Assisting Adult Higher Education via Personal Computer: Technology and Distance Education Copyright 1993 CAUSE From _CAUSE/EFFECT_ Volume 16, Number 1, Spring 1993. Permission to copy or disseminate all or part of this material is granted provided that the copies are not made or distributed for commercial advantage, the CAUSE copyright and its date appear,and notice is given that copying is by permission of CAUSE, the association for managing and using information resources in higher education. To disseminate otherwise, or to republish, requires written permission.For further information, contact CAUSE, 4840 Pearl East Circle, Suite 302E, Boulder, CO 80301, 303-449-4430, e-mail info@CAUSE.colorado.edu ASSISTING ADULT HIGHER EDUCATION VIA PERSONAL COMPUTER: TECHNOLOGY AND DISTANCE EDUCATION by Evelyn Spradley ABSTRACT: Nontraditional students have been the chief beneficiaries of distance education at schools like Thomas Edison State College, where delivering undergraduate adult education is the central mission. Increasing numbers of such students on the horizon are prompting other types of colleges and universities to evaluate the uses of technology to make education more accessible, efficient, and effective in the future. Thomas Edison's Computer-Assisted Lifelong Learning (CALL) System provides a good example of how one institution is using technology to meet tomorrow's challenges today. Suppose for a moment that you are a 40-year-old parent who has a part- time job, cares for three children, lives two hours from the nearest college campus, and you would like to complete an associate degree. Or perhaps you are experiencing barriers to achieving career goals that would be greatly diminished if you could finish your bachelor of arts degree, but finding the time to attend the local college appears overwhelming. Such situations might make the prospect of higher education seem impossible. However, Thomas Edison State College in Trenton, New Jersey, was created for just such adults. Filling a national need for continuing education, Thomas Edison State College recognizes the competing priorities in an adult's life and has created a system of high-quality, flexible, and accessible undergraduate education supplemented by a computer delivery initiative termed the Computer-Assisted Lifelong Learning (CALL) systems. The CALL systems are technology-mediated facilities created to provide access to the College via computer and telecommunications applications. Dial-up access to the College through these systems serves students and prospective students, providing an online application to the College, electronic communication with staff, view-access to academic records, browse/read utilities for a broad base of information, and assignment exchange with the faculty mentors of Guided Independent Study courses. Developed to aid the College's primarily adult constituency, the CALL systems play an increasingly important role in enhancing educational opportunity by using the advantages of emerging technologies. THE VISION: USING TECHNOLOGY TO ENHANCE DISTANCE EDUCATION Imagine also, if you will, the challenge of educating several thousand adult students similar to Ms. Partchar (Parent with part-time job, with Children, and fAR from college) geographically disbursed throughout the nation. Unlike the traditional-age student, adults are not as free to conform to the instructional and service delivery mode of a campus-based institution. In consideration of the complexity and diversity of the adult learner's lifestyle, educational opportunities at Thomas Edison State College were developed to be appropriate to their varied needs and free the student, as much as is possible, from the logistical barriers of time and location. Such opportunities include correspondence type courses, the evaluation of prior learning through portfolio assessment, credit for college-level military or non-collegiate sponsored instruction, and credit by examination. Older technologies such as the postal and telephone systems had always been instrumental in aiding students who used the distance education opportunities at the College. Still, students complete most of their college work on their own and are in effect isolated from other students. In imagining the role that technology might come to play, the College envisioned that a computer- assisted lifelong learning project could use computer and telecommunications technologies to help students communicate with College staff and each other independent of time and location. The ingredients were there: personal computers, while not ubiquitous, were gaining popularity and becoming more powerful; modems, telephone lines, and public data networks might link student PCs together; and electronic mail and computer conferencing could be components of a central host to foster and enable broader communication. The College's vision was to create a system of access via computer to electronic services that enhance the educational process through the promising opportunities attainable from emerging technologies and modalities. PROPOSAL AND FUNDING FOR THE COMPUTER-ASSISTED LIFELONG LEARNING NETWORK To realize this vision, the College submitted a proposal to the Department of Higher Education that was approved and funded for $1.8 million. The CALL proposal identified three major components to be developed: (1) the infrastructure which would provide the technical backbone and support various online services[1]; (2) Guided Independent Study courses on CALL that would provide online educational aids; and (3) diagnostic examinations for online pre-tests for the College's for- credit testing program. The CALL Network would allow users equipped with a PC to dial in to the CALL Network and take advantage of the diagnostic testing, a "simulated classroom" of Guided Study courses, and other services stemming from the infrastructure development such as information databases, online application and submission of fee, correspondence with various College staff, and read-only access to student program plans and billing records. The concept of CALL was intended to: reduce time and location barriers by using telecommunications and computer technologies to offer a fourth dimension of access virtually 24 hours a day from a student's home or workplace; enhance learning opportunity by providing aids, such as electronic class discussions, that were previously unavailable to distance learners; and empower learners through access to CALL's consolidation of administrative and academic services. LAYING THE FOUNDATION FOR AND BUILDING CALL As part of the College's CALL Network project, all student records were consolidated and transferred to an upgraded computer system. Three minicomputers were purchased and installed in a distributed system configuration to house these documents, and an automated transcript evaluation system was written to accommodate the specific needs of the College. These additions reduced the amount of time that transcript evaluators and academic advisors spent in locating physical student record documents, aiding in the realization of the efficiencies in administrative and student records computing called for in the CALL proposal. These additions also prepared the administrative computing system for the generation of specific reports (program plans and billing records) that would be available to the student using the CALL Network. All college staff were provided with a terminal, training, and a log-on identification to provide access to computing resources relevant to their job function and to the new student records system. Preliminary feasibility studies for the CALL Network by an independent consultant had identified the major components of the infrastructure. A timesharing organization would provide mainframe power and support the front-end requirements for telecommunications to serve as a host for remote dial-in. The computing environment used was an IBM 4381 mainframe running VM/CMS. The software package CONTACT[2] would reside on the mainframe and provide both electronic mail and conferencing facilities for communications and course-related purposes. A consultant was retained to draft the code necessary for a user to dial in to the mainframe and access various services, and assisted in the establishment of software and hardware components necessary to build the network. To reduce the cost of accessing the host computing facility where most of the CALL services would reside, an X.25 packet data network carrier would be utilized, thus reducing the connection from a potential long- distance New Jersey call to one placed through the student's most local node. A link between the College's administrative computing system and the host was established to provide users with specific administrative functions. MIS staff selected a protocol that supported a level of communication between different types of computers--TCP/IP (transmission control protocol/internet protocol). As the CALL systems rely on tasks requiring the interaction of separate computing facilities, TCP/IP is a common protocol that allows computers of different manufacturers to communicate. A decision was made very early in the development process to insulate the student as much as possible from the complexities of the technical platform, that is, the CALL Network software was developed in such a way as to relieve the user from the responsibility of operating or learning how to use CONTACT, the mainframe's operating system, file transfer utilities, modem protocol settings, etc. A user interface was developed and presentation organization imposed so that from the user's point of view, the CALL systems were as easy to use as an automated teller machine. Almost completely menu-driven, with the exception of the text editors, the CALL systems require no more than the selection of an option with the press of a single key, or the entering of a filename. CALL SERVICES TODAY Guided Independent Study courses on CALL The Guided Study program at Thomas Edison State College provides students with semester-based independent learning courses. Students receive a course syllabus and various learning materials, usually a combination of basic texts, video material, and learning guides. Course mentors assess academic progress through written assignments, which are primarily sent through the postal system, and examinations are proctored at various sites. The CALL Network provides Guided Study students and mentors with an alternate and speedier communication system through the use of electronic mail. Through this system, course assignments and messages of inquiry are exchanged. To draft messages and assignments, students may use their own ASCII format editor, or use the Mail Writer option provided in the Network software. To reduce the isolation often felt by the independent distance learner, the CALL Network also provides electronic class discussions. Supplementing the course learning materials, a class discussion topic is posed by the mentor. Students participate in the discussion by reading the topic and the discussion entries, and then submitting an entry of their own. Mentors monitor, guide, and participate in the discussion as necessary. Class discussion participation can be voluntary, or required and graded as an assignment. Diagnostic testing on CALL Similar to CLEP (College Level Examination Program) examinations, Thomas Edison State College has its own testing program termed TECEP (Thomas Edison College Examination Program). To facilitate preparation for taking a TECEP test, the test development and research office is developing a hierarchically organized testing structure that serves as a diagnostic tool in preparation for taking the actual TECEP test. The diagnostic tests, termed Computerized Predictor Tests, are short tests that sample a user's knowledge of a TECEP subject area. The diagnostic tests are optional pre-tests that can be used to familiarize the user with the TECEP question format, and are predictive tools that report the user's score for comparison with a provided range of scores and their associated probability of success on the formal TECEP examination. The process of familiarization helps students to overcome some of the test anxiety often found in students returning to college who have become far removed from the testing process. Their predictive nature is important to those who would benefit from some objective feedback regarding their readiness for testing in the subject area. Additional services In addition to the Guided-Study-on-CALL courses and diagnostic testing, the CALL Network offers a textual database that provides general information about the College and its various methods of earning credit. Students are also able to view their academic program plan, the preliminary spadework for which was provided by the computerization of students records. Text-editor facilities were incorporated into the array of CALL Network services to aid students in the preparation of messages and assignments. Another service provided is an online application to the College with a provision for the payment of the application fee with a major credit card. The technological infrastructure provides a vehicle for delivering all CALL services to students. Taking advantage of the electronic mail components that were drafted to allow communication between Guided- Study-on-CALL students and their course mentor, the College broadened the service base by providing electronic communication between CALL users and a few of the involved College offices such as the advisement, registrar's, and bursar's offices. In addition, a new program to lend PCs to adult students who have extraordinary needs has been added to the College. The Computer-Assisted Lifelong Learning-Personal Computer Program (CALL-PC) has emerged with an initial modest supply of fifty PCs to further reduce barriers of access to higher education at the College. All PCs have been donated by the Digital Equipment Corporation and may be applied for by those students of the College for whom the use of a PC would significantly enhance their opportunity to complete a degree program. Another exciting addition recently acquired for the CALL Network is access to the Internet. Students will soon be able to use Internet resources for access to online library catalogs, databases, scientific instrument usage, supercomputing facilities, and e-mail access to other Internet users. Eventually, the CALL Network itself will be accessible through the Internet as one of its resources and thus will be accessible to students outside of the country who have Internet facilities. IMPLEMENTATION: RELEASING AND MANAGING THE PROJECT Use of the CALL Network during the development period was restricted and essentially released in phases, ending in full public release in the fall of 1990. These general phases were site-bound release, controlled release, and public release. Each phase comprised smaller sub-phases that would progressively test the reliability and usability of system components as they were developed. Testing at sub-phase levels provided a feedback loop that allowed the development team to solicit users' reactions and suggestions, and to incorporate modifications into the development process. This phasing represented, to a large extent, a shift in the testing from the system's basic nuts and bolts to overall efficacy as a remotely supported product capable of delivering distance educational aids and services. Whereas in the early phases all equipment was site-bound and user support was provided through organized instruction provided by the developers, later phases required that users have access to their own PCs and support was provided by means of a user manual and telephone support through the CALL Network Technical Support Center (CNTSC). Telephone support is crucial and is often the only means open to a user during the time it takes to set CALL up on their PC. Some initial supporting facilities included an installation program, automated dial- in procedure, a word processor, and a set-up option through which to control baud rate and communications port settings. ACTUAL USAGE AND DISSEMINATION CONCERNS Now let's imagine Ms. Partchar just as she has heard about Thomas Edison State College and the CALL-PC Program. Her challenging circumstances are further complicated by the fact that she is a single parent, does not own a car, and cannot afford anything but a very reasonably priced education, let alone a PC. She makes application to the College, financial aid, and the CALL-PC Program and finds that the degree program she seeks to complete is a viable and affordable option for her and she has been accepted into the CALL-PC Program. As she lives 600 miles from the College, her CALL-PC is shipped to her along with a user's guide that gives step-by-step instructions for setting up her PC and installing CALL. She begins her education by telephoning her academic advisor and begins to formulate her program plan. Subsequent communication with her advisor takes place via CALL where messages are sent back and forth as she progresses. Occasionally, she requests a copy of her program plan via CALL to note her progress and plan for further study. She enrolls in a Guided Study course and uses CALL's Mail Writer option, where a word processor enables her to craft her assignment with more efficiency than a typewriter. Additionally, she is interested in the Portfolio Assessment Program and begins to correspond with staff at the College via CALL to assess the suitability of this program. This imagined scenario is useful in illustrating the overall concept of CALL and its developing place in aiding the College to meet the needs of a large and diverse adult student body. Some concrete examples of actual usage follow: * The CALL Systems have accommodated 650 prospective students who dial in for information about the College. Of these, ninety-seven have used the online College application, and there have been 5,500 instances of access to the services available for prospective students. * Of the 200 enrolled students, there have been roughly 225 instances of communication with academic advisors, and 560 program plans requested. * The CALL-PC Program is just beginning and is making initial arrangements with two students: one who is deaf and plans to use CALL largely to reduce the cumbersome process of translation, and another who is homebound and plans to use CALL to enhance productivity toward educational goals. Students' reactions to Call's system of service to prospective students include the following comments: * Very convenient way of obtaining information. * Beats telephone calls for covering wide areas and questions. Saves your time and mine. * It filled in a lot of questions about the College. It helped me make my decision to enroll. * This is a great idea to get information when it is convenient for me at odd hours. * It is easier to get a response without waiting for phone calls and the mail. * Thank you for making availability to the college so easy and convenient! Implementation of such a large and far-reaching program as CALL has not been completely unproblematic. On the technical side, for example, the initial X.25 public data network originally selected because of its low cost turned out to be very expensive in terms of operation, upkeep, and problem management, so a more suitable replacement was found. Such anomalies have since been satisfactorily adjusted, yet these contribute to a less full-steam-ahead schedule of implementation for various components than would be ideally desired. On the more academic side, Guided-Study-on-CALL course registration has been low since public release and has been insufficient to run courses in many instances. Additionally, while a few course mentors have been attracted to the CALL aspect of Guided Study, there appears to be a measure of reticence on the part of some mentors to use CALL features. The current state of the economy also contributes to general cut-backs and lean staffing measures that slow forward momentum. As CALL components are developed and released, users are solicited for their feedback. When we analyzed the general comments reported by users of the general information component, the most frequently reported concerns fell into two groups: those who said there was not enough information present, and those who said there was too much. We are now reorganizing information so that it is presented in both brief and extended format. It is hard not to be reminded of the phrase, "You can't please all of the people all of the time." Overall, CALL has enjoyed a gratifying popularity among users and has shown gradual but steady growth since its public release in late 1990. CALL FUTURE: NEW INITIATIVES Just prior to the completion of the original grant-funded portion of CALL development, the College was awarded a $400,000 grant from Digital Equipment Corporation. This award has provided for the acquisition of VAX equipment, and the migration of the CALL systems to a VAX platform is now nearing completion. Through this migration, computing facilities will become owned, housed, and maintained by the College as opposed to the present timesharing operation. CALL thus will become more directly controlled by the College development staff. The largest advantage to be realized will be a significant increase in the "strength" of the technical infrastructure. While maintaining systems in-house will naturally incur some new costs, timesharing expenses will disappear, and without iterating each particular nuance of a cost/benefits analysis, the College will be enabled to accelerate the rate and quality of new development. Other College programs, such as Portfolio Assessment, are now making plans to add CALL's computer- assisted component to their service base. CONCLUSION The concept of CALL has the capacity to enhance continuing education in significant ways. Distance learners have always had to contend with their isolation from other students, yet can be enabled through e-mail and computer conferencing to speak to each other, form study groups, and correspond with course mentors and college staff. Further, general efficiencies of technology that affect the institution translate into improved student services through the gains of office automation that channel gained resources back into student services and support. General efficiencies of electronic communication and desktop computing can empower the student as well. The consolidation of services can reduce a few telephone calls that all too often involve hold time, message-taking, return calls, and telephone tag to a few e-mail messages/requests sent in one log-on session at any time of the day that the student chooses. File transfer of documents (for assignments, messages, or general interest) has notable speed advantages over the postal system and eliminates translation often needed between paper and electronic form. Mentors who grade assignments sent through CALL have reported that using the CALL text editor on the assignment copy allows much more freedom to insert relevant and useful comments than the small, blank margin of a standard paper copy. The College continues to add, refine, and think critically about the various aspects and components that comprise CALL. In the ultimate imagined scenario, a geographically disbursed student body will be linked through computers to the College and will be able to use CALL for such thorough College access that the complexities of obtaining an entire degree program--from initial application, through advising, course registration, and credit completion--will be possible online. Our goal is to use technology to help in effecting a more broad, flexible, affordable, and accessible system of higher education to serve adult students--Computer-Assisted Lifelong Learning. ======================================================================== Footnotes: 1 It would appear to be useful to make a distinction between the terms online and online-assisted. For the purpose of this paper, references to items "online" generally mean online-assisted. For example, courses for Guided Independent Study on CALL are online-assisted as this credit earning program is multi-modal involving texts, study guides, and audio/video components. Online assistance through CALL offers e-mail, conferencing, text display, download/upload capabilities, and word processing, and can include specialized supporting applications. A completely online course would deliver all course materials via computer. 2 CONTACT is produced by the Adessa Corporation, Danbury, Connecticut. ************************************************************************ Evelyn Spradley is Associate Director for MIS Educational Technology at Thomas Edison State College and serves as project manager for the College's Computer-Assisted Lifelong Learning (CALL) Network, a technology-mediated system that provides access to College services via computer. For further information about CALL, please contact the author at Thomas Edison State College, 101 West State Street, Trenton, NJ 08608-1176 or send e-mail to spradley@call.tesc.edu. ************************************************************************