Washington SALT® Conference

Paul Cheney

Southern Virginia University

July 2005

 PDF version avaliable here

Problem-Based Learning in a Virtual Internship to Teach Word Processing Skills

Abstract

Southern Virginia University has mandated that all incoming freshman have technology skills in word processing and creation of mediated presentations. While some incoming students do not have these skills, there are increasing numbers who do.  What is the best way to teach and verify that students have these skills? This presentation reports on an instructional, web-based virtual internship designed to ensure that freshman students meet required technology competencies. Research on application of constructivist theories, problem-based learning, authentic evaluation, and instructional scaffolding will be described, as applied to the design of the virtual internship, and evaluation findings presented.

Introduction

Approaches in traditional instructional provide abstract knowledge and facts that experts judge as accurate (Oliver & Hannafin, 2001). Much of the abstract learning taught in schools and universities is not readily accessible in real-life, problem-solving situations, but instead remains “inert” (Herrington & Oliver, 2000). The industrial revolution brought about the behaviorist or assembly line form of education applied in teaching today.
Education is currently in the middle of a philosophical shift towards a constructivist framework. This shift attempts to solve the problem of classroom learning that is not transferring into the real world (Herrington & Oliver, 2000). Constructivism is a philosophy that describe how one learns and understands (Savery & Duffy, 1995). Constructivists believe that knowledge is not something to be gathered, but a process the learner goes through to make sense of his/her world (Dunlap & Grabinger, 2003; Grabinger, 1996). Knowledge is a “dynamic structure that is constantly reorganized based on new actions and observations that are situation dependent” (Dabbagh, 2000, p. 62). Learning occurs when students use their intellectual processes to determine what something means by considering observations, making comparisons, and interpreting data (Thomas & Switzer, 2001).

There are several approaches to learning that fit within the constructivist framework. Open Ended Learning Environments (OLEs) provide enabling contexts, resources, tools and scaffolding to students to solve real-life problems (Oliver & Hannafin, 2001). Collins (1988) suggests another approach as Situated Learning. He describes it as “the notion of learning knowledge and skills in contexts that reflect the way knowledge will be useful in real life” (p. 2 as cited in Herrington & Oliver, 2000). Bransford et al., (1990) describe Anchored Instruction as an instructional model that has at its center an emphasis on creating an anchor that generates student interest. This enables students to identify and define problems and pay attention to the relevant features of the problem they are trying to solve. Palincsar (1990) describes another approach as Intentional Learning where knowledge results from the students' persistent effort and active engagement to learn generic and domain-specific skills. There are three skills employed in intentional learning: questioning, self-reflection, and monitoring the learning process. Another constructivist approach is Problem Based Learning (PBL). PBL is based on the assumption that “knowledge arises from work with an authentic problem” (Grabinger 1996, p. 674). This paper explains the process of learning from real-world problems.

Problem Based Learning

Traditional models of learning are “more or less limited to comprehension and synthesis of instructor-specified information, based on instructor formulated learning objectives and instructor-led learning activities” (Hoffman & Ritchie, 1997, p. 100). The result is that students lack the ability to solve real-world problems. As far back as Socrates, (470-390BC) one can see that he used problems and questions to guide students to think about their world. (Coltran, 1993 in Grabinger, 1996). There are three fundamental principles of problem-based learning. First, prior knowledge must be activated. Students do this by asking themselves what they already know about a subject. Second, the environment in which learning takes place needs to match, as close as possible, the setting where skills will be demonstrated. Finally, students must have an opportunity to reflect on their own learning. (Coltran, 1993 cited in Grabinger, 1996). Bridges (1992, p. 5-6) lists several characteristics of problem-based learning:

1- The starting point for learning is the presentation of the problem.
2- The problem is one that students may face as a future professional.
3- Students assume a major responsibility for their own instruction and learning.

Problem-based learning theory claims that students develop a “substantially more positive” attitude toward the learning process. They look for meaning rather than memorizing the instructor's material, and students in problem-based learning have a lower dropout rate than those involved in traditional learning (Bridges, 1992, p. 15).
Even though the use of problem-based learning has increased, and is now included in education from elementary through postgraduate studies, it is not the answer for all educational problems. Some students may feel uncomfortable when placed in a learning situation where they have more freedom and less structure (Hoffman & Ritchie, 1997). Another potential weakness is that students need to be at a level where they can explore the content and make sense of it without hand-holding from the instructor (Thomas & Switzer, 2001). If students do not understand a problem, finding the answer may be difficult. There may be more time invested in solving complex situations. Students may take dead-end paths and have to backtrack while looking for solutions (Hoffman & Ritchie, 1997).
Despite potential weaknesses, problem-based learning provides a strong basis for creating a course in technology tools using the format of a virtual internship.

Virtual Internship

Traditional internships require students to work within their discipline for a real employer applying classroom knowledge to solve real world problems.  Virtual internships require that students use knowledge and skills from a specific course for a virtual employer to solve real world problems. To be successful, virtual internships need to present realistic problems within a rich learning environment; it must require transfer of knowledge to a real-life situation. Virtual internships should allow the solution to be generated using resources available to the employee, including friends, experts, and on-line resources. The problem should be presented so it is motivating and engaging for students. The final product should be evaluated based on predetermined criteria. In order to maximize learning, students should reflect on their own thinking and be allowed to control the speed at which they progress.
Creating a learning experience that meets the criteria of a virtual internship while implementing the suggestions of Problem Based Learning is the subject of this paper. Early results of the pilot study are also presented.

Description of the Virtual Internship

The Problem

Southern Virginia University mandated that all incoming freshman have technology skills in word processing, mediated presentations, and electronic communication. Because software applications change frequently, students need to be taught how to think and learn independently. Bransford, Goldman & Vye (1991, p. 149) said, “We need to do a much better job of helping [students] prepare for lifelong learning and problem solving than we have done in the past.” (also Dunlap & Grabinger, 2003) How can learning be meaningful and applicable to college and real-life? In a complex world, bombarded with information, knowing how to use tools and knowledge in one area is insufficient for people to remain competitive. Students must learn how to apply tools and knowledge in new situations. (Grabinger, 1996). Although learning can happen through using seatwork and lectures, research has shown that for many students, assignments completed at desks are not meaningful (Hendrix, 1999). Over the past few years, Southern Virginia University has noticed an increase in students who are better prepared using technology. SVU needs to answer these pressing questions:
What is the best way to instruct and verify that students have technology skills?
How should instruction be designed to allow students to use multiple word processors? How can the ability to learn new software be taught?
How can students be taught to find solutions to real world problems regardless of the ever-changing software tools?

The Solution

Southern Virginia University created a virtual internship that is delivered to the students on-line. Students imagine they are on a summer internship with NAPI or North America Printers Inc. (http://www.naprinters.com). NAPI is a company that specializes in custom printing, layout, and mailing services. The semester that students are enrolled, they will be working for Jim who is in charge of Public Relations. Throughout the internship, students will be responsible to complete three assignments: 1) quarterly newsletter; 2) reward trip flyer; 3) life history. The internship requires students to use a word processor demonstrating skills they may or may not currently possess. If students are competent with word processing, they complete the assignments and turn them in. If they do not have the required skills, students will have to learn them. Jim's (their virtual boss) secretary can provide some video-delivered help on specific questions. Additional step-by-step instructions are available from the help menu in the word processor or from the lab assistants. Students are given the company website and invited to read the details of their internship, meet other employees, or begin the assignments. Employee personalities are presented using video clips, and information is sent to the intern (students in the class) via email. The previous version of the flier and newsletter are available as a PDF download. The PDF allows students to see how the finished product should look, preserves color information, looks the same on all platforms, and prevents students from copying and pasting into their own work.

Presenting Realistic Problems

Problem-based learning can be described as a student centered strategy that presents “carefully crafted, ill-structured problems” (Dabbagh, 2000, p. 62). These problems bring out underling knowledge, serve as the stimulus for students, and provide resources and help for learners (Hoffman & Ritchie, 1997). Real world problems are vital because the knowledge acquired closely resembles the knowledge needed when students encounter problems later in life (Bridges, 1992; CTGV, 1991). In problem-based learning, the learner uses the same tools and materials that experts use when solving similar problems. Thus, students do not have to adapt their learning to a new situation once the class is complete (Williams, 1992). Berryman (1991, p. 5) adds that the learning environments should “reproduce the technological, social, time, and motivational characteristics of the real world situation where what is being learned will be used.” Skills are best acquired when students have the opportunity to practice and learn under realistic and authentic conditions (Grabinger, 1996).

How Realistic Problems were used

The quarterly newsletter and reward flier assignments used in the virtual internship are based on publications from real companies. The criteria for these assignments, listed below, were based on the Microsoft Office 2002 Competency Exam.

Working with Graphics

• Insert images and graphics
  

Inserting and Modifying Text

• Insert, modify, and move text and symbols
  
• Apply and modify text formats
  
• Correct spelling and grammar usage
  
• Apply font and text effects
  
• Enter and format Date and Time
  
• Apply character styles
  
• Creating and Modifying    

Paragraphs

• Modify paragraph formats
• Set and modify tabs
• Apply bullet, outline, and numbering format to paragraphs
• Apply paragraph styles
  

Formatting Documents

• Create and modify a header and footer
  
• Apply and modify column settings
  
• Modify document layout and Page Setup options
  
• Create and modify tables
  
• Preview and Print documents, envelopes, and labels
  

Rich Learning Environments

“Constructivists emphasize the design of learning environments rather than instructional sequences” (Jonassen, 1994, p. 35). An authentic learning environment must promote learning within authentic contexts which Grabinger (1996, p. 668) describes as “realistic, meaningful, relevant, complex, and information-rich”. Learning environments which support constructivism should -

• avoid oversimplification of the problems presented to the students;
• focus on constructing knowledge not memorization;
• have students solve real tasks;
• provide cased-based learning environments;
• support collaboration among students (Jonassen, 1994);

“Constructivists emphasize the design of learning environments rather than instructional sequences” (Jonassen, 1994, p. 35).
An authentic learning environment requires thinking that is consistent with the thinking used to perform the task (Savery & Duffy, 1995). It seeks to provide a “supportive environment in which the learner can interpret at least a simulated reality in order to better understand that reality” (Jonassen, 1994, p. 35).

How Rich Environments were used

To provide as realistic a work environment as possible, three assignments are presented through video. Students are required to visit various employees and combine information from each one to complete these assignments. The written content for these assignments is available by sending an email to employees at the company. The virtual employee then returns an email containing the requested information. Additional visual content is available on the NAPI web site and by searching google for available images.

Transferring Knowledge to New Situation

Along with facts, students need to learn “why”, “when”, and “how” skills are applied to new situations. They must have the opportunity to engage in activities that support the learning outcomes (CTGV, 1993). The success of a teaching/learning interaction should be measured by the transfer of knowledge to a real-life problem rather than by looking at test scores (Thomas & Switzer, 2001). The Cognition and Technology Group identified three considerations for teaching to have knowledge transfer:

1- Give students adequate time to explore topics that encourages in-depth thinking.
2- To help define and solve problems, provide students with challenges that are realistic and interesting.
3- To avoid passive learning, teachers should supply students with opportunities that initiate the explorations of ideas on their own.  Students should also collaborate with each other, and make classroom presentations (CTGV, 1993).

When students construct their own learning in simulated real-life situations, the transfer of knowledge to the real world is improved (Thomas & Switzer, 2001). Concepts learned in only one setting tend to be welded to that setting. By requiring students to use those same concepts in a new setting, students increase their ability to transfer the learning to a new situation (CTGV, 1991; Bransford, Goldman & Vye, 1991). There is a big difference between knowing something and being able to use that knowledge when engaged in a problem-solving situation (Bransford, 1990; CTGV, 1993). For example, if a person was handed a set of house plans, would they be able to figure the length of the top cord of the rafter or the extension for a 16” eve overhang? Solving such problems requires applying knowledge which you have but may be “inert” (Oliver & Hannafin, 2001, p. 28). Anyone who has had basic algebra could solve the following problems:

1)  Given a2 + b2 = c2 solve for c when a=3 and b=4 ANSWER = 5
2)  If you have 1/2 of a pie how many quarter pieces do you have? ANSWER = 2

Could a person who understands these two problems solve the rafter problem by applying Patagraims Theorem and knowledge of ratios.  Schools have been successful in teaching to the test and transferring large quantities of factual knowledge to students. When teachers attempt to address problem-solving skills, they tend to use formulas for solving textbook problems. As a result, the knowledge remains inactive, and students do not know how to apply it to solve real-world problems (Collins et al., 1991).

How Transferring Knowledge was used

Students are expected to transfer skills learned in the first two assignments (quarterly newsletter and reward trip flier) to a third assignment: life history. The content (text and pictures) and criteria for the first two assignments are provided by the virtual employees and company web site. For the third assignment, when students transfer knowledge, they are responsible for creating their own life history content (text and photos) and demonstrating the skills given them by Jim, their virtual boss. Southern Virginia University has found that students in previous years have enjoyed doing a personal history with photographs. It was one assignment which did not wind up in the trash after exams were over.

Cooperative Learning

Students are more willing to tackle authentic, ill-structured, complex problems when they have the support of others (Grabinger, 1996). The social context of instruction should foster interaction between students and the expert. A way to achieve this is to have students work together to solve complex problems (William, 1992). Dunlap & Grabinger, (2003) pointed out that self-directed learners use human resources such as peers, friends, and teams to solve problems. “Since constructivist believe that motivation to learn cannot be separated from the social context in which it is embedded, they seek to structure student relations to promote collaboration” (Lebow, 1993, p. 8). Herrington & Oliver (2000) noticed that students in authentic learning environments were positive about working in pairs and being allowed to select their own partner. Students enrolled in the virtual internship are allowed to work together to tackle problems.

How Cooperative Learning was used

Students are allowed to work alone or together with someone they choose. During the pilot study, the researcher found that novice users look for help while advanced users work alone. To make sure each student has the skills required for the course, a 60-minute timed exam was given at the end of the semester where students completed a word processing task on their own.

Keeping a Journal

Blakey & Spence (1990) suggest journal keeping as a way to develop metacognitive behaviors by having students reflect on their own difficulties. Students record what worked and what didn't and how they handled the situation.

How Journals were used

Students are required to keep a journal detailing their progress, frustrations, and successes. The electronic journal is part of the company web site and students must logon to make entries.

Scaffolding Help

Help needs to be provided to students when they need it and as much as needed. There are four important aspects of traditional apprenticeships that apply to the help provided in the virtual internship: scaffolding, fading, modeling, and coaching. Scaffolding is the variety of help given to the student. Help can range from doing almost the entire task for the student to occasionally giving hints. Fading is removing help as the student becomes more competent. (Collins, Brown & Holum, 1991). In a study by Herrington & Oliver (2000), the teacher provided assistance to students by giving just enough guidance to take them to the next step. Students bounced ideas off each other and benefited from others expertise.

How Scaffolding Help was used

Several levels of help are available for students:
1- If students have the word processing skills to complete a task given by their internship boss, they gather the resources, complete the assignments, and turn them in.
2- If students want to see examples of the first assignment, a PDF versions of last quarter's company mailings is available from the website. The second and third more difficult assignments do not have PDF versions.
3- If students need help with an assignment, they can ask a company employee Melanie. She is a knowledgably secretary who offers help in six areas. This help is process oriented and applicable to all word processing.
4- If students need help on which menu to select or where to click, they are directed to the word processing help and given terms to search.
5- Students are free to ask help from other students, a computer lab assistant, or the instructor.

Motivation

Motivation is an important factor in successful self paced instruction. To get the learner goals in sync with the instructional goals, teachers can create a problem in such a way that learners willingly adopt the problem as their own (Savery & Duffy, 1995). When students are motivated, the learning is more effective (Thomas & Switzer, 2001) because students realize the value of the finished product (Collins et al., 1991). “Problems are intrinsically motivating because they are derived from authentic, on-the-job issues” (Dunlap & Grabinger, 2003, p.12).

How Motivation was used

During the pilot study, one student with previous experience finished the first two assignments within the first two weeks. She was motivated by doing a project that related to the real world.
Interviewer:    When I presented the idea of doing a virtual internship in class, what went through your mind?
Student:    I was excited because I actually got to do something that… it wasn't just makeup your own thing and turn it in, it was, like I was actually doing it for a real reason, even though I wasn't, so I was excited.”

Presenting Problems using Video

The Cognition and Technology Group at Vanderbilt University (CTGV, 1991) built a problem-based learning adventure and used video to present the problem to the students. The following are reasons video was selected.

• Video is more motivating because students get to see the characters.
• Video addressed the needs of students who struggle with reading.
• Students can create a visual image of the problem when it is presented in dynamic images.
• All the information necessary to solve the problem is embedded in the video.
• Complex issues are manageable with video presentation.
• It is more authentic than a checklist.

How Video was used

Video clips of actors playing the parts of employees convey a sense of community. This allows students to see a face and hear instructions that can be translated into assignments. SVU uses progressive download QuickTime files within web pages. Students who use computers in their dorm room were asked about problems with the video clips.
Interviewer:    Did you have any problem playing the video?
Student:    No, and it didn't take very long to load up, and so that was nice.
Interviewer:    Did you read the transcription or just look at the video?
Student:    I listened to the video and then went back to look at the text if I had a question on what he said, or something, so I can look at it and remember it better.

Hypertext Screen Design

Designing for hypertext information delivery involves additional considerations. Wenger and Payne (1996) examined whether cognitive processing skills used in reading textbooks would also apply to reading from hypertext. They concluded that the basic reading processes that guide the design of print based materials also applies to designing hypertext. However, reading from hypertext requires additional metacognitive activity beyond textbook reading. Learners must make decisions about what to read and decide the sequence of instruction. Less computer proficient users may struggle with using a mouse and keyboard. Research on hypertext systems suggests that for beginning learners, well defined structures help students gain factual knowledge. However, too much structure makes students slip into a passive role in which they will not learn as much. Ill structured systems are beneficial for deep learning, especially for advanced learners. Students are challenged to make connections and are more actively involved (Shapiro & Niederhauser, 2004).

How Screen Design was used

The design of the virtual internship web site followed a common navigation scheme and limited the amount of text on a page. Students are never more than two clicks away from any other page in the company site.

Authentic Evaluation

Regarding authentic evaluation, Wiggins (1992, p. 706) said, “All tests should involve students in the actual challenges, standards, and habits needed for success in the academic disciplines or in the workplace”. Teachers need to assess student progress in context and learning through realistic tasks (Grabinger, 1996). In a study conducted by Herrington & Oliver (2000), students appreciated the opportunity to be assessed in a real life, if simulated, context. Students believed that the assigned task was one they would see later in their profession.
To evaluate students fairly in a problem-based learning environment, teachers need to create clear specifications of student's skills and behaviors. If a skill cannot be supported by the teacher or some other kind of instructional interaction, then it isn't fair to evaluate students performance on that skill (Grabinger, 1996).

“Evaluation is most accurate and equitable when it entails human judgment and dialogue, so that the person being tested can ask for clarification of questions and explain his or her answer” (Wiggins, 1992, p. 704). One of the drawbacks to authentic evaluation is the additional work required of the instructor. Since evaluation of student learning is not as simple as a multiple-choice test, instructors may be hesitant to create more work for themselves. (Hoffman & Ritchie, 1997)
Williams (1992) developed a framework for comparing and evaluating case-based instruction. These ten principles, listed below, also hold true for problem-based learning (p. 375-76).

Teaching and Learning

• Does the instruction begin with a problem to be solved?
• Does the teacher model expert problem solving in the context of a complex problem?
• Are students given the opportunity to engage actively in solving problems, and does the teacher provide specific immediate feedback while students are solving problems?
• What type of scaffolding is used to support students as they solve problems?
• Does instruction emphasize metacognitive strategies as well as domain knowledge?
• Are there frequent opportunities for both teacher and students to assess how well learning is progressing? Is the type of assessment used appropriate for measuring skills that are taught?
  

Materials and Curriculum

• Are the problems authentic, that is, are they one that would be solved by practitioners?

• Are the problems authentic, that is, are they one that would be solved by practitioners?
• Are the problems realistically complex? Do their solutions involve multiple steps? Are the settings rich and detailed? Are multiple skills and concepts linked to each problem?
• Are the problems presented in a way makes complexity manageable, for example, using a story format, presenting them on video, and providing all relevant data?
• Are problems sequenced to support students' needs at different stages of learning?

How Authentic Evaluation was used

The virtual internship evaluation is based on products the students produce. It is graded according to the specifications given by the virtual internship employees. Although evaluation is more work than a multiple-choice computer graded exam, it gives the teacher a better picture of a student's ability. Since students are able to work together to complete the assignments, they also take a practical sixty-minute exam where they must demonstrate word processing skills on their own. The rubrics used to evaluate all the student assignments can be downloaded at http://svu5.southernvirginia.edu/NAPI/media3.htm.

Development & Administration

Development Time

Development and deployment of the www.naprinters.com website and the virtual internship supporting materials took about 160 hours. This provided 10-12 hours of work for beginning learners. The time was spread out from June through November of 2004.

Writing

The internship experience is framed within a desktop publishing company. This allows the content in the newsletter to be instructional as well as part of demonstrating competency. Creating this framework and writing all the video scripts for the employees was the first task. Areas in need of instruction were based on needs identified when the course was being taught face-to-face. The developer intentionally did not give specific directions in the instructional help videos that would go out of date with new software. Instructions apply to both Macintosh and Windows version of Word.

Web Design

The initial idea was to design a company website that looked real and had links to an employee directory. However, that concept was potentially confusing for students so the design was modified. The current site does not contain unrelated links but organizes the information so students can easily find what they want. The site was built with Photoshop and Dreamweaver and hosted by Southern Virginia University.

Video Production

Initially, the actors were going to be filmed in various offices across campus to give the look of a real company with cluttered and clean offices. Problems with sound control and lighting dictated that actors came to a studio. To give some variety, props on the set were changed. The videos were edited with Final Cut Pro, and graphics were built in Photoshop.

Instructor Time

There is a little more work to administer this course than the traditional version. The traditional on-line course has 10 computer graded quizzes and one instructor graded word document. This course has no on-line quizzes and three instructor graded word documents. Both courses require the same amount of work for gathering assignments and notifying students of their progress.

Pilot Study

The pilot study was conducted Spring Semester, 2005 at a small, four year, liberal arts university. There were six sections of Technology Tools (1 credit) offered with a limit of 20 in each section. All sections are taught in an on-line environment. Enrollment for each section ranged from 12 to 20.  One section (selected because the researcher was free at that time) was chosen to participate in the virtual internship experience. Eight of the twelve enrolled students volunteered to participate in the study. The students who participated met with the researcher twice during the semester for a 15-minute interview. All students in the pilot study section completed three word processing assignments, a written and multiple-choice exam, a personal learning journal, and two surveys. In addition, the students created and delivered a 5 minute presentation using PowerPoint. However, the PowerPoint presentation was not part of the virtual internship. The information gathered from journal entries, interviews, exam scores, and surveys are summarized below.

Time Spent

Six students self reported spending three to twelve hours completing the three word processing assignments. The mean time spent was 7.16 and the standard deviation was 3.5. As expected, students who had previous experience completed them in the shortest amount of time.

Initial Reaction to a Virtual Internship

All the students were asked in their first interview to reflect on the first day of class when the instructor presented the virtual internship concept and showed the website with the virtual employees. Six of the respondents were enthusiastic about the idea and thought the assignments related to the real world, had a purpose, and were not boring.

Student:    I was excited because I actually got to do something that wasn't just … makeup your own thing and turn it in, it was, like I was actually doing it for a real reason, even though I wasn't. I was excited.

Student:    It's a creative way to learn something and I felt like I was accomplishing something at the same time.

One student completed two of three assignments in the first two weeks of class. Her response to the class also sheds light on her perception of the experience of the students not involved in the virtual internship.

Student:    I liked it, I really did. I would have rather done this than the other class with on-line quizzes. I have two friends in the other class and I was glad that I could just go and do what I knew on the computer instead of sitting in front of a computer answering questions about things I already knew how to do. I could just do it and get it done with. I thought it was fun.

A couple of students also approached it with some apprehension. They felt lost and their lack of skills made them apprehensive to tackle the projects.

Student:    Ya, I was really scared to… because, just the thought of being in an internship, I was expecting a huge responsibility. I know its not, like, real, but its still freaked me out. I don't do well with computers either.

Overall, student reaction to the virtual internship concept was positive. They were interested in trying something different. Although the positive attitude about the virtual internship may be attributed to the Hawthorne Effect, it is more likely that the excitement is a result of the course being different from all the other courses the students have taken previously.

Technical Problems

Each participant was asked in their interviews if they were having any technical difficulty interacting with the web site. Student interaction with the website included watching videos of the employees, downloading example documents and photographs, getting emails from the virtual employees, making journal entries, and turning in assignments to their virtual boss. Access to the website is not restricted to students in the class, however, to make journal entries you must have a student ID number. One student reported trouble accessing the journal from her dorm room. The error was a browser incompatibility and was resolved by using a different Internet browser.  

Where students looked for help

On the first day of class, students were informed that they can get help from a virtual employee, the Word Office Assistant, the student lab assistants, the instructor, or peers. The goal is for students to learn the information and skills required. To insure that students learned skills, they were given a practical and multiple-choice exam to complete on their own. The researcher found that the students in the pilot study used all of these sources of help but with varied results. Each help type is described below.

Virtual Melanie

When students are on the website and click on assignments, their virtual boss, Jim, explains the tasks. At the conclusion of each video, Jim invites students to ask his secretary, Melanie, if they need help. When students visit Melanie, they are given a list of topics she can answer. The list includes understanding styles, using tabs effectively, using images from the Internet, doing a mail merge, appropriate use of fonts, and basics of selecting font sizes. Melanie gives an overview of the process. She does not give the details of what menu to click. She gives keywords they can use in the Office Assistant to get specific directions.
When asked how helpful virtual Melanie was, one student felt her instructions were confusing.

Student:    The instructions were helpful but they seemed confusing. I had to go back and look at them a couple of times to actually get what she was saying, but it was eventually enough information.

Other students found the instruction given by Melanie to be helpful, however, she did not cover enough topics.

Student:    There were some things that I wanted to know [how to make bullet points] but she couldn't exactly tell me. The stuff that she did tell me was very helpful.

Continued research will help us know what additional topics should be added to the Melanie help section.

Word Office Assistant

When asked about using the built in office assistant, one student said that they had not had success with other help systems and had not tried the word help. Other students tried the office assistant, but it looked too hard and they did not try it again.

Student Lab Assistants

The Computer lab is staffed in the evening hours with students who self report competency with MS Office. Three students reported using the lab assistants when they needed help. Based on the information from this study, the instructor will need to provide better-trained lab assistants.

Instructor

The instructor's office is near the computer lab, but he is hard to find. Only two students sought him out and asked questions. The first day of class, his services were offered if all the other forms of help failed. Most of the students completed the assignments late in the semester or in the evening hours after the instructor left for the day.

Friends

The two students who had not had previous experience also happened to be roommates and worked on the assignments together.

Student:    We have helped each other a lot cause were both like… what do you do here and what do you do here and were going through it together. We pretty much did every page together.

Two of the students were advanced enough that they did not need any help completing the assignments. Table 1 summarizes the average of four survey questions on where students got help. The results were on a scale of 1 (very little) to 4 (a whole bunch).

TABLE 1 - Survey Results - Pilot Study

Reaction to Virtual Employees

Each employee was represented by a video clip and text transcription. Some of the employees had to send the students information so they could complete the assignments. Students entered their email on the web page and a message was sent to them from the virtual employee. When asked about their interaction with the virtual employees, several students indicated that they watched the video once and thereafter referred to the transcription.
Student:    I listened to the video and then went back to look at the text. If I had a question on what he said, I can look at it and remember it better.
Ross, one of the actors for the virtual employee, presented a grumpy personality. Several students identified him as being more real than the other employees because he wasn't happy and helpful. The purpose of the employees is to add to the feeling of reality. We may film the other virtual employees again and instruct them to be grouchy.

Process of Completing Assignments

The initial excitement about the internship motivated students to visit employees and gather the necessary information right away. Once students had all the necessary information, most of them procrastinated doing the work. One student turned in the first two assignments immediately, while the rest waited until the last two weeks of class.

Sense of being Real

Even though students knew naprinters.com was a virtual company, many students felt and acted as if it was a real environment.

Journal:    I'm excited about the 'new program' they're testing with us, and I'm upset that I'm not getting paid for this 'job'.

Interview:    I think it's kinda good to, like, see what it's like in the real world and like, kinda get a taste for it.

While demonstrating this project, the site looked so real that I was asked if there were copyright issues with using the website of naprinters.com for my study. Using a domain name and spending time to make the site look professional, helps students feel like they are in a real internship.

Deadlines for Assignments

Initially, all assignments were due at the end of the semester. One student suggested that we stagger the deadlines to help students pace themselves. The instructor asked this question in future interviews. Several students liked the idea and one thought it would help simulate the real world. Another student openly admitted that they were a procrastinator and would still do the assignment just before it was due. However, they also added that it was in line with the real life expectations of a virtual internship. The overall impression is that a majority of students would still procrastinate, but they would appreciate doing it before the final week of the semester.

Where Students Complete Assignments

One of the institutional goals is to encourage students to use their own computers for homework rather than games. All students were asked where they completed the majority of the work for the virtual internship. One student did everything from their dorm, while the others used the computer lab.

Additional Survey Results

Students were asked about their knowledge prior to class, and how much the felt they learned from the class. The results were on a scale of 1 (very little) to 4 (a whole bunch). Results from all the students are summarized in Table 2.

TABLE 2 - Survey Results - Pilot Study

Student responses occurred in every category. Three students who reported less prior experience (1 or 2) had an average of 3.3 on how much they felt they learned. The remaining five students who reported more prior experience (3 or 4) had an average of 2.6 on how much they felt they learned.
Table 3 summarizes attitude questions about the virtual internship. The results were on a scale of 1 (very little) to 4 (a whole bunch). Five students responded with 3 or 4 for all three questions. Of the three students who responded with 1 or 2, two had little prior experience with word processing.

TABLE 3 - Survey Results - Pilot Study

Final reaction to the experience

At the end of the semester, students were given an opportunity to reflect on their experience and provide comments. Generally they thought it was a good course and wanted to see other courses use the virtual internship model. Students thought it was a great way to learn skills that they could actually use.

Student:    I think it would be good for more classes to do this kind of internship thing. I am very impressed.

Student:    I thought the projects were cool cause they were ones that you could actually use. If I ever have to do a brochure or any type of fancy letter those are all skills now that I have so its a lot better than having to do some dumb exercise of some sort or something.

There were no negative comments. This could be because these comments were gathered by interview process or it could be that they enjoyed a learning opportunity that was different than they had experienced before.

Conclusion

To better understand virtual internships, the researcher hopes to 1) discover the kinds of students that flourish in an unstructured environment with real assignments and deadlines; 2) understand through interviews, surveys and journal entries where students struggle, what information needs to be clearer, and where more guidance is necessary; 3) find out if this model is scalable to a larger audience; 4) determine what is needed to apply virtual internships to other subjects.
While conducting the pilot study, we discovered a few things that can be done to improve the virtual internship experience for beginning learners.

1) Provide students the option of turning in an assignment prior to the deadline for instructor feedback on the work completed so far. This is similar to the review process that one would follow in the business world and fits appropriately into the virtual internship experience.

2) Beginning learners need more visual instruction. Creating step by step instructions with screen shots that showed difficult procedures would be helpful. Students mentioned needing more help with using the scanners, using Photoshop to prepare images for a word processor, creating automatic bullet points, inserting symbols, etc.

3) Staggering the due dates for assignments helps pace students and is also similar to the real-world experience where the boss needs something “by Thursday”.
The following hypotheses are emerging from this study and will be tested and refined as the researcher continues the project.

• A virtual internship may be more appropriate after basic skills are acquired.
• Students who start out with less skill, feel they learn more from the experience than those who are already competent.
• Students believe that the experience is valuable and prepares them for real-world assignments.
• Students prefer the human help to technology delivered help.
• Working for a virtual company did not change the nature of students to procrastinate.

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About the Author

Mr. Cheney joined the faculty at Southern Virginia University in 1998. He received his master's degree from Utah State University in instructional technology and worked as a civilian for the United States Air Force doing interactive computer-based firefighter training. He and his family moved to Provo, Utah where he worked at Brigham Young University for five years in the Instructional Technology Center. While there, he was involved in authoring multimedia, digitizing video, training faculty in instructional technology, and QTVR. At Southern Virginia, he teaches multi-media design courses and directs the Curriculum Development Center. Mr. Cheney, his wife Joni, and their three children are enjoying living in the Shenandoah Valley and working at Southern Virginia University.
Paul W. Cheney
Director, Curriculum Development Center
Instructor of Multimedia Design
Southern Virginia University
One University Hill Drive
Buena Vista, VA 24416
(540) 261-8577 office
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Ph.D., candidate, University of Virginia
M.A., Utah State University, 1993
B.S., Brigham Young University, 1991
A.A., Ricks College, 1989