Electronic text communication: Does it have a use in teacher education? Noel Vanzetti Faculty of Education University of Canberra

The pressure for teacher education institutions to introduce more flexible delivery into their courses is increasing, especially in the use of the Internet, so it is essential that research is conducted to determine where its use may be appropriate. One aspect of flexible delivery is the use of electronic text communication. Electronic text communication may not be a leading edge technology, but it is still a valuable learning tool for students when used appropriately. This paper briefly outlines some of the research in using email groups and reports on research into its use in teacher education. It describes pilot projects conducted at the University of Canberra and discusses the students' evaluation of these projects. Some of the reasons for the success of the projects are : the lack of opportunities for meeting face to face, the email group being attached to an assessment item in the course and designed to encourage collaboration, and students using the group for mutual support. In addition the tutors contribution to the discussion on a regular basis stimulated discussion. The quick resolution of the technical problems prevented frustration and so contributed to the success.

Introduction

Teacher Education staff and students have always believed that teaching and learning must predominantly be face to face and contain considerable "hands on" activities. As a consequence staff conducting teacher education courses have been slow to adopt "on line" aspects of flexible learning in the same way as other disciplines. Distance learning has been regarded as a second best even though it has recently adopted many of the information technology developments.

There has been considerable investment in the information technology infrastructure in schools by governments in recent years. For example the ACT Government is providing schools with improved networks, connections to the Internet, and permanent teachers with pentium computers. If these resources are to be used to their potential it is essential for teacher education institutions to introduce courses on information technology and on the use of the Internet. In addition, for the Internet is to be used effectively in schools, teachers must be convinced that it is an effective tool in their own learning by experiencing the various aspects of the Internet, and be able to evaluate them as learning tools.

The Internet allows the delivery of educational resources in a very flexible manner, both for those on university campuses and for those engaged in distance learning, but care must be taken to ensure that the learning model is not one of the university delivering information and the students receiving it. Opportunities exist for learning to be based on more interactive and cooperative learning environments (Au 1996). The assumption is often made that the Internet is an appropriate method for all areas of learning, but this is not necessarily the case. Research is needed to determine the appropriateness of flexible delivery is specific areas. For example it may be that flexible delivery is appropriate for the learning of concepts in teacher education, but not for acquiring teaching skills.

This paper is a report of research into the use of one aspect of information technology in teacher education, namely electronic text communication. As such it is not a theoretical study of the advantages and disadvantages of electronic text communication compared with face to face teaching or with using the world wide web. Nor is it about the way in which email can maintain contact between staff and students on or off campus, although this is an important reason for using email. It is concerned with the way in which electronic text communication has contributed to student learning in teacher education.

Research on electronic text communication

A number of researchers have investigated how electronic mail enables students and university staff to keep in more regular contact.(e.g. Thomas 1996). But electronic mail has a more important role in assisting students in their learning.

Tao (1995) reviewed research literature on electronic mail between 1985 and 1995 and suggested that this research indicated that amongst other things:

1. email lends itself to more user control and user responsibility by reducing the social cues. Students are able to have more control over how to communicate rather than being controlled by pressure from others;

2. email is capable of bringing traditionally peripheral persons into the instructional mainstream, ie. those who are intimidated by face to face discussion

3. email communication exhibits some sense of anonymity and depersonalization, which may help some students to discuss their ideas more freely.

4. email might assist with collaboration and motivation.

McIntyre and Tlusty (1995) asked students on teaching practice to send written self-critiques back to the university and to each other as they reflected on their practice. They reported that at the pedagogical level "email as a tool for reflection strengthens....problem solving skills because it challenges a student to condense the problem into small enough spaces to send on email". They claimed that electronic mail "provides linkages between student teachers, cooperating teachers and university faculty, thereby create opportunities for discourse to promote reflective thinking". On the social level their students felt less isolated. This type of asynchronous communication according to Corl (1996) has an advantage over synchronous communication (e.g. IRC) in that responses to questions can be better organised and presented, which promotes more reflective thinking.

Moran & Hawisher (1997) argue that because there is an absence of non verbal cues people can take on a "virtual intimacy" and reveal a different self from the one in a face to face tutorial. For some students this may allow them to reveal more of their personal reflections on both social and academic matters. On the other hand students who thrive on verbal interactions in a tutorial setting to argue their points of view may find it more difficult is they are not able to see the non verbal cues.

University of Canberra projects

1. Special Education Project

The teachers volunteered to join the email group and 10 of them did so ( 3 male and 7 female) To join they needed a computer with modem so that they could dial into the university (which was a long distance call) or they could use their own Internet Service Provider. An afternoon of training was undertaken during the Winter School because very few of the volunteers had adequate experience in using email.

It was decided to use asynchronous email rather than synchronous communication (e.g. Inter Relay Chat) for both practical and pedagogical reasons. The practical reason was that it is a technology that was readily available for rural special education teachers who had minimal Information Technology Literacy skills. Also it would have been difficult to arrange for the whole group to log on at a specific time to be engaged in a virtual tutorial. While it is accepted that there may be more interaction in synchronous communication, asynchronous communication would allow a more reflective and lengthy response as discussed in the research above. Those students who are shy or who want to consider an issue before responding do not perform well in face to face tutorials, and the same would occur in synchronous text communication. Responses in Internet Relay Chat are immediately and of necessity short. While this is useful for a quick dialogue on an issue, it does not lead to a more reflective response.

1.1. Nature of assignment

The convener of the course then sent the assignment topic to the participants, which was:

"Many students with learning problems often have, or developed so-called 'behaviour problems'. I want you to think about the needs of these sorts of students and come up with some ideas about how their learning needs can be met in a regular classroom. In particular, I would like us to discuss whether these students need more 'structure'. What do you think 'structure' actually means in practice? What are the dimensions of 'structure' that a classroom teacher might want to consider? How feasible is it to teach these students in a structured way? How do you/would you do it?"

"Towards the end of the 6 weeks I will give you a chance to sum up and justify your thoughts in an essay - maybe 1000 words, with references, etc. The other 500 words (of the 1500 words) would be devoted to your evaluation of the method we have used to run the discussion, ie via the computer and the net."

1.2. Students' responses

More flexible way to respond

Teachers have always found it difficult to attend classes at the university after school especially when they have family commitments. Even though these teachers were not required to attend such classes after the Winter School they appreciated the flexibility of being able to respond in their own time. Some students reported that they were able to prepare their responses at night at home, and then send them at school the next day. Others found it better to stay back after school to prepare and send the message. Typical of the individual comments were:

"I could communicate when I had time"

"Learning was self-paced and comments could be made at any time"

With busy part-time students there is a tendency for them to leave everything to the last moment and then rush the assignment. Because students were required to respond on a regular basis, if nothing was heard from a student, a polite message was sent asking if there were technical or other problems. One student commented:

"The discussion made me prepare for the assignment early rather than a rushed writing to meet a deadline."

Mutual support

Not only was the commitment academic, as was required by the assignment, but it also had a social aspect. Students reported that they sent as many messages to each other individually as they did to the group as a whole. Most of these messages were of a social and supportive nature. One student commented on how important it was to him by saying that:

"The group discussion made distance learning a viable option"

A commitment to the group developed where students felt they had a responsibility to others to comment on the discussion. Because of the nature of the assignment they believed that the sharing of ideas would lead to a higher quality final presentation, so it was in their best interests to collaborate.

Reflective thinking

A number of students commented on how the mode of learning encouraged reflective thinking in a similar way to that found by McIntyre and Tlusty (1995) and Corl (1996). They preferred the opportunity to consider what was being said and respond later at a later time rather having to respond immediately they received the message. Two examples were:

"After each communication I felt compelled to go away and find out more information so that I could respond and address some of the issues posed."

"The style and format of the discussion supported and encouraged reflective thinking and this was a unique experience for me. I had time to reflect"

Comparison with tutorials

A small number of the students compared the experience of the email groups to face to face tutorials. One student said that she preferred the email because:

"The environment was less threatening."

Another student, who may have had some problems with presenting her point of view in a tutorial situation without being interrupted, wrote:

"Each person was able to respond fully without interruption."

Another student found the email experience difficult to adjust to when she said:

"However I found it difficult to remove the electronic barrier - in a tutorial I would usually respond but I found it difficult electronically."

Personal knowledge of individuals

Most students commented that the relationships which they formed during the two week Winter School helped them in their communications with the other students, especially in the personal and social areas. But one student said that she had some concerns:

"Knowing the people first was both an advantage and disadvantage. I could picture them as I responded, but it sometimes coloured what I would say"

Technical concerns

The main concerns about the project were technical including the initial connections, incompatible systems, and problems with attachment. The month of testing and familiarisation with the system was invaluable in solving the technical problems, but it was a very time consuming process for the staff member in charge of technical matters.

1.3. Success of project

• The students were very positive about the project as discussed in the last section.

• All of the students involved in the project said that they would be happy to undertake another assignment using email.

• The staff interviewed at the end of the projects thought that the quality of the assignments was higher than in the past when students left the university at the end of the Winter School and a few months later submitted the assignment with very little contact with tutors and fellow students.

• Most of the students continued to email tutors and each other (but not through the email group) after the project was completed.

2. Master of Education Project

This pilot project differed in a number of ways from the special education one.

• All of the participants in the project lived in Canberra and met weekly with each other and the tutor for lectures, presentations and discussion;

• The tutor set a very general topic for discussion, which was to comment on any aspect of education and social change. Students were invited to contribute but there was no compulsion.

• There was no assessment attached to the email discussion.

3. Pre-Service Project

Students were given the topic: "discuss how electronic text communication can assist learning in schools, and what are some of the problems of its use". Students were required to contribute to the discussion and to reply to the contribution of another student. Unlike the special education assignment no assessment was made of the quality of each student's contribution, only that they had contributed.

At the time of submitting this paper the project is continuing and the results will be known at the end of the semester.

Discussion of projects

• The students were not able to meet face to face on a regular basis.

• The project was attached to an assessable item in the course.

• The assignment topic was designed in such a way that collaboration was to the advantage of all students.

• The students found the email group more than just a way of completing assignment work. It was a support both personally and academically both with other students and with members of staff.

• The three academic members of staff contributed to the discussion on a regular basis, and replied to individual queries promptly. When students sent an email to the group academic staff replied to that message (through the group) on 50% of the occasions. These responses encouraged students to think more carefully about the issues and initiated new areas to discussion. Without these initiatives the discussion would not have been as reflective.

• Technical staff were prepared assist with technical problems without delay. At times this was on the telephone working through a problem with them. The quick response prevented a high level of frustration with the technology.

Conclusion

References

Corl, S. (1996). Novices on the net : an introduction to education class uses e-mail and the internet. Paper Presented at the Annual Conference of the National Council for Occupational Education, St Louis.

Holm, D. & Quatroche, D. (1997). Constructing an understanding of electronic mail: Pre service teachers making connections. Paper presented to the Annual Meeting of the Midwest Association of Teacher Education.

McIntyre, S. & Tlusty, R. (1995). Computer-mediated discourse: Electronic dialogue journaling and reflective practice. Paper presented to the Annual Meeting of the American Educational Research Association.

Moran Charles & Hawisher, Gail (1997). The rhetorics and languages of electronic mail. In Snyder, I. (ed), Page to screen. Allen & Unwin.

Tao, L. (1995). What Do We Know about Email--An Existing and Emerging Literacy Vehicle? Paper presented at the Annual Meeting of the National Reading Conference, New Orleans.

Thomas, L. and others (1996). Telecommunication, student teaching and methods instruction: An exploratory investigation. Journal of Teacher Education, 47(3), 165-174.

Author: Noel Vanzetti Senior Lecturer Faculty of Education University of Canberra Canberra ACT 2601 Phone (02) 6201 2486 Fax (02) 6201 5360 Email: vanzetti@education.canberra.edu.au Please cite as: Vanzetti, N. (1998). Electronic text communication: Does it have a use in teacher education? In C. McBeath and R. Atkinson (Eds), Planning for Progress, Partnership and Profit. Proceedings EdTech'98. Perth: Australian Society for Educational Technology. http://www.aset.org.au/confs/edtech98/pubs/articles/vanzetti.html