INSTRUCTIONAL

Teaching with the Internet: Lessons Taught, Lessons Learned

by Robin Nagle

[Ed: Links to web pages and/or e-mail addresses which have become inactive since the publication of this article have been enclosed in curly brackets { }. Replacement links have been provided where possible.]

Interactive computer technologies were fundamental to a course I taught with a colleague this fall through the GSAS Draper Master's Program in Liberal Studies -- discussed in Jeffrey Lane's article in this issue, "Can the Medium Help the Message?"

The students had a wide range of knowledge and affinities for the computer, and we spent too much time teaching basics. But once computers were integrated into the class dynamic, the technology quickly transformed from an obstacle to a helpful and even friendly tool. The newsgroup in particular was a vital way to continue discussions outside the once-a-week class meeting. Students especially appreciated and commented on our accessibility; through e-mail, my co-teacher and I were always around.

Four students (out of twenty-three) composed Web pages as their final projects. This could have been more successful if I had worked with more students sooner on the mechanics of HTML and other Web-specific skills.

One of the real pleasures of the course was the malleability of the syllabus; this would not have been possible without the electronic component. Some students liked that, but others felt that the class wasn't structured enough. This taught me the importance of the balance between allowing the class to take a shape of its own, and guiding the shape (and tone) it takes.

Next time I use computer technologies in the classroom, I'll streamline the logistical information so that it only takes one class session; and early in the semester will schedule a day-long workshop with the Innovation Center to make HTML sensible for students wishing to create Web pages.

Posted 22 February 1996. Revised 24 May 2004.