Distance Education in Transition - Master of Distance Education ...

Moderating a Virtual Seminar
Advantages of Virtual Seminars in the Opinion of Participants
Section A of the "Foundations of Distance Education" course in Fall 2000
Relaxed atmosphere: "Students are not intimidated about speaking up in a room full of people”
(Paula J. Hubble).
Relaxed atmosphere: "I do not feel put on the spot to speak up in class”.
Undisturbed performance: "We can talk without being interrupted” (Kathleen H. Beckman).
Absence of disturbing factors: "You cannot be "dismissed with just one look”, disregarded
because of your color, dress, or slight stutter” (Gerald Thompson).
No restriction of participation: "In a classroom only a few students may be able to ask
questions. In a virtual seminar students and instructors can comment on each others´ ideas”
(Paula J. Hubble).
No waiting list: "We can all talk at the same time” (Kathleen H. Beckman).
Thoughtfulness: "I can reflect on my readings and thoughts and comments of the others
(Jacqueline M. Timoney).
Thoroughness: "The depth of thought is much greater, but fragmented” (Gerald Thompson).
Contributions of other participants assume more importance: "I am gaining much from my
fellow students´ responses” (Ronald G. Brown).
Unique feature: "We can participate in multiple conversations simultaneously” (Kathleen H.
Beckman).
Documentation: "We have a written record of our dialogues” (Kathleen H. Beckman).
Future developments: "Bringing to bear the full power of modern electronic capabilities
overcomes these limitations (caused by a-synchronism) when communication is synchronous”
(Leonard M. Giambra).
Section B of the "Foundations of Distance Education" course in Fall 2000
Reflectiveness: "It forces the learner to think and to rethink and to internalize the concepts”
(Gary B. Double).
Atmosphere: "No inhibition, you feel less intimidated” (Caroline Mullenholz).
Reflectiveness: "You have time to think. Allowing the student time to ponder the answer to
their own questions gives rise to autonomous learning” (Brenda Lee James-White).
Creativity: "The 'Relaxed beauty' of eliciting well thought out questions”. (Brenda Lee James-
White).
Thoroughness: "You have time for writing, reading, editing the contributions.” (Caroline
Mullenholz).
Thoroughness: "I have discovered that I make a conscious effort to complete my thought
process on an issue and to absorb new ideas from other comments. I take time before I utter a
word and for some that is a blessing.” (Brenda Lee James-White).
Unique structure: "The possibility of combining a-synchronic communication with group chats”.
Sharing assignments: "Computer conferencing and on-line editing capability permits students
to jointly create and edit documents and share assignments" (Rita Owen).
More opportunities for dialogue: "If a student wasn't involved much in classroom dialogue,
would he/she really lose by attending an electronic classroom? ... Students could actually gain
in their experience in the latter” (Gwendolyn A. Burt).
Parity: "I would contend that from my experience as a DE student that the electronic
interactions have adequately substituted for face-to-face interactions” (Linda A. Monzo).
112