Papers in PDF format

1. Introduction
Use of the Web as a Tool for Interactive Learning
Eugene S. Takle
Department of Agronomy and Department of Geological and Atmospheric Sciences
Iowa State University, Ames, IA 50011 USA gstakle@iastate.edu)
(
Michael R. Taber
Department of Agronomy and Department of Geological and Atmospheric Sciences
Iowa State University, Ames, IA 50011 USA (mtaber@iastate.edu)
We are developing an Web-based course on global environmental change with goals of both scalability and
asynchronous delivery, while maintaining a level of personal contact typical of a class of 50 students. We assert
that the Internet offers unique possibilities for interactivity and scalability. The course (Takle & Taber, 1996)
has evolved from a conventional lecture course with hand-outs and writing assignments to one in which we
have attempted to preserve desirable features of the conventional course and add Web-based capabilities. The
course homepage (URL: http://www.physics.iastate.edu/gcp/gcp.html) contains a syllabus summary with links
to course information and grading, schedule of lectures, list of students and their e-mail addresses, required
reading, reference lists, assignments, other related homepages, recent news releases, a forum for studentstudent
and student-expert dialog, information on national and international global-change meetings, a forum
for exchanging ideas about teaching on the Web, and a panic button for navigational help. The course
addresses physical, biological, economic, social, and political implications of global change. Key objectives of
the course are (1) to demonstrate the interconnectedness of components of the earth system, (2) to instill in
students the value of authoritative peer-reviewed literature on global-change issues, and (3) to engage students
in dialog among themselves and with outside experts on global-change topics.
2. Information Retrieval
The course uses the Internet to link to time-sensitive databases such as current global weather patterns, seasurface
temperatures, stratospheric ozone measurements, and vegetation indices. Other links include globalchange
conference information, modules assembled by government laboratories, and other information
normally found in textbooks for which current data are available on the Web. Students tend to learn concepts
better if use is made of current data, so we have tried where possible to use current data in interactive activities.
Transcripts of the lectures, (including visuals) are posted for review by students. In a future expansion, we
intend to supplement the text and images with audio. Students can search the Parks Library at Iowa State
University and other on-line library resources directly from the homepage.
3. Electronic Dialog
An electronic dialog directly accessible from the homepage enables students and others (e.g., alumni, outside
experts) to contribute to the course database. Students enter assignments, questions, essays, literature searches,
arguments, or other information into databases organized by the instructor. The electronic dialog (1) extends
class discussion beyond the lecture period, (2) encourages student interaction with the instructor outside of
class, (3) allows students to dialog with outside experts on a particular issue, (4) allows the instructor to
organize and monitor student interactive exercises, and (5) helps students to find new information (on the Web
or otherwise) suitable for inclusion on the homepage. Each lecture has an electronic dialog page that allows
students of pose questions or report information they have read relating to the topic. Responses may come from
instructor, other students, or outside experts contacted specifically to address that issue. It also allows students
to interact with counterparts at other universities and countries.