Online classes are often very different
  	      than traditional face-to-face class in
	      terms of how the material is presented,
	      the nature of interaction among class
	      members, and the overall learning
	      experience.  Many students report that
	      they actually learn more in online classes
	      than in face-to-face classes and find
	      the experience more rewarding.
	 	    -- The Board of Trustees of the
                       University of Illinois

In an attempt to further education through the integration of new technology, the Pennsylvania State University has placed a variety of courses online. In fact, a World Campus has been established to offer Penn State courses online to students around the world. An integrated course between Information Sciences and Technology 110 (IST 110) and Speech Communications 100B (SPC 100B) would be a wonderful addition to the online portfolio.

A variety of solutions as to how to best integrate IST 110 and SPC 100B online have been proposed. All of these solutions involve groupware, such as IBM's Lotus Notes, Ventana's Group Systems, or Groove. While these software titles have a variety of features that can assist online education, none have the ability to mimic SPC 100B perfectly. There is no substitute for direct, social, and personal interaction. However, a course that was developed to meet primarily online and occasionally offline would act as an alternative to the current learning style and would allow for group communication to work as it is intended to in a Speech Communication class. Using certain aspects of existing groupware applications, Information Sciences and Technology 110 and Speech Communications 100B should be offered online as an integrated hybrid course to facilitate a new intuitive approach to learning.

The integrated IST 110 / SPC 100B class, as it is currently taught, is considered successful by most students because of the focus on group work. In order for the integrated online course to be as successful, it, too, needs to ensure that groups are able to easily share ideas, which leads toward the production of solutions. The groupware systems on the market offer a wide array of features focused on group work - but not all of these programs are created equal. When deciding which software package to buy or which features to implement, it is critical to examine both the usability and usefulness of the features.

"Microsoft first introduced usability testing in the late 1980s. It caught on so quickly that it became a required part of all design work at every level of implementation." The simplest form of measuring usability is task analysis. In task analysis, the test subjects are given a series of objectives which they have to accomplish in a given amount of time. Task analysis involves closely monitoring how the subjects react or how frustrated they become while trying to navigate through the program. Other more complicated analyses include: usability heuristics, which identifies flaws in the software while still in the development stage , and GOMS (Goals, Operators, Methods, and Selection Rules), which provides a set of guidelines for observing aspects of human performance and cognition.

A program can be very usable, but without usefulness there is no purpose in implementing the software. Just because a software interface is intuitive enough for the user to understand does not mean that the program necessarily has the features that will increase the productivity of the group. Usefulness can be measured by how appropriate the outcome of the program is in relation to the objective of the project.

After evaluating many of the most popular groupware programs on the market, not one title individually seems to embody all of the features that would be necessary to successfully integrate IST 110 and SPC 100B online. However, each program has features that would be beneficial to the online group work. Some features are synchronous, meaning that they could only be utilized when all of the group members are online at the same time. Other features are asynchronous, meaning that there is a time delay between interactions of group members. "What is so remarkable about the web . . . is its capacity to bring together a range of otherwise disparate technologies." The best method for integration online is to merge some synchronous and asynchronous features.

One feature that is necessary to provide an effective online meeting experience is video conferencing. Although it is not a substitute for face-to-face communication, this synchronous form of delivery helps to mediate discussions. A combined video and audio conference allows all of the participants in the group to communicate their ideas. The video, which would be provided through video cams, and the audio through headset microphones, will have to be clear and crisp, otherwise group members will be reluctant to use the program. An example of this technology is the basis of CUseeMe Networks' CUseeMe Pro video conferencing software. CUseeMe Pro allows you to "Meet face to face . . . without leaving your desk," and to "collaborate on projects with colleagues located around the world." The program is very useful because it enables real-time interaction over the Internet using IP-based networking technology. It also allows for multiple video windows to be displayed on one screen and can communicate with other group decision support system (GDSS) software, such as Microsoft's NetMeeting. However, since communication on CUseeMe is solely synchronous, it is not desirable for this integrated course. This program alone may be usable because its features are simple and intuitive, but it will not be useful in our project because its breadth is too narrow.

Organizational features are also key components to the ideal groupware system. Although IBM's Lotus Notes does not allow for comprehensive synchronous communication, it does provide a wealth of features that foster asynchronous communication. Lotus Notes is a very useful program for a busy executive or overwhelmed student because it helps organize a vast array of information. Lotus Notes' integrated e-mail client can help manage and store all of the incoming e-mails from other group members. The group calendar allows all group members viewable access to each individual schedule, which helps determine the best time to collaborate. Lotus Notes is usable as well as useful. All the features are centralized on a web page, allowing for one click access to all information through a familiar medium. Lotus' integrated web browser would also be a helpful feature for students in this course. The web browser would allow students to not only search for web sites, but would also provide access to web-based message boards. Message boards allow for an organized, moderated discussion of class topics. They are asynchronous, which allows group members to have time to reflect upon their comments before posting replies. Although message boards are similar to the concept of e-mails, a message board can be organized by topic, and therefore more valuable to the group then a list-serv. However, without the assistance of other programs such as Lotus Sametime, communication using Lotus Notes is only asynchronous and therefore not fully desirable for this endeavor.

File sharing and shared applications are also features that would improve group work. File sharing would allow group members to easily transfer documents so that everyone is up to date on the latest information. Sharing applications would let all group members simultaneously access a file. For instance, if one group member was typing up a report in a word processor, the other group members would be able to also have their word processors open to view the drafting of the document in real-time. Only the user hosting the file would have writeable access, but since all of the other users had real-time readable access, no group member would be left out.

An objective window would act as the keystone of all the added features. The objective window would be opened at the beginning of the meeting and would remain open during the duration of the meeting. It would display an agenda as well as a list of the goals and purpose of the meeting. The objective window would also provide order to text-based chat sessions and to the whiteboard feature that allows group members to share drawn diagrams. Without the objective window, these features would become disorganized, hard to manage, and ineffective. The objective window is one of the most critical components of a successful group system because it keeps the group focused, on task, and acts as the group's facilitator.

The implementation of a client-server system is also important to assist with group work. The server would store group documents, host group web pages, facilitate video conferencing, and connect group members to each other. One other feature that could be developed through the server would be an 'auto-restore' option that would, in essence, take a snapshot of the users' desktop when they close the program. When the same person logs in again, all their settings will be restored. This allows the user to start right back up where he/she left off. The 'auto-restore' feature would use the server to automatically update the screen with the information that the other group members worked on in the interim. This is similar to a feature offered in Groove Networks' Groove groupware package.

All the features that have been mentioned could be used to facilitate any group meeting, but since the IST 110 / SPC 100B groupware package needs to be specifically designed to supplement the classroom, additional educational features should be added. An application that could proctor exams would be necessary. For instance, a Java Applet could be used to issue the Readiness Assessment Tests. Using video conferencing, the group could discuss the answers on the test and then place their answers in the Java Applet window before the time expires and the window automatically closes. Lotus LearningSpace comes with a similar feature. The package should also include a feature where the professor can log on to synchronous group meetings and interject comments, introduce a new lesson plan, or broadcast content.

None of the features that were mentioned, synchronous or asynchronous, could replace live face-to-face problem solving. But electronic GDSS can help supplement problem solving. Take for example the Procedural Model Of Problem Solving (P-MOPS). Each of the five steps in the P-MOPS process could be improved with an electronic meeting system (EMS). Using a word processor and video conferencing software, the group could synchronously discuss what the nature of the problem is and record down their ideas. The same features could then be used to brainstorm what could be done to solve the problem. The group would discuss ideas through the video chat, record ideas on the word processor, and they would stay on task because the problem definition they developed would be displayed in the objective window.

Other features besides video conferencing and word processing can assist problem solving techniques. The Lotus Notes organizational features will help the group members asynchronously organize their thoughts, which will allow for a more thorough and well thought out discussion during the meetings. This is extremely useful when using a method such as the Vigilant Interaction Theory, which is based upon the members taking a thorough and careful approach in how they think and talk about the problem. Asynchronous communication can be considered an asset because it allows for downtime which is critical reflecting on a problem. Adversely, synchronous communication hinders the Vigilant Interaction Theory because group members have to act spontaneously which does not allow group members to thoroughly consider what they are proposing. That is the main reason why text-based chat is considered ineffective. Group members are so focused on typing their answers as fast as possible that they are not concentrating on what they are typing.

One major difference in group decision making between a course taught online and a course taught in the classroom is phasic progression. During normal phasic progression, group member orient themselves to the task and to one another. If the first group contact is initiated online then the group will lack a dimension in social interaction and it will make the problem solving aspect undoubtably more difficult. In addition, group polarization also takes on a new meaning when the course is taught online.

Computer mediated discussion can act as a drawback to the problem solving process. Groups need to meet face-to-face first before being thrown into the virtual world. In face-to-face interaction, it is easier for group members to share ideas without any 'static.' The 'static' is created by the distractions and separation of group members when working online. It is harder to judge the non-verbal communication of group members when all communication is online. The problem solving methods, such as P-MOPS, can still be utilized online, but not as effectively as face-to-face communication.

A hybrid course taught primarily online and infrequently in a classroom setting would be the best way to integrate IST 110 and SPC 100B into an online course. Although there are drawbacks with problem solving online, the benefits of distance education far outweigh them. Online courses can be more stimulating, encourage more critical thinking, enhance responsibility, and can foster small group interaction. Penn State already offers IST 110 and SPC classes online, including SPC 100H which is based on the same central premise as SPC 100B. The main problem ahead is not content or technology issues, but simply how the two courses will be integrated and which features will maximize the group decision making potential. An integrated IST 110 and SPC 100B course will be a different experience for group problem solving. And with the tools that were described above, it will no doubt be a positive experience as well.