Are the Reported Barriers to Internet-Based Instruction Warranteed?: A Synthesis of Recent Research

Abstract

Over the past decade, computer-related instruction has made an indelible impact on how students learn and how instructors teach at colleges and universities both in the United States and abroad. While distance and teleconferencing technologies continue to provide a convenient and efficacious means of college-level instruction (e.g., Noam, 1995), it is presently the Internet that is spearheading the new technological paradigm in higher education (Owston, 1997: Roseman, 1992). Indeed. with advances in Internet and World Wide Web capabilities, college and university administrators have been challenged to incorporate computer-based technology as pedagogical tools (Andrews, Gosse, Gaulton, & Maddigan, 1999: Bailey & Colter, 1994; Baker, 1998; Hodes, 19971998. Vodanovich & Piotrowski, 1999a: Witmer 1998). For example, university libraries currently offer multi-database CD-ROM workstations, on-line journals, full-text retrieval, and Internet access. Moreover, many libraries offer off-campus access to library holdings and database searches. With this apparent transformation from print learning to electronic learning, it seems incumbent for both administrators and faculty to harness the Internet as a prominent instructional medium (Hodes, 1997-98). Much of the published literature has focused on the benefits of the Internet for instructional applications. These include quick and remote access to information/instruction, convenience, adaptability to change, speed of communication, the ability to reach large audiences, instant feedback, facilitation of group work, and cost savings (see Eamon, 1999; Hantula, 1998; Koch & Gobell, 1999; Pychyl, Clark, & Abarbanel, 1999: Sherman, 1998; Vodanovich & Piotrowski, 1999b). Despite the excitement and benefits of Internet use for didactic instruction, there have recently appeared some calls for concern from high quarters (Postman, 1995). The American Psychological Association's Monitor May 1999 issue reported on a national survey of 600 higher education institutions where one-third of faculty use Internet resources, to varying degrees, in their teaching; however, many academic psychologists question the expense and time of developing an Internet-based course or program, as well as the potential increment in student (see Murray, 1999). Also, the April 9, 1999 issue of the Chronicle of Higher Education highlights some of the inherent difficulties with the practice of outsourcing to distance companies and the unresolved problems in ownership and copyright of instructor's online courses. Furthermore, in recent years, many authors have anecdotally discussed some of the shortcomings and obstacles of embracing the Internet in higher education settings. Such problems include lack of privacy issues, poor/limited interactions, technological difficulties (e.g., server failure, overloaded circuits, dead links), software limitations, increased time commitment (of faculty), limited faculty knowledge, training and support, technological rather than content focus, isolation, and archival/retrieval concerns (e.g., Auter & Hanna, 1996; Daly, 1997-1998: Hantula, 1998: Hardy, 1998; Iseke-Barnes, 1996; Mitra & Hullett. 1997: Sherman, 1998: Vodanovich & Piotrowski, 1999a; Wachter & Gupta, 1997). Daly (1997-1998) identified the five following potential problem areas regarding Web-based instruction: a) the credibility of Web information, b) computer network reliability, c) computer availability for students, d) differences in student technological skill and e) lack of ethical knowledge (of students) regarding use of Web information. However, a systematic review of the scholarly literature in higher education that raises these potential shortcomings is not available to educators. Thus, the purpose of this paper is to provide a summary of empirical research findings on implementing the Internet for instructional purposes. …