Chapter 6: Designing An On-Line Learning Environment: Experts Learning Together

This case study features a faculty member in the Department of Curriculum and Instruction at Iowa State University who decided to integrate emerging technologies into a traditional distance education course that is taught on campus as well as off campus via a video-link to remote sites. Specifically, this faculty member wanted to use the WebCT software to strengthen her instruction and class interaction. This faculty member faced two major challenges when integrating technology into teaching, as do most faculty members. First, she needed just-in-time technical support in order to use technology efficiently. Secondly, she needed a clear vision of the use of available technology tools to enhance the teaching and learning process. The faculty member who became my mentee decided to take on the challenges of integrating an emerging technology into her course design and changing her teaching style. The faculty technology mentoring program helped create a special bond between a technology savvy student mentor and the faculty mentee. This special bond allowed the faculty member to obtain needed technical support in a nonthreatening way and to view technology integration from a student’s perspective. This collaboration creates a knowledge base for the faculty mentee, the first and most important step of Rogers’ innovation-decision process, as she was provided a how-to and know-why technology integration experience.