1. Which psychology courses are most likely to be successful using this mode? Or is course content irrelevant to success?
I've taught both Psych of Adjustment and General Psych online. For me, the adjustment was better, because it is based more on step by step project where students apply the course concepts. I think that the "doing" type of class translates online well. But a content type course, like General Psych, it's more difficult.
But more important than the course itself is who are the students taking the class? A class that has more self-motivated, organized, independent, experienced students will be more successful than say a group of students who are new to college.
2. Which platforms appear best (e.g., off-the-shelf packages like Blackboard, sites developed by text publishers, instructor-managed sites)?
I have used both Blackboard and WebCT and would recommend either. At any point in time, one will have some feature better than the other, but they keep updating and copying each other. I have not used a text publisher site and would not venture to do so. I did use a publishers "e-pack" for use in WebCT and it was rather pathetic--worse than starting from scratch.
3. How do you maintain student motivation and interest and avoid the problem of incompletes and dropouts?
My dropout rate when I taught Adjustment was roughly zero. I think because I only allowed a very small number of students--those who sign up early tend to be more focused. But now with General Psych, I have a terribly high dropout/incomplete rate. Part of this is inevitable--with open enrollment there will always be students who are just not prepared for an online class. I would love to see some kind of meaningful screening/testing/qualifying to get into an online class. Once in the class, I suspect that lots of structure (like bi-weekly assignments or required discussions) will help the students to keep moving along. This semester I also posted some guidelines and samples for making a study plan. I was afraid that this would appear condescending to the students, but I've received many positive responses.
4. How do you maintain your own enthusiasm when you have found much of the pleasure of teaching tied to successful face-to-face interaction in the classroom?
Online discussion has its own satisfying qualities: both the students and instructor are no longer limited by class time--everyone can participate in length, with more time for thinking and reflecting, even researching. Students are less limited by shyness or fear of taking up too much time. The course can be more individualized, since you don't have to worry about spending class time too much on one student's interests or comments.
Also, online I can easily include references to page numbers and relevant websites in my responses. And a final benefit of being online is that you can jump between public and private communication.
Lenore Frigo
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