NEWS RELEASE

Contact: Leah Jackson (jacksonl@nsula.edu )
News Bureau
Northwestern State University
Natchitoches, LA 71497
(318) 357-6466

10/01/2004

FOR IMMEDIATE RELEASE

NATCHITOCHES-Electronic learning is the wave of the future, but the traditional classroom will always have its place. Northwestern State University is finding the right combination of both.

At Northwestern, the number of students taking classes on-line is rising. In the Spring 2004 semester, 32 percent of all NSU students were enrolled in some type of electronic learning course, according to Darlene Williams, director of Electronic and Continuing Education (ECE) at NSU. Some of those students took a combination of on-line and traditional classes, but more than 1,000 students were enrolled exclusively in electronic classes.

"This is most beneficial for the non-traditional students with careers and family responsibilities" and those who live in rural areas, Williams explained. Last spring, 54 percent of the students enrolled in electronic courses were considered non-traditional students.

Students taking NSU electronic classes reside in 32 states and 58 of Louisiana's 64 parishes. There were even two overseas students, each serving in the military.

Also on the rise is the number of instructors utilizing electronic course management systems like Blackboard to post assignments, e-mail students and hold synchronous chat discussions. Blackboard has been in use at NSU since 1999.

"Every class has a Blackboard component," Williams said, estimating that between 7-8,000 NSU students are using Blackboard. "Any course could utilize it in some way, but the extent to which it's being used is dependent upon the content of the course itself and the needs of the instructor."

Ben Rushing, associate professor of mathematics, encourages his students to use technology because they will do so in their future work environments. He posts math homework problems on Blackboard and requires students to use graphing calculators in class. He is currently working on a grant that has a component of developing multimedia lessons in varied mathematics topics.

"I believe the strength of using technology in supporting instruction is that, when used appropriately, the quality of the content we are able to consider is better," said Rushing, who teaches mathematics courses that support the Electrical Engineering Technology and Industrial Technology degree programs. "Students and graduates in these areas are and will be using varied technologies in their work environment. I consider it an important factor of their university experience to create learning situations where decisions about the appropriate use of technology are part of the problem-solving process."

Rushing has noticed that when he posts homework problems on Blackboard, his students do more work to learn math concepts than if they were given an assignment to turn in one time.

Adam Johnson, a sophomore business administration major and a "traditional" student, said programs like Blackboard are convenient, but he prefers a traditional setting and rarely misses a class.

"I like the interaction in class and talking with other students," Johnson said. A drawback for him is forgetting to check his e-mail and missing an assignment that was posted on-line.

Other drawbacks of electronic learning, Rushing noted, are computer glitches and "when the focus of learning is on the 'gee-whiz' of the technology and not on how the technology supports the learning process."

ECE provides faculty training in use of Blackboard and instructional design. Technical support for students is available through Student On-line Support (SOS),

Williams, who has been director of ECE for just over a year, said staying current is critical.

"Each year, we see advancements in technology. The tools evolved and the way we're utilizing the system now, as compared to 1999, has changed dramatically. We've been very successful and through our efforts, we have become known as the leaders in electronic learning in the state," said Williams, who keeps up with current technology through workshops, networking with colleagues and monitoring the Web. She anticipates expanding electronic course offerings to meet student demand.

"It's amazing when I think about what I was doing five years ago and where we are now," Williams said. "We've been so successful. I'm grateful to work with a staff who have so much expertise and faculty who are eager to use those tools in their teaching. I'm looking forward to the future. It will be interesting to see what teaching tools become available to us and the impact they have on the way we teach and the way students learn."

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