Moya Conrick
Keywords: E-mail, communications, clinical teaching.
The computer revolution has changed many things, not the least of which is the way in which we communicate. Communication between computers is accessible by using a modem or by connecting to a system such a Local Area Network (LAN), AARNet, Internet or Oznet, opening up a whole new world of connectability. This paper explores the potential of Electronic Mail (E-mail) - a computer based communications system and its applicability or place in clinical teaching - if indeed there is a place.
New technology usually faces a period of suspicion and if it is difficult to understand it will be shunned. In our School of Nursing, staff were linked to E-mail but the system had little use. If one did send a message the recipient had to be telephoned and asked to turn on the computer but even then, most could not access the E-mail system. I decided to start investigating the possibilities of this message system and was confronted by a most unfriendly UNIX system, which seemed to be obsessed with obstructing and frustrating the user as much as possible. Help was almost impossible to obtain; although some fliers relating to UNIX mail were available, these were written to be as challenging as the system itself. So the search began for some software to connect to the network which would be user friendly and readily useable i.e. without the need for ongoing education. After inspecting many packages, a new user friendly mail system was introduced. The package was not only very friendly, but it was also public domain and so suited the University budget as well. Easy access was gained to the LAN and to the joys of the AARNet system via a gateway which was set up by our technical officer. I began using the system experimentally, to see what could be achieved. A whole new world of communication was opened up, I was able to 'talk' with people all over the globe.
Before long I had become a devotee of the electronic mail system. It showed the potential not only to vastly improve communications, but it was also cost effective, could save many trees and was extremely efficient. I didn't consider the potential of using E-mail with my students until one of them had described having problems with an assignment and was further frustrated by having difficulty contacting me, others had wanted to apply for extensions and some simply to talk. It was obvious that a communication problem had arisen in the group and I began contemplating the use of E-mail as a solution.
Our technical officer was very enthusiastic when I asked if it was possible to connect my student group to E-mail. I asked if the students could access each other individually, the group, and me. He set about achieving this, whilst I pondered how to introduce my students to the concept of E-mail. The system needed to be easily accessible and maybe a hardcopy of instructions would be helpful. The system was simple, but from experience I have found that a basic instruction manual used with the introduction of a new package seems to invoke more confidence. So I began work on a simple step by step instruction booklet.
Whilst this was going on, I also began desensitising the students to the thought of using E-mail and motivating them to try it as a 'fun' communication exercise. As I work in a Problem Based Curriculum, the majority of student interactions are undertaken as groups. On many occasions the large group is divided into subgroups to enable the processing of data. The subgroups have always had some complaint about mixed messages and unavailable meeting points, not being able to find people, etc. I could see that if the students were able to communicate more effectively that this may improve group relations as well. This factor became another bargaining chip and a motivational factor.
At this time I had not given outside communication much thought, but as part of 'desensitising' the students I would mention E-mail and technology frequently so that the terminology became familiar. When the system was ready and my booklet was completed we decended on the computer room for a hands on session. I enlisted the aid of the technical officer, so that if there were any network problems he could correct them immediately. I didn't want an anticlimax or any frustration at this stage as it could have been enough to sabotage the program. The booklets were distributed and we began. There were a few minor technological problems which were quickly rectified.
The students followed the booklet while the technical officer and I roamed the room helping, encouraging and looking for problems. After the students had played around with the package contacting their colleagues, I came under fire.... 'how can we contact you?' My computer ran hot. The session was a success and the students found communicating via this system quite easy. I made a point of answering all my mail and leaving messages for the group. In later correspondence I had with Professor Keith Hall of Ohio State University (via E-mail), I found that my methodology for introducing E-mail was similar to his. He found that this 'playing' phase was necessary to get students 'comfortable with the system'. The students all agreed that the session was 'fun', and my goal had been achieved. However, I thought that there must be other uses for the system and began to investigate further. A literature search was of little value so I queried various facilities, but to no avail. I decided to search further afield and sent an E-mail message via the Problem Based Learning electronic group. Had anyone tried connecting students, on what basis was it done and was it successful?
Within days a message came to me from the City University in England. They had used E-mail with business students. Martin Rich, a lecturer in Information Management, had devised a management case study based around the use of E-mail. His students were given a problem solving package which ran for ten weeks. It was based on an engineering company which was experiencing change imposed by the effects of computerisation. This scenario meant that the students were experiencing using technology at the same time they were grappling with the strategic issues raised by computing. He also related that a subsidiary objective was to have the students work effectively as a group and that E-mail gave the faculty a chance to observe the dynamics of many of the groups. However Martin saw his mail server as being 'not reliable enough' to be certain of equal distribution of information to his students. I found this interesting, but to move our faculty along at that pace would not be opportune at this time, however the problems with the server were noted.
Perhaps some type of research group or a discussion group would be a more realistic undertaking but I was unsure if this was feasible. While I pondered on this, Professor Keith Hall from the Ohio State University made contact. He related that he had used E-mail and news groups as class communication techniques during the year with good results. Professor Hall had used a public news group which was limited only to users of the local network but thought that this exposed students to too much psychological risk. This quarter he intends to restrict the group to only the immediate class members. He also mooted the possibility of allowing the group access after they complete the course in the hopes of creating a group 'alumni' who can provide support to novices. The idea of a news group was very appealing to me and I began the preliminary steps to setting up a Bulletin Board/news group for the students. However it is not a reality at this stage.
At the University of New Brunswick, Professor Dwight Scott had also experimented with E-mail, using it to support regular classroom and laboratory activities. He says it has allowed him to post notes, messages, assignments, outlines, etc. to the class via computer. Students have convenient access to each other and to him via E-mail and he intends to use the conference facility to enhance the work of his twelve project groups. Some of what the University of New Brunswick was doing was similar to my own use of this technology, however I feel that this is only the beginning. Although this is a useful communication device I feel that E-mail has far more potential which was demonstrated by Professor Gerald Phillips from Pennsylvania State University. Professor Phillips ran a course in critical thinking which was facilitated entirely by E-mail and involved linking 200 students to the system.
After reflecting on these uses of E-mail, I thought many of the ideas had potential. But for my group I decided on in-house communication internal and external to our group and the University and for added stimulation and motivation to connect them to other networks both nationally and internationally. In the meantime, I received a referred communication from Associate Professor Ann Peden of the Mississippi School of Health Related Disciplines. Professor Peden had tried many in house projects using E-mail but was ready to expand. She asked, 'Would you be interested in linking our students?' Professor Peden said that it was her belief that students do not appreciate the power of E-mail until they have used it to communicate with people off campus. I felt quite excited and again approached our technical officer whose reaction was similar to mine. He asked for a few days to investigate how and if it could be managed, however his answer was back in a few hours - yes it could be set up.
My feeling was that the communication should remain 'fun', so we set up an address which will broadcast messages to the student group and this in turn allows any student in the group to answer incoming mail. If they have a particular wish to communicate on a more personal level, they are able to achieve that also. We have also discussed the possibility of running a project between our schools but this is still in the thinking and planning stage. I was approached by two other Universities not long after this and linked my students to Universities in California and Canada. This was so success-ful that we decided to open the lines and set up an undergraduate network. Within two months there were students from nine countries corresponding on issues from rock bands to the moral issues of abortion. Diversity was fine and this network was fun but we have since connected to a student nurses network where professional issues are discussed.
E-mail does have enormous potential as a communication tool. If used in its basic communications format it is most useful but I feel that I have demonstrated other possibilities for use which go much further than this. It is a medium which is only constrained by the imagination. I will certainly be pursuing other ideas and trying conjoined projects on a national and international basis in the future.
Moya Conrick is a lecturer at the School of Nursing, Griffith University, Nathan Campus, Nathan, Queensland 4111.
