By Tami Dimock

As one of the first instructors in the English Department to offer a computer-mediated distance learning course, Virginia Montecino was a fitting candidate to fill the position of faculty development specialist for technology for the College of Arts and Sciences (CAS), a job she has held since August 1996.

"Part of my job involves going one on one with faculty members and helping them get more comfortable with technology, be it using e-mail or creating a web page," says Montecino, who, along with English instructor Mary Lou Crouch, developed the first distance learning sections of Advanced Composition (ENGL 302), taught in the spring of 1996.

In addition to educating CAS faculty on using technology for teaching, Montecino's responsibilities include investigating new software programs and leading small, software demonstration workshops. On her web page, she offers faculty her personal observations on teaching computer-mediated distance learning courses, syllabi from previously taught sections, technology "how to" guides, and links to other resources for those who teach, or plan to teach, such courses.

Montecino, who will teach another distance learning section of ENGL 302 this spring, says overall student reacti on to the courses has been positive. Some students actually feel closer to her than their classroom teachers due to the quality of communication that occurs when not inhibited by the constraints of a traditional classroom environment, such as too little time or discussions dominated by only a few individuals. Of course, there are some students who discover that the medium of learning is not suited for them, but according to Montecino, they are often the ones who lack experience in e-mail communication or Internet usage, so they tend to struggle with the technology while trying to keep up with assignments.

The classes are ideal, however, for those who have computer experience and are comfortable using e-mail and browsing the web. As far as hardware goes, students need only have access to a computer equipped with a modem, a web browser such as Netscape Navigator, and e-mail to communicate with each other and Montecino throughout the semester. Classes meet twice in real time at the beginning of the semester, giving students the chance to get acquainted, go over the syllabus (also posted on the web), review the technology involved, and form small, "virtual" discussion groups according to major.

"The virtual groups are very small learning communities within the larger community, so the students are not out there alone in cyberspace," says Montecino. "They share their papers with each other electronically and comment on them before sending them to me." Students also work on a group project, which includes writing evaluations of websites related to their major and actually creating a web page to post the results of their findings. One last real-time meeting at the end of the semester gives students the chance to give oral presentations of their projects. "I've gotten e-mail from other universities and even high school teachers who've asked if they can use that assignment for their classes," she notes.

Although Montecino's background is in English, she has been interested in technology for quite a while. About 10 years ago, she began incorporating computers into the curriculum, taking students to computer labs for word processing and to use a program called Connect, which allowed writing and discussion on a local area network.

It was when the Internet became easily accessible through web browsers that Montecino and Crouch received a grant from CAS to develop the first computer-mediated advanced composition class. "I became fascinated with alternative ways for students to communicate with each other and with me and to expand the classroom," Montecino says. Consulting with the technology gurus of the Instructional Development Office and University Computing and Information Systems, she says, was particularly helpful in developing the class and putting together documentation as a reference for the faculty.

Montecino will continue to seek out innovative ways to use technology in the classroom and for distance learning, and she is excited about the possibilities that lie ahead for Mason. "In some disciplines," she says, "depending on the type of material taught, it's quite possible that many more courses can be taught in a computer-mediated environment, and the university can be expanded around the world."