2. Consider applying assessment that does not require face to face sessions. It is noteworthy
to observe that online assessment is not necessarily viewed as an important part of courses.
But, if online courses rely on assessment in face to face sessions, flexibility for the students is
substantially limited. For example, centralized, face to face examinations are not convenient
for students who live far from the examination site. In comparison, assessment based on
project reports and term papers are much more flexible with regard to time and space.
3. Consider including computer assessment. Computer assessment would suit online courses
very well since course providers and learners have computers at their disposal. Such
assessment could include simple multiple choice assignments or more complex tutorials that
monitor the students progress. Further, computer assessment could provide immediate
feedback and reduce teacher workload.
4. Consider including peer assessment. CMC could be very well suited for peer assessment
because students easily can share and comment on contributions. After all, most CMC
systems are developed to facilitate such collaboration. Further, by requiring peer students to
take part in the process, assessment could become an integral part of their learning experience.
5. Consider using group assignments. Assessment of group assignments is likely to require
less teacher workload than assessment of similar assignments prepared by individual students.
Further, collaboration among online students could increase learning and result in a product of
Support further research on online pedagogy and didactics
There are several distinct features that characterize online teaching techniques:
They can conveniently utilize an overwhelming amount of online resources.
They can facilitate collaborative learning independent of time and space.
They can provide time to prepare and reflect on comments and contributions.
They can facilitate on demand access to learning activities that continue for an
extended time period.
They can provide unique opportunities to utilize discourse transcripts for analytical
and reflective assignments.
They can conveniently utilize computer aided instruction.
They can offer multimedia elements in presentations and demonstrations. However for
interaction among people, they still primarily rely on written communication with the
inherent keyboard limitations.
These features provide teaching opportunities that can rarely be achieved in other educational
environments. They could probably add a new dimension to familiar teaching techniques and
also contribute to the development of a number of new, innovative teaching techniques.
Develop and implement strategies to reduce teacher workload
The major concern arising from this authors thesis research (Paulsen 1998, 186) was how to
keep teacher workload at an acceptable level. Hence, I suggested the following eight strategies
to reduce the workload per student associated with large scale enrollment.
1. Form a group of experienced and well trained teachers. The survey shows that the teachers
have relatively little experience in CMC teaching, and one may assume that the workload may
be reduced as teachers are trained and gain more experience. Courses about CMC teaching