Using a Website to Streamline Administrative Tasks

Former College Writing Programs Lecturer Maggie Sokolik (Sokolik is now the Coordinator of the Technical Communication Program in the College of Engineering) began programming computers with punch cards or, as her students say, "Punch what?" Three years ago, she started building websites for her classes. Now she uses WebCT, selecting specific components depending on the course she’s teaching. For instance, Sokolik has integrated self-access quizzes, an assignment drop box, and a presentation area where students build websites to share their research. She’s even held exam review sections using the online chat room.

Sokolik's experience is that the technology reduces some of the administrative tasks that consume time in the classroom and even improves attendance. She notes, "Because I require that all assignments be submitted via the Internet, I no longer have major assignments due during class time. This has helped enormously in attendance issues – when a paper is due at the beginning of class on a Tuesday, for example, in the past, lots of students show up late, or not at all, because they haven't finished their work. Now papers are due through the website at midnight. It separates attendance from homework, and makes them separate parts of the class, as they should be."

"It’s very encouraging to see
how much one can do with
even the smallest bit of skill."

How Do the Students Benefit?
According to Sokolik, "Using computers in the humanities (as more than word processors, that is) opens a lot of eyes. Students see that there are career possibilities outside of engineering and the sciences that might suit their particular talents and interests in technology." Many of Sokolik's former students have used the introductions to technology they received in her class to create their own websites or have become Web masters for student organizations on campus.

On a logistical level, she finds that students are glad that class information can be found in one place. If they are away from campus, with Web access they still can maintain contact with the class and keep tabs on assignments. Sokolik recounts a story of a young woman who has home ill but still wished to participate in the class discussion. "We held class in a computer lab that day, and she was able to log in and take part in talking about the reading."

Online communication also offers students a way to contact their instructor when they are unable to make use of office hours. Sokolik finds "they also have greater access to each other. They use the bulletin board to elicit responses to their work, ask for clarifications on assignments, and so forth." Sokolik also engages with students using real-time chat or bulletin board exchanges in order to give immediate responses to questions.

How Hard Is It to Create a Course Website?
Sokolik suggests a measured approach. "Rather than implement an entire set of course tools, begin with one or two, such as a bulletin board or a few self-access quizzes. The time commitment can be large, especially at first, while you're learning. So learn one thing, take a workshop, and then build up your skill set. Also, get feedback from students as to what would be helpful for them." She adds, "It's very encouraging to see how much one can do with even the smallest bit of skill."

The benefits extend beyond simplifying class administration. As a writing instructor, Sokolik finds that her students' grasp of grammar varies. She explains that "sometimes it [grammar instruction] needs to be done, but overall the problems students have are so individual. I dislike devoting a lot of class time to difficulties only three or four students share. With the online course site, I can link a number of websites for them to review, some self-access quizzes on grammar topics, and so forth. Students then have to take the responsibility to do this work, but it allows them to focus on the problems specific to their writing."

The Interplay between Technology and Teaching
Sokolik takes a proactive approach with technology and experiments with it to meet her classes' needs. "I often hear that we shouldn't use technology except as a slave to our current teaching methods. In other words, don’t experiment! I think this is so misguided. Although I think technology is not pedagogy in itself, it certainly can change our teaching methods, and it should. My teaching methods are fluid; I am always looking for better ways to teach. I think most instructors share this quality. But, while most are willing to try a new method or class activity and allow it to fail, many aren’t willing to try a new technology if they think it might fail."

Technologies Used