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NORTHERN TERRITORY
UNIVERSITY (NTU)
Summary
Despite the difficulties of offering online learning in remote areas, the Northern Territory University has experienced significant growth in demand from students, and as a result has established high standards in resource development, online facilitation and student support.
Context
Northern Territory University (NTU) is situated in Darwin far away from the big cities of the eastern seaboard. It services the whole Territory where possible and has many Indigenous students. NTU is currently in the research and development phase of implementing online learning.
The cost and reliability of connection for learners accessing web services in remote locations in the Northern Territory is a big issue for online learning. Much of the remote delivery has to be supported by CD-ROMs. Web access in general is not particularly robust. Email is problematic at best and does not work at worst. The university itself has computer labs for student access.
Online courses are currently offered in Tropical Environment Management, Common units in undergraduate study and the Indigenous Languages project. Blackboard course management system is currently being trialed by a group of 20 lecturing staff and approximately 400 students. This is planned t be implemented University wide in 2002.
NTU has a partnership with Open Learning Australia to provide flexible learning options. There has been huge growth here, from eight students undertaking 16 units in 1998 to 115 students undertaking 175 units in 2000.
Key Features
Resource Development
Course materials are developed onsite using a project team approach. Project teams include a reference group, an educational designer
(someone with who is familiar with both IT and education), a subject specialist,
a project manager, a web designer and a technical designer. Excellent documentation is developed to support this process. The project is scoped and performance measures and outcomes are clearly stated. User testing is considered fundamentally important. Both internal and external user testing takes place. The project plans cover this aspect well.
Participative pedagogy predominates. Tutors have found that learning can be much more participatory in an online context. The technology is used to engage learners divergently, not just presenting the obvious. Care is taken to determine who is being taught and what technology is best. Engagement is through action and reflection.
Student Support
Online information skill development is a part of most courses. This covers evaluating websites, access to catalogues and how to search the web. This training is currently delivered face to face. The library catalogue is online and the library has its own website.
There is a general demand for flexibility from students. Having the Common Units online allows students to fast track through their degree. They can complete a degree in less than three years.
There is no real focus on email. Questions are regularly put to groups by the tutor rather than dealing individually with each student. Discussion software is well used and highly moderated. Use of the communication tools is increasing throughout the organisation.
Future Plans
- Most online learning developed so far has been for the university sector. Currently online resources for the Certificate II in Sport and Recreation are being developed for the VET sector. Subject specialists will be used to ensure the resources meet training package requirements.
- A study skills website is available for all students.
- An online information literacy is available for all students.
These online resources will be packaged on CD with two another information sites – and distributed to all NTU external students in 2002.
Key Messages
- Online facilitation is a critical new skill for teachers in the online era. With effective facilitation, and the right communication tools, the inherent isolation of online learning can be overcome, and genuinely participative and cooperative learning encouraged.
- Developing effective information skills is a critical skill for online learners. To make the best use of the Internet’s boundless information resources, learners need to know how to locate the information they need, and discriminate between material of varying quality. The NTU example shows how effective student support includes essential skill development as well as administrative information.
Contact
Barbara White, Director, Interactive Learning Division
www.ntu.edu.au
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