Collaborative Learning, Distance Learning, And Knowledge Management

This paper seeks to share information about a distance learning Master’s degree program in technical communication management at Mercer University. The paper provides a history and background of the program, including information on its evolution, approach, content, student demographics, and student responses. Also discussed is the collaborative learning method used in the program, as well as a discussion of the program’s shift in focus from technical communication to knowledge management. Overview and Background The degree program, which was begun in 1995, was conducted primarily during its first two years as a point to point distance learning offering to technical communication professionals located in Atlanta, Georgia as well to a group of technical communicators at Arthur Andersen in Sarasota, Florida. Local Atlanta students came to the campus to participate in a traditional classroom environment, in which lectures and discussions were videotaped and disseminated to the group in Florida. The Florida group in turn met on a weekly basis, viewed the videotape, and further discussed the content at their site. Face to face meetings occurred at the beginning of each semester involving both groups, with sites for the meeting alternating between Atlanta and Sarasota. Primary interaction between the two groups during each semester occurred via phone, audio-conference phone, and email. Student research papers and deliverables were posted to a classroom web site. During the last four years, the program has shifted fairly dramatically to that of an entirely webbased multi-point, multi-disciplinary group distance learning activity. Content has shifted from a focus on technical communication to that of knowledge management. Graduate students from a variety of disciplines are dispersed across the United States, with a few located in Europe and Japan. The typical student currently in the program is middle-aged, married with children, has management in their job title, and works for a high technology company related to computers or communications. A successful method used to broaden the base of the types of students in the program is to offer a minor in technical communication management to Mercer’s graduate students in engineering. These students are working professionals who are obtaining a Master’s degree in electrical engineering, engineering management, computer engineering, or software systems engineering. Typically, they partake in traditional classroom type graduate education out of the main campus in Macon, Georgia. A student who is pursuing a Master’s degree for example, in engineering management, takes three courses in technical communication management to obtain the minor. P ge 674.1 Paper for Abstract 1297; Currently listed for Session 3542 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright 2001, American Society for Engineering Education Often, the degree minors are engineering students who have moved away from Macon due to job transfer. The best way for them to finish the degree is by participating in our distance learning program via the web. Undergraduate majors of the current group of Master’s degree students are as follows: • 37% have degrees in business, management, information systems, and computer information systems • 33% have degrees in English, journalism, communication and linguistics • 15% have degrees in social science, education, and science Current distance learning elements used in the Master’s degree program are as follows: • MSTCO (Master’s in technical communication management) Campus Online • Digital library based • Case study based • Electronic research paper deliverables • Iterative development process of deliverables • Colleague review of deliverables in process • Self-assessment review at end of course • Mail list for asynchronous messages between and among instructor and students • Text chat for "live meetings" in which students discuss electronic readings and projects • Team learning and collaborative learning The program is divided into four modules, each of which is comprised of two courses: • Module 1. Advanced Technology • Multimedia • Hypermedia • Module 2. Business Issues/ Practices • Electronic Work Teams • Globalization of Electronic Communication • Module 3. Processes • Usability Evaluation of Web-based information • Online Information of Web based education and training modules • Module 4. Foundations • Learning Theories as applied to Knowledge Management • History and Theory of Communication In addition, students participate in a team project research course. This course, taught by the editor of Technical Communication (journal), involves the development of electronic based aspects of the scholarly publication. Examples of projects include developing electronic manuscript submittal and review process, evaluating and re-designing the e-journal version of the publication, and developing an online discussion forum for authors. Student Reaction P ge 674.2 Paper for Abstract 1297; Currently listed for Session 3542 Proceedings of the 2001 American Society for Engineering Education Annual Conference & Exposition Copyright 2001, American Society for Engineering Education To obtain a better idea of MSTCO students’ response to the program, here are some comments "in their own words." Sherry Davenport, computer systems analyst and programmer, educational institution: The MSTCO program provided three crucial advantages. 1) The MSTCO program is part of the Engineering School, which directs the program to a more technical rather than liberal arts emphasis; 2) The MSTCO distance learning program enables flexibility. I set my own study hours and did not waste precious time traveling to and from classes. My more-than-full-time job plus four children would have made the conventional course delivery prohibitive for me; 3) The MSTCO program enabled me to learn how to continue a lifetime of learning. I was encouraged to discover what was of most interest to me within the parameters of the course and then was guided enough to "discover" the world on my own through the Internet. Access to the Internet and knowing how to most efficiently use it has been a tremendous boon to my education. I am still very involved in continuous learning. My current job is to help build an online community where software developers can access the tools and the information required to create software applications. Becky Roberts, web communications manager, consulting firm: I have found that being a distance learner has pushed me to explore new technology and sharpen my skills to keep up to date with a rapidly changing work world. I also like being exposed to a wide variety of ideas through networking with classmates who can literally be all around the world. Lisa Sutton, e-commerce manager, telecommunications: The MSTCO program explored the very latest techniques for developing and disseminating information. I have updated my workplace skills immeasurably, and find that I am able to directly apply this learning on the job. I think the key is the MSTCO focus on the web as both a distance learning delivery method and as the enabler of contemporary information development. The distance learning structure allows me to fit the learning experience into my family and work life. Yoshimi Matsunaga, technical translator of engineering information: What I like best about the MSTCO program is that I can learn practical methods through the cases, which is very much like the real environment... What I like best about the distance learning aspect of the program is that I can continue my graduate study in Japan without worrying about borders on earth.