Chapter 5 - 26th IRI 2000 - Using the Internet as a Resource to the Work of the State VR Counselor

5. Some Final Interim Thoughts

Leon Oehlers and Weyland Billingsley

     The thoughts in this chapter may be "final" in respect to this publication, but the rapid changes in computer-based technologies and communications relegate any discussion, forecasts, or predictions to the realm of "interim"—thus the title "Some Final Interim Thoughts." The purpose of this chapter is to provide a few thoughts related to the current impact and future possibilities of the Internet in relation to (1) changes in the vocational rehabilitation (VR) work environment, (2) communications within VR, and (3) distance education within the university and continuing rehabilitation education programs. This discussion cannot, by any means, fully address the vastness of change and emerging trends in the world of computerization, communications, and Web-based informational infrastructures. Rather, it offers some final interim thoughts.

  The computer burst upon the scene around 1950. With its unprecedented power for analysis and dissemination of extremely varied kinds of data in unbelievable quantities and at mind-staggering speeds, it has become a major force behind the latest acceleration in knowledge acquisition. Combined with other increasingly powerful analytical tools for observing the invisible universe around us, it has raised the rate of knowledge acquisition to dumbfounding speeds. Francis Bacon stated "knowledge is power." This can now be translated into contemporary terms. In our social setting, "knowledge is change"—and accelerating knowledge acquisition, fueling the great engine of technology, means accelerating change (Toffler, 1970, pp. 31-32).

Changes in where, how, and when people work started in the industrial age with second and third shifts, sometimes with people even working 24 hours a day, 7 days a week. As we move into the information age, the importance of geographic location has decreased. New ways of working have been pioneered by the high-technology industry. State rehabilitation agencies have the potential of becoming a strongly distributed organization. Many state agency sites (for example, vocational-technical schools) are dependent on a main physical location but have distributed operations (off-campus centers or classes at an employer’s site). Others have centrally located services because of equipment needs or tradition. Rehabilitation services deal with relatively small numbers of consumers, often partnered with other agencies, facilities, or educational institutions. Rehabilitation for the most part imparts information to or counsels consumers. Such information service organizations often involve mobile teams that must be able to communicate effectively.

There is a continuum between an organization where all of the employees work in one location (centralized) and an organization where all of the employees work in remote locations (distributed). Many factors have to be considered when developing a central or distributed organization. Most organizations will be some type of mix, depending on the kind of work that is being done.

The following are considered advantages of centralization:

• Interpersonal communication is facilitated. A lot of informal communication happens every time someone walks down the hall and meets another person. The traditional office grapevine works very efficiently and is centered around the coffeepot or the break room. Although informal communication has both positive and negative aspects, it serves to bind the staff together. Organizational policy, the way the office is structured, or a lack of planning may break lines of communication.

• Buildings containing offices, meeting areas, computers, supplies, etc. usually house numbers of staff together. People know where the office and people are and can easily access them.

• People expect a centralized work environment. The public, community partners, and staff know that this is normal. Many people like the structure, knowing their place in the organization, and the stability in an ever-changing world that a traditional office presents.

• Peer learning often takes place when employees are closely located. Informal mentoring occurs, and new employees get answers to questions quickly.

The following are considered disadvantages of centralization:

• Building costs continue to escalate. Both staff and the public expect decent office space, which can become a large part of agency expenses.

• Commuting is an expense for staff and a toll on the environment. The efficiency of staff is also a consideration. For example, the average commuting time in the Atlanta metropolitan region is over 30 minutes each way. Spending an hour a day either in a car or on public transportation adds stress that staff don’t need.

• Population centers where our consumers are found often change as population shifts. Large facilities are difficult to relocate. Transportation for consumers who live at a distance from the rehabilitation office becomes another barrier to providing quality services.

• Work teams change size according to changes in programs and funding. It is difficult to enlarge or downsize offices to meet the needs of rapidly changing work.

The following are considered advantages of distributed work environments:

• Telecommuting means more time to work, since the employee saves commuting time. Stresses of commuting are relieved, so employees should be more efficient. Various communication modes ease the ability of the employee to access his or her work. Employees may be working from their home, from mobile offices (cars), or from offices they have borrowed from another agency or school. Occasionally staff meet consumers in libraries, restaurants, or other public places. One counselor we know has a preference for Burger King but allows for consumer choice and will meet consumers at McDonalds.

• Productivity is expected to increase since there are fewer distractions. Many companies have found as much as a 20% increase in productivity from telecommuting workers (Hall, 1999). The International Telework Association (Hall, 1999) estimates that as many as 14 million people in the United States currently telecommute and average 19.3 hours per week working from home.

• Communication is often made more efficient because distributed work requires more planning. Meetings cannot be called by walking around the office. More thought goes into what is being communicated and how the communication occurs.

• Self-management is developed. Employees have to put more thought into planning their activities. Often, when they are located in a large facility with many other employees, work comes to them. Even in this day of Franklin Planners and Day-Timers, many workers respond to daily activities with minimal planning. Working in a virtual environment requires long-term planning but also gives employees more freedom from supervision as well as more responsibility for completing the work.

• Recruitment of workers can focus on those who live in the territory being served. It is often a distinct advantage to hire a person who lives in the consumers’ community. This is especially important in rural areas, where small population centers are widely distributed. These centers may also be difficult to serve without community involvement on the part of the rehabilitation professional. Such community involvement is difficult when the rehabilitation person commutes from a central location and is only there a limited time each month and then only during normal business hours.

• Contract workers or part-time staff may make sense in some areas if there is a small population or a person with specific skills is required, e.g., someone who knows American Sign Language. The ability to work from home or in a virtual location may make this type of worker more efficient. In addition to applying technology, this is a logical extension of the trend toward more flexible working conditions.

• Collaboration with other agencies, both public and private, has been a strong point of VR programs. This would be enhanced with the distributed work environments, as staff would be able to spend more time in the community. Hopefully these other agencies would be hooked into the VR communication network, allowing even closer working relationships.

• Virtual office technology is now nearly comparable to that of centralized offices. Faster modems, the integrated services digital network, and other technologies at affordable prices allow quick access to information and eliminate the need to go to an office with a local-area network. Laptop computers have as much power as many desktop computers and, as with all computer equipment, are dropping in price.

• Teams can be assembled quickly according to changing programs or shifts in populations served. Having communication available is the key here. If staff are experienced in working in virtual modes, they are more flexible in changing work sites and in developing collaborations with others. Without the barrier of being required to sit in a central office, teams can form quickly for special purposes, develop their program, call on outside resources, and complete their tasks.

• Expertise in new technologies and new methods of work will allow our staff to counsel our consumers on what they will experience in the evolving business world. Rehabilitation professionals will need expertise in the way that business is conducted, in order to work with the many consumers who will be working in distributed businesses and the information technology (IT) field. We will need a practical understanding of how work is done outside of the traditional organization.

The following are considered disadvantages of the distributed work environment:

• Interpersonal communication becomes more difficult. Accidental interactions are less frequent. Formal communication may also suffer. All types of communication require more planning. Team-building activities need to occur in order to build up camaraderie and a positive work spirit.

• Organizational commitment may be low since such commitment is often based on interpersonal relationships and team loyalty. Staff who are hired as virtual workers and never have an opportunity to build relationships with other workers are not as likely to stay in the organization as those who have bonded with co-workers.

• Physical meetings are more difficult to arrange when there is no central office space. Technology such as video conferencing can meet some needs as staff become more accustomed to its use. As such technology becomes more widespread, its use will also be comfortable for the general public and our consumers. Small meetings can take place in libraries, restaurants, or other public places. There will still be a need for larger meetings as well as private meetings with consumers and other agencies. These can be arranged by renting space on an as-needed basis, borrowing space from other agencies that continue to maintain large offices, or setting up field offices to meet those needs.

• Traditional office environments may be seen as more professional. Consumers, other agencies, and other professionals are used to meeting with rehabilitation staff in centralized offices with receptionists in the lobby and degrees on the wall. Lack of a central work area may impact first impressions, but hopefully the rehabilitation counselor will overcome any negative impressions with professional knowledge and ability. It will require some judgment as to which location is appropriate for various types of meetings. Confidentiality and protection of the consumer’s privacy are concerns in selecting meeting areas.

• Burnout may occur because the telecommuter has easy access to work at any hour of the day or night. The temptation is to think that they will do just a few more things or try to complete one more project. The day never ends, and the employee overworks himself or herself. All concerned need to recognize that this can be a real problem that may lead to isolation, family problems, and burnout.

• Staff productivity is questioned. Managers may wonder if the employees are actually working. It is more difficult to monitor employee activities if they are in multiple locations for most of the week. If they are working at home, are they distracted by the television or babysitting? Typical thinking is that abuse is less likely to happen when supervisors are closely located with their employees. Supervision comes down to two factors. One is trust. Everyone is more dependent on trust in the virtual environment. The second is a decision on job expectations and how they will be measured. In a centralized office, a supervisor may feel comfortable if an employee shows up every day, appears to be working, and does not cause problems. In the virtual office, the supervisor must have some objective measures to ensure performance. Being available to co-workers and consumers during normal business hours is usually one basic measure. Other measures may be referrals/plans/closures, feedback from consumer satisfaction surveys, and activities in the community.

• The home office can be a difficult part of the distributed work program. Not all staff have an appropriate place to work at home. The home may present distractions such as other family members, personal phone calls, or the ever-present television set. The employee may lack discipline to work at home or prefer not to work there.

• Repair and maintenance of computers and peripherals is more difficult with equipment scattered in many different locations. Employees are more responsible for set up and basic maintenance, with IT staff providing more limited services than in a centralized location.

• Carrying equipment may become a major endeavor. Staff will often have to transport laptop computers, printers, and files and references.

• Worker’s compensation and liability coverage may be in question at times. Was the employee actually working when an accident happened? Would the accident be covered by homeowner’s insurance if it happened while the employee was working at home? Liability could also be a question for meetings at remote sites.

• A virtual office policy needs to be implemented to communicate appropriate expectations. Many state employees have not had experience working virtually and would need some guidelines about appropriate behaviors.

• Flextime has been employed in many offices for a number of years. Generally there are core working hours when employees are to be available for communications and meetings. Starting times and ending times are flexible. In order to meet the needs of consumers or other agencies, employees may have to work outside of the 8 to 5, Monday to Friday, schedule. They then have an option of trading that time for other time off.

• Dress code may be more flexible, but employees are expected to dress appropriately for each situation. Coats and ties are mandatory for many meetings but more casual clothes are expected for other times such as job placement in a manufacturing environment. Video conferencing also requires a certain dress code according to the type of meeting. Certainly the cartoons about workers appearing on camera wearing pajamas could be a supervisor’s nightmare.

• On-line information access is here. As we move more and more information onto the World Wide Web it will be easily accessible to rehabilitation professionals and to the public at large. This will create a new type of consumer who is able to access federal legislation, state laws, and agency policy 24 hours a day, 7 days a week. There will also be more requests for information to be readily available on the Net. A number of sites that serve as "gateways" list a large number of related sites and make it much easier for those in the disability community to find information. The Regional Rehabilitation Continuing Education Programs (RRCEPs) sponsor such sites. The National Clearinghouse of Rehabilitation Training Materials at Oklahoma State University (http://www.nchrtm.okstate.edu) and the Region 6 Rehabilitation Continuing Education Center (http://www.rcep6.org) are two examples. Obviously this information is available all the time. Since many public libraries are providing Internet access, many consumers who do not own a computer are able to reach the Internet. Recently a person with a disability called for some specific information about a state agency. Although he did not have a phone in his apartment, he requested that the information be sent to him by e-mail since he had a free Internet e-mail account and used either the library or friends’ computers to check his account. Already counselors are communicating with consumers, collaborative partners, and other agencies by e-mail on a regular basis.

• Sharing of information is essential. Staff will need to be able to access files, modify such files, and push information to others or pull information from colleagues.

• Reference materials may be provided in hard copy, but much of what rehabilitation staff need to access either is more readily available on-line or will be there shortly. Evaluation and testing materials often have software versions. The Career Information System in use in many states is available in both software versions and on the Internet. Medical reference materials are also becoming more available on-line.

• Office records. Some records need to be kept as paper records. However, scanners could be set up and a file system made available as part of the case management system. Some states have their consumers use a PIN number as an electronic signature, thereby eliminating the need to have a written signature on a piece of paper for the file records. This would enhance record availability for staff in virtual locations.

• Backup of information is even more important in a distributed environment. One solution would be to have consumer management programs based on servers. Staff could also have space on servers where they could back up files. Programs that automatically synchronize information when staff log into the server would be valuable in keeping all records updated.

• Basic technology needs. Each staff person would certainly need a computer powerful enough to handle current programs as well as enough memory and graphics capability to quickly load Web pages. This would usually be in the form of a laptop, since it is assumed that the staff person would be working in a variety of locations and would need the portability. The fastest possible modem would also be important. Fax capability is also very handy in sending documents when transmittal by e-mail is not feasible or a fax is used in place of a printer. A portable printer is required especially when individualized printed material such as work plans need to be shared with consumers. Access to the Internet is certainly a requirement. A great resource on technology needs in a distributed environment is the Mobile Computing and Communications Web site (http://www.mobilecomputing.com).

The Georgia Division of Rehabilitation Services started moving toward becoming a distributed organization in 1996. Field staff were reorganized into "hubs." The model configuration for each hub was six rehabilitation counselors, two account representatives, one work preparation technician, and two program assistants, all under an employment manager. Two new positions were created for this new business: the account representative is responsible for job development and developing relationships with employers, and the work preparation technician is responsible for assisting consumers with work readiness.

Being virtual was a key concept. All staff except for program assistants were provided with laptop computers and portable printers. Through a dial-up connection, the Internet was provided for each staff person. Communications were enhanced with e-mail through GroupWise. Finally a new case management system was implemented. The software is server based and uses an Oracle database. Staff enter data in English rather than the numeric codes that the old mainframe system required. While some time is spent in home offices, the purpose of being virtual was to be able to work in various locations in the community with the community.

Changing to a dispersed work environment has required a lot of flexibility of the staff. Most have adjusted to the new way of doing business. Having the account representatives out in the employer community has developed tremendous opportunities for persons with disabilities. At this time connectivity and reliability seem to be the biggest barriers. Finding available phone lines in some locations is difficult. Maintaining connections can be a problem in some areas. As available technology increases, these problems should be eased.

As counselors come in contact with and start using Web-based communication systems, maintaining a positive mode is very important. The basis for communication is to enhance understanding between people. The Internet allows for text and graphic messages to be presented at the convenience of the consumer. One concern is that information be presented in an easily accessible form. We have all had the experience of trying to search an Internet site for information, only to end up going around in circles and becoming very frustrated.

Traditionally such core competencies as assessment, vocational counseling, and job development/placement have been required for the counselor to perform the functions of the job. As state VR agencies move into computer-based case management systems, computer skills are becoming a core competency. Until recently computers were used for basic data gathering. Now the counselor is directly inputting case management information in many states. Obviously the counselor will not be able to perform the job without the ability to function on a computer. Computer literacy questions are finding their way onto lists of interview questions, the expectation being that new staff will need training only on agency-specific software. Recruiting new staff is now done via Internet sites in many states.

Do VR counselors provide vocational counseling and guidance information other than in a face-to-face mode? Most often the telephone is used, with the limitation that it is only audio communication. While we can gain a lot of information from tone and speech patterns, most counselors would prefer to be in the same room as the person they are counseling. Facial expression and body language convey much information. At present, the technology that provides video in addition to audio across the Internet is not very advanced. Pictures may be delayed, definition is not fine, and there is usually a limit to the size of the picture on the computer screen. Also both parties must have cameras and software. As this technology improves, video communication will become easier to use and more common.

Screening referrals, especially those that are self-referred, is often very labor intensive. Such a process could be primarily an information-sharing event that would give the prospective consumer information about VR, his or her role in developing a work plan, and basic eligibility requirements.

Already personality tests, interest inventories, and career guidance evaluations are available on the Web. What if consumers could log onto a site where they could not only do self-directed career exploration but also go through a battery of tests that would give them some objective information about their knowledge, skills, and abilities? This would not be possible for all consumers, but for many it would be helpful early in the rehabilitation process. It would also be a very economical service for VR programs to offer. Reliability and effectiveness are questions that arise when we talk about self-administered tests. Some of these concerns may be alleviated by the structuring of the tests, while others could be solved by use of video conferencing. Another option could be the use of a virtual reality scenario where the testing seems very traditional but is completely digital.

Technology called decision support software (DSS) is also available now via the Internet. DSS provides computer-assisted analytic tools to help individuals and organizations make more informed decisions. It can play an important part in assisting the counselor’s career counseling and support activities. Two current examples are (1) WorkWORLD, a DSS program for Social Security Work Incentives and (2) DSS programs related to analysis of transferability of skills.

WorkWORLD is being made available by the Employment Support Institute (ESI) with the support of the Social Security Administration beginning March 2000. It can be downloaded to the counselor and/or consumer’s personal computer from the ESI Web site (http://www.workworld.org), which provides the following description:

WorkWORLD is decision support software for personal computers designed to help individuals with disabilities explore and understand how to best use the work incentives associated with various federal and state disability and poverty benefit programs. It automates the computation of benefits, and takes into account the complex interaction of income, benefit programs, and work incentives (Employment Support Institute, 2000).

A number of software packages for transferability of skills exploration and assessment are available for use in the field. These software programs simplify the oftentimes complex task of determining transferability of skills during career counseling activities. This software generates reports that can be included as part of an initial vocational assessment, as the basis for a local labor market survey, or even as an evidentiary document for expert testimony appearances. By accessing transferability of skills software on the Internet, the VR agency need not install the software on its computers, thus eliminating computer compatibility problems and ongoing purchases of software upgrades. Since the software is located on the server and accessed through the Internet, it takes up no space on agency hard drives. The counselor can work at home, at the office, or on the road. One such software program is called the U.S. Transferable Skills Analysis available from the TRJ Company. The Internet-based software is used to determine transferable skills and then the results are submitted to TRJ on-line. The company completes the report based on the Dictionary of Occupational Titles database and then returns the report via e-mail in portable document format. TRJ claims that the turnaround time for a report is around 10 minutes, depending on Internet traffic and the number of users hitting the site at the same time (http://www.vocrehab.com). Lots of 10, 100, or 500 reports can be purchased at increasing discounts, and an e-mail message accompanies each report indicating the remaining paid reports available. This type of software has been applied widely in private rehabilitation and in worker’s compensation settings.

This question involves several areas. Regarding making information available on the Internet, we have to decide what information we want to make available—what would be useful for staff, consumers, and other interested parties. Second, we need to structure the information so that it is easy to access. Finally, we need to market the information effectively so that consumers and others who need it will be aware of it. Certainly the Web site address needs to be on all agency marketing materials, such as business cards and brochures. Having a link to the VR page on other Web sites such as those posted by vocational technical schools, colleges, community disability groups, hospitals, and other medical-related sites would also let the public know about the VR Web page.

Collaborative tasks in our line of work include brainstorming, planning, scheduling evaluations and staffings, coordinating and delivering services to customers, and field service. Some work will be made easier through technology, while other work will be made more difficult. Teamwork is critical in developing VR programs for consumers. Staff will be working in new ways, often virtual or distributed geographically and using new technology. Care must be taken that the technology does not create a separation between people. Computer usage can be time consuming, especially for new users who are trying to develop competence in various software packages.

The issue is a rational reallocation of decision-making in a system that has over-stressed centralization to the point at which new information flows are swamping the central decision-makers (Toffler,1980, p.411).

If Toffler thought that things were intense in 1980, what would he think in 2000? We do not have to deal only with massive amounts of information but also with decreased response time. Mail allowed time to read and respond. People were used to getting a piece of paper, reading it, and then letting it lay on their desk while they decided how to respond. Today e-mail often carries the expectation of quick turnaround. While this is more efficient and may lead to higher production, does it really lead to better decision making? Dean and Dudt (1997, p.1) offer the following insights related to the role of technology in our lives:

Curien (1995) states that we are entitled to ask whether the gathering, processing, and dissemination of enormous amounts of information is essential to our well-being. The answer is obvious: we must not only embrace the information age but be able to control its direction and future. Curien’s question is underscored by several irreversible processes. First, technology is here to stay. There is no turning back to simpler days of blackboards and flip charts. Second, technology will continue to develop at an increasing rate of change. Third, there will be more applications of technology in all areas of life, including work, home, and recreation.

"Good morning, computer!"

"Good morning, Iris. Is this personal or work time?"

"Work."

"You have four e-mail messages since yesterday, but only one is urgent."

"Let me review all according to priority."

"First, Iris, the urgent message is a new policy on priority categories from the state office that goes into effect today."

"Thanks. Download the voice version to my car computer so I can review it during my drive this morning."

"OK, Iris. Next John Smith has confirmed your virtual meeting for 10:00 a.m."

"Confirm."

"You have a new application from Mary Xu, who states a disability of visual impairment. She is not entered in the state Workforce or Social Service system. She has given you a release for two doctors, and the information has been received from their computers. Preliminary analysis indicates eligibility for visual impairment. Proceed?" [The computer screen has presented the medical reports on screen.]

"Yes. Mary is eligible for services. Please give her the first available open date for appointments when I will be meeting consumers at the South Metro office."

"Finally, your work group meeting has been scheduled for Tuesday at Los Compadres Restaurant at 12:00, since there was not a conference room at the North Metro office."

"Thanks, computer. Is there anything else?"

"Yes, Iris. Please, no sharing at Los Compadres. The refrigerator tells me you are 10% over the calorie allotment you requested for the month."

"@$%*&#."

"Oh, by the way, would you please call me Hal?"

"Really, computer. I think you have a virus in your humor module. Should I have you re-programmed?"

"No, Iris, but you did ask me to schedule this afternoon to catch up on case histories."

"Thanks a lot! Paperwork and more paperwork!"

"Sorry, I don’t understand the term ‘paperwork.’"

"Ancient history. It means something that never ends."

Development of Web-based software and personal computer technologies is changing the landscape in the educational delivery system. Industry and higher education institutions implemented training and academic coursework utilizing Web-based training almost as soon as the World Wide Web became available to the general population. In fact, many accredited universities offer complete programs of study utilizing Web-based training within their distance education programs. Distance education is not new. Many universities, continuing education organizations, and businesses have used the distance learning format for many years. They have utilized low as well as high technologies, i.e., print/correspondence, audio/video, teleconferencing, television, satellite, computer assisted, etc. Then came the World Wide Web. The current and future benefits of computer-mediated instruction via the World Wide Web were immediately recognized by many higher education institutions as well as industry.

Distance education course delivery using this high-tech Web-based training approach is presenting new challenges to rehabilitation educators. Development and utilization of Web-based training in distance education programs for rehabilitation counseling education within the universities is fast becoming a reality. The same is true for many of the Regional Rehabilitation Continuing Education Programs (RRCEPs), Community Rehabilitation Programs for Rehabilitation Continuing Education (CRP-RCEPs), and Regional Rehabilitation Research and Training Centers. The Rehabilitation Services Administration (RSA) continues its support of universities in developing and enhancing distance education. RSA’s support is evidenced by its commitment to awarding long-term grants focused on distance education. This has fostered increased awareness of the role distance education can play in meeting the current and future need for qualified rehabilitation counselors.

The 1998-1999 Annual Program Reports for the Council on Rehabilitation Education (CORE) included a profile report from 81 CORE-accredited rehabilitation counseling education programs. The profile report revealed that 30 (36.6%) of the programs offered courses via distance education and 15 (18.3%) offered degrees via distance education. Some have implemented distance education strategies utilizing Web-based training. Others are planning to do so.

The World Wide Web has added another "technology tool" for overcoming both time and distance in reaching an increased number of students. It assists educators in reaching those students who cannot travel to the traditional classroom due to distance and in providing educational opportunities for persons with full-time employment who would otherwise find it difficult to attend scheduled classroom instruction. It also provides educational accessibility for persons who find it difficult to participate in the traditional classroom environment.

However, the movement toward implementing distance education utilizing the World Wide Web presents many challenges for both the student and the rehabilitation educator. At a minimum, students must possess basic computer, word processing, electronic mail, and Internet knowledge, skills, and abilities. They must assume greater responsibility for their own time management and learning within the virtual classroom community. Formal Web-based instruction requires educators to learn and utilize computer/Web technologies and "courseware" for content design and delivery. Web-based distance education also requires educators to utilize new methods and techniques for a virtual classroom. These skills and abilities will become more important in the future as new Web-based teaching technologies evolve. The studies of Cyrs and Smith (1988, 1990), Chute, Balthazan, and Posten (1988), and Thach (1994) (as cited in Cyrs, 1997) identified areas of competence for teaching at a distance:

• Course planning and organization

• Verbal and nonverbal presentation skills

• Collaborative teamwork

• Questioning strategies

• Subject matter expertise

• Involvement of students and coordination of their activities at field sites

These areas of competence appear similar to the competencies required in traditional didactic methods of teaching. However, distance education methods and technologies require a "rethink" for course design, presentation, and delivery. This is especially important as Web-based instruction and Web-based multimedia technologies proliferate as the distance learning medium of choice. Without a doubt, the future of rehabilitation education will involve distance education as well as more computer-mediated Web-based instruction. Cyrs (1997) makes the following cogent argument related to implementation of distance education:

Anyone who says that teaching at a distance is the same as traditional teaching is dead wrong. Instructors need more planning time, more instructional support, and additional training to modify courses for all of the potential delivery formats for distance teaching (p. 18).

Numerous issues, opinions, and questions concern distance education as well as the implementation of Web-based training technologies for VR pre-service and continuing education. Suffice it to say that Web-based instruction will continue to be developed and implemented within rehabilitation education programs. It is beyond the scope of this discussion to delve into the debate. The following resources are highly recommended for further review. The first two provide excellent discussions of specific issues related to distance education and Web-based training in rehabilitation education. The third provides an on-line gateway to accessing resources on the Web related to distance education and related topics. The last reference provides an on-line resource for exploring, learning, and discussing Web-based training.

• Rehabilitation Education, Vol. 13, No. 3, 1999 (official journal of the National Council on Rehabilitation Education). "This special feature of Rehabilitation Education is devoted to distance education and is an effort to initiate a discussion of the various models of implementation and the advantages and disadvantages of distance education" (Smart, 1999, p. 183).

• Rehabilitation Education, Vol. 13, No. 1, 1999 (Special Issue: Continuing Education for Rehabilitation Personnel). Discusses life-long learning in the VR environment, implications of the VR Comprehensive System of Personnel Development for rehabilitation education, instructional strategies and distance technologies, and evaluation of continuing rehabilitation education.

• Region 6 Rehabilitation Continuing Education Center’s Online Distance Learning Resource Center (http://www.rcep6.org/dislearn.htm). Provides a gateway to distance learning resources on the World Wide Web. Provides links and summary reviews for accessing distance education instructional learning guides, distance education clearinghouses and Internet resources, links to on-line articles/commentary and copyright issues, featured distance education programs in rehabilitation, distance education training and associations, a distance learning bibliography, national university links to rehabilitation counseling programs, and distance learning products and services.

• Web-Based Training Information Center. Established in 1994 by Tim Kirby, this nonprofit site (http://filename.com/wbt) is a resource service and discussion forum. Kirby is credited with coining the terms Web-based training and Web-based performance support system in 1994. The site provides a primer, discussion forums, surveys, Web resources, glossary, and help section.

Willis (1995) provides the following broad definition of distance education that includes both technology and occasional face-to-face communication.

At its most basic level, distance education takes place when a teacher and student(s) are separated by physical distance, and technology (i.e., voice, video, data, and print), often in concert with face-to-face communication, is used to bridge the instructional gap (p.2).

It should be noted that low technology, high technology, or a combination of each can provide the instructional bridge in the distance learning environment, i.e., print, teleclass/ teleconferencing, audio and/or video, computer-assisted instruction, satellite transmission, interactive television, Web-based training, etc. When the instructor and student are communicating at a distance in "real time" via telephone or other interactive two-way communication technologies, then the instruction/learning is termed synchronous. The term asynchronous is used in distance education when the instructor and student are separated by physical distance and the instruction/learning/communication occurs at different times.

Web-based training course content development and design by the educator/instructor usually involve the use of specialized software called courseware. It is designed specifically to assist the educator in designing the structure of the Web-based course. Web-based courseware usually includes text-based technologies such as bulletin boards, chat rooms, and other instructor-to-student/student-to-student electronic communication features. One of the main features of Web-based courseware is that it provides the instructor and student a means of navigating the Web course via "site maps," navigational icons/text, and provides internal and external "hyperlinking" within the course and to resources on the World Wide Web. Effective utilization of specialized courseware design features, rich course content, and a high degree of interactive communication can provide the student an extremely rewarding learning experience.

Web-based instruction has been viewed and utilized predominantly as an asynchronous instructional medium. However, the integration of PC-based interactive multimedia technologies is rapidly changing our view of Web-based distance education. The introduction and integration of real-time two-way audio and video over the Internet is impacting and redefining Web-based training instructional design, methodology, and content delivery. Web-based training is evolving into a powerful integrated tool for synchronous communication between instructor and student. Whether synchronous or asynchronous, creating a "learning community" by incorporating a high degree of interactive instructor-to-student and student-to-student dialogue is a key ingredient for effective teaching at a distance. As multimedia and communication technologies continue their evolution, the Web holds an even greater promise as a high-tech tool for course content delivery and instructor-student communication in the distance education environment.

Can distance education via the Internet provide increased accessibility to rehabilitation pre-service and continuing education? Can Web-based training increase learning? Can Web-based training provide a cost-effective medium for delivery of rehabilitation education? Can Web-based training and/or other distance education approaches adequately address the person-to-person counseling component of VR counseling and service delivery? These and other questions are currently being debated. Research, assessment, and discussion of Web-based training in rehabilitation education will be a priority topic of the future. Gilbride and Strensrud (1999) state, "While the promise of Web-based instruction is strong, the necessity of ensuring quality educational outcomes cannot be understated" (p. 224). Willis (1995) adds, "Educators must remain focused on instructional outcomes, not the technology of delivery" (p. 3). Likewise, Warn (1999) states that distance education design needs to focus on a learner-centered approach. It is important to remember that the medium is not the message. An essential element of a quality distance education program is understanding the needs of students—their competency in using a selected technology, their work/life experiences, interests, age, cultural background, etc. Interactivity between the student and instructor as well as among students is critical to distance learning. This is particularly important when utilizing the Internet for content delivery. Actualizing the full potential of formal Web-based instruction as well as learning the new teaching-learning methods will continue to challenge the rehabilitation educator and student into the future.

The Internet/World Wide Web and Web-Based Training: Thoughts of Future Possibilities

Many of the future possibilities of distance education via computer-mediated technologies are in development now. We are literally "rewiring" the world for the next generation of information dissemination on the Internet. Rehabilitation education and Web-based training will be very much a part of these future possibilities. A few thoughts on the future are as follows:

• Increased bandwidth. The future of Web-based training on the World Wide Web is inextricably linked to advances in audio/video transmission technologies, i.e., bandwidth. The University of Texas’ Distance Education: A Primer (see Glossary) defines bandwidth as "a measure of the capacity of a communications channel. The higher a channel’s bandwidth, the more information it can carry" (Fudell & Hardy, 1998). The most commonly used access mode to the Internet/World Wide Web is the standard telephone line and dial-up modem. The integrated services digital network has a much higher bandwidth than standard telephone lines while remaining a "dialable" telecommunication service that can be leased and used at the user’s business and/or residence. The T1 digital carrier line has the greatest bandwidth, transmitting data at 1.544 Mbps. It is primarily a point-to-point transmission line requiring point-to-point installation. T1 can handle compressed video and "streaming video." Bandwidth is critical to the future of the World Wide Web, both for commerce and distance education. Future implementation of advanced audio/video, as well as three-dimensional virtual modeling, into Web-based distance education holds great promise as a future possibility.

• Next Generation Internet and Internet2. Two monumental collaborative initiatives are now under way. The Next Generation Internet is a project of the President's Information Technology Advisory Committee (formerly the Presidential Advisory Committee on High Performance Computing and Communications, Information Technology, and the Next Generation Internet), which was established in February 1997 (http://www.ccic.gov/ac). This committee envisions an Internet infrastructure that will support high-quality video, mobility, access to information in under one minute, constant connectivity, and "intelligent agent" software proliferation. Internet2 is a project of over 150 participating U.S. universities working with government and industry. Participants are developing new technologies for high-speed, high-performance data transmission and global networking for accelerated research information exchange and dissemination. The Internet2 project is not intended to be a physical replacement network for the current Internet but rather a research and development project for new technologies. The technologies to be developed are sure to improve and enhance distance education. More information related to Internet2 is available at the University Corporation for Advanced Internet Development home page (http://www.internet2.edu).

• Improved accessibility of Web-based training courseware. Soon Web-based training courseware will be designed or redesigned so that it is universally accessible for persons with visual disabilities.

• Two-way interactive audio and video. Rapid advances will occur in the development, design, and implementation of computer-mediated interactive communication. Synchronous audio communication and real-time video of individuals and/or groups will become commonplace in the distance education environment.

• Three-dimensional presentation technologies. Rehabilitation education will partner with medical schools for access to three-dimensional presentations and software for the study of anatomy, body systems, and aspects of specific physical and mental conditions. There will be advances in the development, design, and implementation of three-dimensional presentations within rehabilitation education for enhancing Web-based training, e.g., demonstration of assistive technologies.

• Push technology. "Push" software technology for the Web allows a source Web site to automatically "push" updated or new information to users’ computers when they may be away from their computers. Once the software is installed, users can configure their computers to perform a "search and retrieve" function to download new or updated information at the source Web site. The push function will activate, send the information, and electronically notify the user that the information has been sent. Currently, this technology is being employed by on-line news services, other data update services, and certain government Web sites. Future Web-based distance education programs will utilize this technology as educator-designed instructional Web sites become more sophisticated and information focused.

• Internally linked legislative and rehabilitation related documents. Future possibilities include a move toward internal hyperlinking of legislative and other government agency documents. Creating internal hyperlinks within a lengthy document related to key parts, keywords, and key phrases allows publication of a hypertext table of contents or inclusion of document site maps that rapidly take the user to the desired section of the document. Additionally, document-specific search functions will be better utilized at on-line archive sites, i.e., sites from Congress, on-line journals, government agencies, rehabilitation research and training centers, and government-supported research. This will be particularly useful for rehabilitation educators, students, VR counselors, and administrators.

In summary, the World Wide Web is proving to be a dynamic tool for rehabilitation education and research. Utilization of Web-based training can enrich the learning experience, whether used as the primary distance education medium or in combination with traditional and/or other distance learning technologies. In the near future, the Internet’s impact on learner outcomes, cost-effectiveness, and increased educational accessibility will be assessed. In his study of the educational accessibility, learning improvement, and cost of Web-based training, Owsten (1997) stated, "We saw that a strong case exists for the Web in all three areas. The case is rooted in how educators are actually using the Web today, not solely on hypothetical advantages" (p. 33).

References

Council on Rehabilitation Education. (1998). Profile of CORE-accredited RCE programs. CORE NEWS, 11(1), 2-3.

Curien, H. (1995). Foreword (p. xix). In F. Fluckiger. Understanding Networked Multimedia: Applications and Technologies. London: Prentice-Hall.

Cyrs, T. (1997). Competence in teaching at a distance. New Directions for Teaching and Learning, 71, 15-18.

Dean, G., & Dudt, K. (1997). Adult education and communications technology: Synthesis for the future [on-line]. Available at http://pdts.uh.ed/insite/elec_pub/HTML1997/re_dudt.htm (Site no longer active).

Employment Support Institute. (2000). WorkWORLD: What is WorkWORLD? [on-line]. Available at http://www.workworld.org.

Fudell, D., & Hardy, D. (1998). Distance education: A primer [on-line]. Available at http://www.utexas.edu/cc/cit/de/deprimer.

Gilbride, D., & Strensrud, R. (1999). Expanding our horizons: Using the Internet in rehabilitation education. Rehabilitation Education, 13(3), 224.

Hall, K. (1999, November). Work from home. Atlanta ComputerUser [on-line]. Available at http://www.user.com (Site and document no longer available.)

Owston, R. D. (1997). The World Wide Web: A technology to enhance teaching and learning? Educational Researcher, 26(2), 27-33 (Site no longer active).

Smart, J. (1999). Special feature: Distance learning in rehabilitation education. Rehabilitation Education,13(3), 183.

Toffler, A. (1970). Future Shock. New York: Bantam Books.

Toffler, A. (1980). The Third Wave. New York: Wm Morrow and Co.

Warn, M. (1999). Beyond the classroom: Instructional strategies and distance technologies that support life-long learning. Rehabilitation Education, 13(1), 37-50.

Willis, B. (1995). Distance education at a glance. A series of guides prepared by Engineering Outreach [on-line]. Available at http:www.uidaho.edu/evo/distglan.html

Link to Top of Page

Document Links Menu

Table of Contents  -  Introduction  -  Chapter 1  - Chapter 2  - Chapter 3  -  Chapter 4  - Chapter 5 

Glossary - Standards for Ethical Practice of  WebCounseling  - Internet Addresses -  Resources

Computer Literacy Self Survey  - Web Site URLs for Regional RCEPs, CRP-RCEPs and DBTACs

Link here to email  Leon Oehlers, MS, CRC - Region 6 RCEP Webmaster to report broken hyperlinks, new URLs, and/or additional information:  loehlers@rcep6.org

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