For this study, we asked teaching assistants to respond to a series of demographic and experience-based questions. Teaching assistants were defined as those individuals who had not designed the course, were graduate students, and were working under the supervision of a faculty member. Participants were initially contacted by phone and then completed the interview questions through e-mail. The questions covered attitudinal transformation from the initial stages of working online through to the final stages of the course. The interviews highlighted participants familiarity with the types of technology required for their course and the time spent online. Of particular interest was how the teaching assistant organized the volume of responses received and how they provided substantive feedback to students. Further, we asked if they had advice for others and if they would do anything differently after their online experience.
Results indicate that responses can be organized into four distinct categories, each pointing to the need to develop strategic interventions. These are:
References
Harasim, L., Hiltz, R., Teles, L., & Turoff, M. (1995). Learning networks: A field guide to teaching and learning online. Cambridge, MA: MIT Press.
Hiltz, S.R. (1990). Evaluating the virtual classroom. In L. Harasim (ed.), Online education: Perspectives on an new environment (pp. 133-18). New York: Prager Publications.
Hiltz, S.R. (1994). The virtual classroom: A new option for learning via computer networking. Norwood, NJ. Ablex.