Teaching STS via Internet: A Reflective Evaluation and Policy Implications

Abstract

A reflective evaluation and policy implications of teaching an STS course via the Internet are presented. The course explored the science, technology, and society interactions from personal, social, cultural, historical, political, and value perspectives. The World Wide Web was used to present lecture materials and related STS links. Most of the class discussions took place via an e-mail chat room. The chat room discourses were found insufficient to meaningfully discuss and debate in-depth STS issues. Follow-up telephone conferences were often needed. The interdisciplinary nature of STS, complexity of STS interactions, and dynamics of STS issues require more involved dialogue, analysis, and problem solving than typical online correspondence can provide requiring immersive-level technology applications. More research and development efforts and supportive policies are needed to make the delivery of interdisciplinary courses via distance learning a success.

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