: (1)lecture (2) discussion and (3) mentoring

Each one of these methods places emphasis on different teaching tools and mechanisms in order

to communicate with students; however, irrespective of their differences, the goal of all of theseteaching methods is the same—that is, to give students an effective, quality education

example,

(1) Courses taught through discussion or seminar-type appear to be the most effective if they aretransformed into a Computer Mediated Communication IT method—an IT method that istext-based and encourages collaborative learning 1

(2) Courses taught through the Lecture/Didactic method would be the most effective using IT ifthe technology were used not as a primary information source, but as a tool in whichstudents can view graphics or other interactive, graphically based material.1

Because the type of teaching style directly affects what method of Information Technologywould be the most effective for teaching and learning, when universities are investigating whattype of IT-methods to be developed and implemented, in order to create the most utilized andeffective product, the prevalence of the type of teaching style faculty use should be heavilyconsidered

II The Types of Education/Type of Student

In the literature, there are four categories of students working toward an education 1

Type of Student Example of Degree Type of Training

The training of the educated

Graduate DPh, DSc, PhD, ScD The training and mentorship

of the educated

For the purpose of this report, because HSPH is a graduate and professional institution, the type

of student that will be focused upon are Continuing Education, Professional, and DoctoralStudents However, in order to be comprehensive, a few comments will be made aboutconsiderations concerning using IT-teaching methods for teaching undergraduate students According to the current theory on the pedagogy for undergraduate students, (characterized inthis case as less than thirty years old, full-time, and on-site) these students are in need for aspecial “comprehensive education.” That is, for these students, because of their age andmaturational status, education serves the purpose of not only transmitting knowledge to youngminds, but also providing and encouraging social experiences from which these students canlearn and mature Because both educational and social components are required in order to

With respect to the other types of students, specifically Continuing Education, Professional, andGraduate Students, these students are generally considered to be more mature and therefore “arenot in need of the socialization and maturational guidance [that] younger students do.” 1 Becausemost of these students do not possess the same needs as undergraduate students, all modes of ITare considered potential and acceptable learning tools This being said, one note of caution isneeded: Although the professional or graduate student may not need the social/maturational

elements of an education that young undergraduates do, these students still need faculty

attentiveness, as well as the attentiveness of each other.

With the recognition of this factor, it follows that a university that desires to employ IT, as a

primary source of education needs to develop the product so that online attentiveness can be achieved

Limiting class size to a few students is one method in which online attentiveness can beachieved Although one may believe that through using Online Instruction more students can bereached effectively, the opposite is generally true With respect to the pedagogy of ContinuingEducation, Professional, and Doctoral Students, to provide the best quality of Online Instruction,class size may need to be small. 1