This chapter explores the concept of student involvement in distance education, and whether or not it is possible for HBCUs to provide an online learning environment that upholds their traditional ideals of a close and personalized educational experience, particularly in a teacher education program that requires field experiences. Based on responses from 269 student surveys, the key factor appears to be the extent to which instructors recognize that online students are individuals with genuine concerns that deserve similar attention as their classmates on campus. This includes being flexible, assisting students who are not as skilled at setting and/or maintaining a pace, establishing and maintaining lines of communication, providing transparency with course grading, being prepared and organized, making themselves available, providing multiple levels of support and interaction, and dealing effectively with technical problems. Faculty at HBCUs should remember that teaching online is still teaching, and be careful not to remove the human element from the process.
Design of Field Experiences Education Program Based on Hierarchical Framework for Stream Habitat Classification: The cooperation with aquarium, education facility and research organization.