Theodore A. Lamb¹ and Lynne Schrum^2
1Armstrong Laboratory USAFA-OL
²Department of Instructional Technology, University of Georgia

Access to computer intranets and the INTERNET has become increasingly common as the hardware and software that make them possible is available to people in work, educational, and home settings. Networks offer substantial advantages and opportunities for many types of work and educational activities. People at widely dispersed locations across the work site, campus, country, world, as well as those in a single classroom, can interact and accomplish work. The challenge is to discover how to facilitate that work and what instructional and social psychological dynamics come into play in ways that may differ from traditional settings.

This paper describes a major research project being conducted at the USAF Academy in which the instructional applications of a Networked Classroom Laboratory (NCL), the USAFAnet, and the INTERNET are being explored. The project, just recently underway, is in the early stages of data collection on the effectiveness and efficiency of groupware and computer networks to create instructional environments. Examples include the nature of differences in interaction in synchronous and asynchronous modes, gender effects, identification of obstacles to learning, and investigation of the hardware and software characteristics that contribute to learning in an online setting. Preliminary results from a pretest in the summer, 1996 will be discussed.

Groupware, a new category of software, offers possibilities to enhance the effective use of computer networks for instruction and collaboration. Many groupware packages are on the scene now and most are going through dramatic revisions after beta tests and as the technology improves. Most offer synchronous and asynchronous interaction capabilities, subgroup formation, and collaborative document creation and editing. Some offer other features, such as some sort of scheduling of on-line meetings. Different types of users may use groupware in different ways, for example:

• A group of high level business decision makers may anonymously canvas opinions to facilitate interaction or to reveal divergent and perhaps innovative views and strategies.
• A group of department chairs may vote to rank order a list of tasks to restructure an organization.
• A group of students may access distant library holdings or database.
• A team of research scientists may collaboratively create and edit a research paper.
• A history instructor may request students to discuss the effects of new weaponry on the conduct of war and to create and submit a group research paper.

There are a number of reasons to pursue the creation of electronic environments as possible training environments in the Air Force. Courses could be delivered over networks to remote sites and local sites simultaneously. Research has found that the typical "TDY to School" expenditures are one of the biggest cost factors for military training. Courses taught using distance learning technologies have been successful in military settings (Bramble & Martin, 1995) and those that would be taught over the network would cut those costs substantially (Barry & Runyan, 1995). Instructor and trainee time could be used more effectively on networks. There are no travel costs, no lodging or per diem expenditures (and no time away from the home base). Group projects, completed by trainees and evaluated by instructors, could be accomplished in a time and cost effective manner. Instructors and trainees will be able to access databases relevant to their work (such as a job manuals which a jet engine technician would use or tail number maintenance history for particular aircraft), computer-based training (CBT) packages or simulations which may have been prepared for their specialty, and will be able to establish communication links to various experts who may be at remote sites (such as the designer and builder of a new jet engine). As in all groups these networked learning groups would be able to draw upon each others' strengths and build relationships that would enhance accomplishing their respective missions.

The research project is being conducted at the USAF Academy to reveal and test appropriate techniques and strategies for instructors to effectively use the Academy's state-of-the-art fiber optics USAFAnet. This network connects all faculty and staff members as well as all cadets, each of whom has an individual computer in his or her dormitory room. The network has utility even in an educational setting which prides itself on small, face-to-face classes, as the USAF Academy does. The Dean of the Faculty is interested in using the full capabilities of the network as much as possible, although it is clear that the Academy is not a distance learning environment. One primary use at this time appears to be the possibilities for collaboration on research projects and papers after class hours. Four degrees (freshmen) are somewhat constricted in their activities during the evening study hours. The combination of the network and some version of collaboration groupware might allow them to work on projects together.

Other possible users of this technology include the Air University 's Air Command and Staff College and the Air War College as well as the Community College of the Air Force and the Air Force Institute of Technology. In addition, other military service academies have shown some interest in testing cross academy projects to encourage collaboration among future military leaders.

Pilot Test 1: This took place in a 3 hour block on 24 July 1996 with a Behavioral Science Leadership class. Students were randomly assigned to four groups of three students each. They were given a brief introduction to LotusNotes, and were asked to collaboratively write a paper to fulfill an existing assignment for the class, to construct a paper about leadership styles in dealing with cynicism. Students were not given advanced organizers, nor were they aware of their task until the actual data collection.

Unfortunately, the hardware and software posed enormous problems for the students. Computers crashed, the software refused to allow printing, and in total the perception of the groupware was largely negative. In spite of these difficulties, the groups did produce a collaborative paper, and managed to complete the assignment on time.

Pilot Test 2: This also involved the Leadership class. The twelve students were divided into three groups of four students each by the instructor. Their task was to visit an organization in the local area, either a business or other enterprise, identify its organizational culture and leadership patterns, and then collaboratively describe their experience. Their goal was to assess the situation as they saw it, and to analyze the organization with respect to the leadership attributes and styles they had studied.

They again used LotusNotes in the USAF Academy networked computer lab to complete this project, and again had three hours in which to accomplish this. One of the groups completed this task on one day and the other two groups completed this task on a separate day.

Methods included Likert type pre- and post-test surveys of all participating students, electronic and on-site observations, semi-structured interviews with randomly selected participants and the instructor, and analysis of transcripts of group process work. Data analysis included statistical analysis of the pre- and post-tests, content analysis of the observations, interviews and transcripts of group processes. The qualitative data were coded by the researchers individually and then the researchers compared and synthesized the results. The utilization of multiple methods and peer interaction was designed to triangulate the research perspectives and increase the understanding of the participants' perspectives and response to the activities using groupware.

Unfortunately, the researchers concluded that the difficulties with the hardware and software severely compromised much of the statistical data. Given the difficulties with the hardware and software, and the artificial nature of the assignments, expectations were not extremely high. Nevertheless, data were generated and information was gathered that proved important and informed the planning for the next set of pilot projects. Many things became clear during the pilot projects.

In reality, the electronic network did enable and support collaborative and group activities. Interaction was fostered and students were individually responsible and accountable for that interaction, and for the ultimate products that were produced. Leadership patterns and roles did emerge although it is still unclear how the nature of the task impacted these roles. Strategies to accomplish the tasks were identifiable and differed from group to group and task to task.

Most of the cadets rated themselves as comfortable with word processing and electronic mail, but with limited experience in the WWW and electronic research. The cadets did complete the assignments using LotusNotes, despite major obstacles, which attests to their motivation for doing well and earning good grades. Group interaction did occur and did result in creation of collaborative papers. A large percentage of the cadets felt that, although the process was complicated and cumbersome, they were part of a leading edge activity, one that would be useful for them to know in the future.

The data offered information about the tasks and the use of the groupware. The students felt that they could have more easily accomplished the task without using the network, or could have used the network with electronic mail and attachments. They also felt that even if the technology had worked perfectly it would not have been better than their traditional manner of group work. The reality of the situation (participants sitting in one room with multiple researchers observing them) and the artificial nature of their task (to accomplish something using technology that would have been easier done by shouting) was disconcerting.

From these pilots, it is also clear that the tasks given to the subjects must be relevant and authentic. Imposing quiet on the participants would have assisted with the experiment, but would have been difficult and increased the artificial nature of the test. Equally onerous for the students was the use of video cameras during the pilots and this was mentioned by all those who were individually interviewed.

Beyond the nature of the task, a great deal was learned about the planning and support necessary for actually carrying out a project using groupware. All components of employing the technology must be running smoothly, operationally sound, and those hardware glitches that can be identified as potential hazards must be resolved. These include adequate technical support for installation and support of the software and server. 'On call' software assistance is also essential for proper functioning. Although this particular software provides enormous data gathering capabilities, it is not valuable when the implementation is so complicated by technical and support difficulties.

Next, it is clear that all personnel must have a stake in the success of the project. This ownership of the project is essential if individuals are expected to learn new skills, to provide timely assistance, and to tackle difficult problems. Third, it would be extremely helpful to determine what participant prerequisites (for example, knowledge and skills of computer applications) are significant to the success of the activity. And finally, the learning curve for the groupware must be as quick as possible, since learning the software interferes with the content focus of most assignments.

The current research focuses on using groupware and the USAFAnet to facilitate a variety of projects in two Academy Honors Military History courses. We were able to complete one introductory activity using LotusNotes, when it was still anticipated that the necessary support was available for this software. It is our intention to accomplish at least two further activities during the Fall, 1996 semester with this Military History Course.

The first would be to investigate the use of groupware to support the creation of team presentations, which will be given to the rest of the class, and will provide the class with information they are not likely to get in other ways. The second would be to connect the USAF Academy class with a comparable class at West Point, Annapolis, or the University of Colorado at Colorado Springs. Investigations are underway now to explore this possibility. These preliminary pilot tests are being used to generate hypotheses about the use of groupware and the net. Full data collection will begin in the Spring, 1997.

It is clear that these research efforts represent only the first steps in investigating the use of groupware for collaborative learning experiences for the US Air Force. This paper provided information about the viability of groupware for collaboration within a single course setting to accomplish new activities. This research suggests that groupware holds potential for interactive collaborative learning, and distance education for many activities, but is not completely successful for all learners in all situations. The researchers, using information from this and other research, created a framework to identify applications of groupware, which include education, business, and research.

Further research is needed to provide more information regarding best practices in using groupware for content specific learning, collaborative problem solving, and group processes. It is also important to continue to identify those features needed and desirable within groupware packages to inform users and developers alike.

Lessons learned from these experiences will inform future planning for using this and other groupware packages, and assist instructors in creating viable courses and assignments for both teaching and learning. Results suggest positive outcomes for content learning, and some strong suggestions for improving the structure and process of this type of online activity.

Barry, M., & Runyan, G. B. (1995). A review of distance-learning studies in the U.S. military. The American Journal of Distance Education, 9(3), 37-47.