Survey Results

The survey was published on the morning of April 29, 2003. A mass email to the department faculty was sent out. In addition, a handout was put in all faculty mailboxes. The reminder email was sent out the following Friday evening. The survey was closed the following week on May 6, 2003. In total 27 faculty members contributed to the survey.

1. How important is having a computer-assisted classroom for your teaching?

The majority of faculty members who responded answered that teaching in a CACs was very important to their teaching (13). This response may indicate the level of integration and success our department has achieved with utilizing CACs.

2. For which of the following composition courses do you use a computer-assisted classroom? Please check all that apply.

The majority of faculty use CACs for the ENG 102 (13), ENG 101 (12), and ENG 099 (8) classes. The results of this might be affected by the fact that ENG 101 and ENG 102 are core classes taught in the department. Both classes are major components of all general education degree requirements. As a result, the department offers more sections for these courses. However, the number of faculty who do use CACs for these classes is significant.

3. What equipment challenges do you encounter when using a computer-assisted classroom? Please check all that apply.

Overall, not many faculty members reported encountering the specified problems in this questions. The most prominent responses were equally indicated as problems with the time the system takes to get started (2)—I think this is especially true in CACs like D234—, software compatibility problems (2), and problems associated with the instructor's station and LCD (2).

4. In terms of lesson planning and classroom management, what other challenges do you encounter when using a computer-assisted classroom?

For this question faculty indicated two primary challenges—students' distraction by or misuse of computers during class time and how the design or layout of CACs can impede classroom activities such as discussion. As one faculty member explained it, "The main problem is the distraction it [computers] provides for students, whose conceptual understanding of the personal computer is often at odds with educational use." This seems to be a common challenge for faculty who find themselves policing students who chat during class, play solitaire or other games, check their email, or surf the internet. It is true that with the rise of the personal computer for personal means, the educational value of computers becomes less and less important and/or central in the minds of students. Furthermore, several faculty also commented that the design or layout of CACs impedes classrooms activities. As one faculty member explained it, "When there are classroom discussions, the layout of the room and the computers is not conducive to an effective interaction between student/instructor and student/student." The elements of the layout or design that seem to impede such activities include the height of the computer tables; the size (flat screen or traditional), height, and placement of monitors (recessed desk model or on top of table); and the layout of the classroom (conventional, pod formation, island/perimeter, swivel chair perimeter, etc.). CACs that have high tables such as in M222 or B117 impede vision between students and the instructor. M222, however, has a raised platform at the head of the classroom to make-up for the height difference between the students and the instructor; B117 does not. However, the raise platform in M222 does not make-up for the lack of interaction between the rows of students. M222, like B117, is set up in conventional rows which impedes visibility.

Some faculty also discussed challenges related to technical difficulties and students' comfort with computers. Some faculty cited problems such as computer freeze ups and printer break downs as most troublesome. In the following question faculty described their strategies for addressing these challenges.

5. If you indicated in the previous question that you have challenges related to lesson planning and classroom management, what strategies do you use to address those challenges?

Faculty had a variety of strategies for utilizing computer assisted classrooms better. The most popular strategies pertained to dealing with misuse of computers in CACs and working with students who are hesitant about using computers. A modified list of the strategies faculty used for managing the distraction of computers in CACs is detailed below.

Put policies in your syllabus about chatting and game playing.

Make sure you have clear course expectations about what "appropriate use" of computers involves.

Ask students who are misusing computers to stop.

Frequently check to be sure that students aren't playing games on the computer or checking ball scores or e-mailing, when they should be doing some class-related task.

Discuss with students theoretical issue regarding technology and writing and regarding their use of computers for games and email while in class.

Be constantly vigilant and let students know that they will be penalized participation-wise if they persist.

Require students to turn off monitors during discussion.

Pull students into whatever awkwardly-shaped, tight-packed group the classroom design allows.

Try to find or trade rooms.

Monitor students computer screens and make verbal announcements to keep students reminded of their present assignments.

Be a good teacher; command the students' attention.

Make sure to teach in one of the discussion friendly CACs.

Spend a lot of time roaming aisles and making sure no one is online.

Have students do much more drafting in class and less class discussion and group work.

Faculty also listed a variety of strategies for working with students who are hesitant about using computers. The list can also be applied to all students in general. A modified list appears below.

Provide students with handouts that show how to save documents in Text Only or Rich Text Format.

Show students how to save work on the desktop, on floppy disks, and how to send e-mail attachments.

Frequently remind students to save work on floppy disks.

Allow students to write out assignments by hand when the course first begins.

Spend a lot of time showing students how to work with links and other related skills.

Provide students with information on computer workshops that may facilitate their comfort level in working with computers.

Ask students in the class who know a great deal about computers to kindly volunteer to help others who are struggling.

Faculty also listed a variety or other general strategies for working in CACs. The modified list appears below.

Always have a back-up plan. Dependency requires and alternate plan for each class period in case of technical failure.

If you meet in a regular classroom for part of the week and in a CAC for another part of the week, plan whole-class presentations and discussions requiring a chalk/whiteboard and overhead projector for the days that the class meets in the regular room. For days that the class meets in a CAC, have students work on writing assignments using the computers, and I give them individual help.

Keep students busy all the time; plan class segments carefully.

Have students work together as much as possible.

Work with the librarians to make research sessions are as user-friendly as possible.

Conduct class as though the altered environment is not that unusual, neither bringing undue attention to it nor pretending it was an impediment.

Tell students about the "five-minute" rule—if doing something on the computer such as formatting or document design and it is taking more than 5 minutes to figure it out, its time to move on or seek outside assistance; don't get bogged down trying to get bullets to line up or margins set instead of focusing on writing itself

6. When you are presenting information to your classes, how do you most often use computer-assisted classrooms? Please check all that apply.

The majority of faculty who responded indicated that they primarily utilize software like Microsoft Word for writing (23) and software like Internet Explorer for browsing online sources (24). Some faculty also indicated to a lesser degree that they play videotapes or DVDs (9), use presentation software such as PowerPoint (6), and access online course material organizers such as a course website, WebCT, or Blackboard (5). The primary results of this question are not surprising since word-processing software is integral to writing for students in composition classes. However, the results of this question also indicates that online course organizers such as WebCT or Blackboard are not widely utilized.

7. When your students are working independently or in groups during class time, in what ways do you most often instruct your students to use the computer-assisted classroom? Please check all that apply.

The majority of faculty indicated that they most often instructed their students to perform word-processing tasks with programs such as Microsoft Word or WordPerfect (25) and perform online research or other online work with programs such as Internet Explorer (24). To a lesser degree faculty indicated that they instructed their students to use software such as PowerPoint for presentations (6), Access or Excel for working with databases or spreadsheets (3), and Netscape Navigator or FrontPage for creating web pages (2). The results of this question mirrors the results of previous question regarding what programs faculty use when presenting information to classes. In both results the primary software programs and utilizations that were indicated included programs such as Microsoft Word or WordPerfect for word-processing tasks and Internet Explorer for internet browsing.

8. How often do you encounter technical problems with the computer-assisted classroom that requires you to modify your classroom lecture/presentation/lesson?

The most encouraging results from the survey revealed the frequency at which faculty encounter significant technical problems. Ten (10) faculty members indicated that they never encountered technical problems in CACs that required that to modify their classroom lecture/presentation/lesson. This is extremely encouraging. Seven (7) faculty members indicated that they encountered technical problems about once a semester. Six (6) faculty members indicated that they encountered technical problems about once a month. And finally, three (3) faculty members indicated that they encountered technical problems about once a week. Also encouraging is that no faculty members indicated that they encountered technical problems on a daily basis.

9. If you indicated in the previous question that you had to modify your lecture/presentation/lesson due to technical problems, what piece(s) of equipment appeared to be the culprit? Please check all that apply.

The result from question number nine indicate that the primary culprits of technical problems includes equally the general student computers (9) and the printers (9). The results of this question may be related to the frequency with which factual use the general students computers and the printer while teaching in CACs.

10. On a typical day, what piece(s) of equipment do you use or instruct your students to use in a computer-assisted classroom? Please check all that apply.

As indicated, the primary piece(s) of equipment that faculty use and instruct their students to use while working in CACs is(are) the general student computers (23). This result is not surprising since one of the prime purposes for teaching in CACs is having computers for students to work on. To a lesser degree, but nonetheless quite significant, faculty indicated that they also use and instruct their students to use equipment such as the instructor computer station (15), LCD projector (15), printer (13), and projector screen (9).

11. Please indicate which of the following piece(s) of equipment you have NEVER used in a computer-assisted classroom. Check all that apply.

The answers to this question are related to the answers indicated in the previous question. The pieces of equipment that faculty indicated previously that they used or instructed their students to use the least were indicated in this question as the least used, as well. For example, in question ten only three (3) faculty members indicated that they used or instructed their students to use the VCR/DVD player. Meanwhile, nine (9) faculty members, the majority of responses for this question, indicated that they NEVER used the VCR or DVD player. Likewise, as faculty indicated the frequent use of the printer and general student computers in question ten (15 and 23 respectively), every faculty member who completed the survey indicated in this question that the printer and the general students computers were NOT pieces of equipment they never had the opportunity to use (0 and 0 respectively). Ultimately, this question reveals that a significant number of faculty do not utilize the VCR or DVD player in CACs.

12. How often do you use one or more pieces of equipment in a computer-assisted classroom?

The following results reveal how often faculty use one or more pieces of equipment in CACs. The majority of responses indicate that most faculty use one or more pieces of equipment once every class session (12) and about once a week (9). To a lesser degree a smaller number of faculty indicate that they use one or more pieces of equipment in CACs about once a month (2). This question reveals a high frequency of use of equipment in CACs.

13. How often do you show video (VHS, DVD) with the projector?

The majority of faculty responses indicate that most faculty never show VHS tapes or DVDs with the projector (10) or only show tapes or DVDs about once a semester (9). To to a lesser extend faculty indicated that they only showed tapes or DVDs about once a month (6). As indicated in previous questions, the VCR and DVD player is one of the pieces of equipment that is the least utilized in CACs.

14. How often do you use overhead transparencies in class?

The majority of faculty responded that they never used overhead transparencies in class (13). To a lesser degree some faculty indicated that they used transparencies about once a semester (6), about once a month (5), and about once a week (3). The ability to display and manipulate documents with the LCD projector and instructor station computer might be replacing the use of the overhead projector and transparencies.

15. How often do you use the chalkboard(s) or whiteboard(s) in class?

The majority of responses indicated that most faculty use the chalkboard(s) or whiteboard(s) once every class session (17). To a much lesser degree some faculty indicated that they only used the chlakboard(s) or whiteboard(s) about once a week (5), about once a month (2), about once a semester (1), and never (1). Although, the use of chalkboards and whiteboards can be replaced by using the LCD projector and instructor's station computer, much like transparencies, faculty seem to maintain a high use of the boards. This may be related to the inflexibility of the LCD projector screen and instructor's station computer—the chalkboard(s) or whiteboard(s) allow for text and drawings of any type, size, or sort at place on the board; whereas the LCD projector screen and instructor's station restricts use to typed text, drawings through drawing programs, and placement only on the projection screen.

16. What other information can you provide about your experiences with computer-assisted classrooms (problems, complaints, praise, highlights, or advice).

Many faculty had a variety of responses to this question. Some faculty discussed problems they had with the CACs such as technical problems with printers or general student computers. And some responses focused more on the theoretical and practical link between technology in CACs and learning. One faculty member in particular wrote, "I very much prefer to teach in computer classrooms, but it's important to use the computers to serve the lesson, not the other way around." This is an important notion to remember, because it is at the heart of the definition of learning artifacts. Overall, many faculty members discussed some important issues related to teaching in CACs. An edited version of some of the responses is listed below.

(1) I don't know that I could teach my course (English 102: Documented Report Writing) effectively outside of a CAC; trying to teach students document design, layout, and formatting without using technology is highly impractical. (2) I am amazed at how much knowledge students have coming into the class at the beginning of the semester. It is the rare student who has NO experience with a computer, but with enough motivation and guidance, even an inexperienced student can learn the basic skills needed for a composition class. (3) I hardly ever use "old fashioned" teaching materials such as white/chalkboards or overhead projectors anymore. I have put 99% of my materials in the I-Drive (the Instructor Drive which didn't get mentioned in your survey but which I would like to single out as a very helpful tool). (4) I am behind the times a bit and hope to put my course materials on-line this summer. I suspect that once that happens, I won't use the I-Drive as much.

(1) The LCD projector is also great for having students present their work to the rest of the class and get advice from their classmates. The presenting student can type quick notes into their file while the others are giving suggestions. (2) The LCD projector makes it immensely easier to teach students how to do research on Parkland's subscription databases. I don't schedule library lessons anymore because I can teach the skill myself in my classroom, with everyone following the process on his or her own computer. (3) The LCD projector lets me use material on the web as supplements to instruction (again, with everyone following along on an individual computer). I've used web sites on logical fallacies, web sites on rhetorical devices, and web sites on invention. (4) In short, the LCD projector is the tool that makes a computer classroom interactive, that prevents the computers from isolating the students from one another.

I'd prefer not to be in a lab 3 days a week. I feel badly when I'm in the lab and not utilizing the equipment every time. It's an awkward set-up for class discussion, which has to occur occasionally. The labs have changed my teaching . . .I think this may be a good thing . . .the students seem to like having the opportunity to work on their papers on a computer. In a regular classroom, I could rarely get them to draft/revise in class. I think they are too used to working on a computer for writing/revising.

Some students are very insecure about using computers. In addition, poor reading skills and background in doing research make computer assisted research a daunting task.

From my perspective, CAI is the most effective way to help students develop writing skills. They write most of the time and work with me individually on their assignments. I can ask them to revise papers once or more, and this makes the course more developmental than judgmental.

One faculty member who focused specifically on the role of technology in CACs responded to this question and continued to add to it in the next question. As the faculty member explained, the "siren song of technology" or the belief that the "transformation of language capability will be achieved in anyone BECAUSE OF the existence of technology" should be avoided. As further explained, "The transformation of language use occurs within the brain, and any technology . . . [only] successively facilitates the ease of producing text, but will not (and perhaps cannot) facilitate the understanding of producing text. That occurs when a mind is actively engaged in what is being done within the mind to create text. Hence, regardless of the technology, it will always return to the process of revision. Can an argument be made that the ease of producing text through technology initiates a greater willingness for revision? Well, any argument can be made but few are made effectively. I don't detect any psychological transformation in the desire nor willingness to revise because of technological innovations." While I would agree that the ease of producing text through technology does not necessarily initiate a greater willingness for revision, I would offer that ease is not the only purpose of technology. I would also offer that the goal of some technologies, specifically educational technology, is to create learning rather than facilitate learning. While I do believe that some technologies do produce a psychological transformation, especially educational technologies, I also agree that the siren song of technology is dangerous. I believe the point this faculty member has made is a valid one and has in a way guided this research project. It is important to understand the relationship between learning and technology and focus more on technologies that don't simply replace older technologies such as paper and pencil, but aid and encourage learning. I am confident that technologies like the LCD projector and word-processing programs do both, but deeper analysis of the activities or the ways in which students are asked to engage in the task of composing text over, with, or through technologies is an important proposition for future research.

17. If you could design your ideal computer-assisted classroom, what features would be included and where would you place important learning artifacts (e.g., whiteboards, LCD projectors, general access computers, or the instructor station)?

Many faculty provided a variety of responses to this question. However, the majority of responses focused on the location of the instructor's station, the layout of the classrooms, and communication with students via the computers while teaching in CACs. The majority of the faculty members that referred to the location of the instructor's station said that in their ideal CAC the instructor's station would be placed centrally, at the front of the room like it is in C132. In terms of classroom layout several faculty had specific designs in mind. A few examples are listed below.

I prefer either a "pod" set-up or a perimeter set-up, with white boards and LCD screen on the unoccupied wall, and the teacher station near that wall facing the student computers.

I think space is a huge issue. I spent some time studying computer assisted classroom design at a previous job, and the research I saw strongly suggested having a table or series of tables AWAY from the computers so that students could move around, review their work away from the monitors, talk with each other, etc. Sadly, our tiny, tiny rooms don't allow for such space. I also HATE that some students have their computers facing away from the projector. This means those students have to turn around, use their binders for desk to take notes every time the students want to see what's being projected. Ideally, I would like to see a "pod" design in which computers are grouped into clusters of 3-4 stations and scattered around the room. Parkland (perhaps for wiring/construction reasons) really likes the "perimeter" and "island" approach (computers along the outside wall/one island or two of central computers).

My ideal classroom would look a lot like D219--small computer screens that swivel, plenty of student desk space, plenty of room for students to move chairs around to form groups, plenty of room for me to navigate the classroom, lots of white board space, good lighting, a window--but it would have a desk for me.

A few faculty also referred to the ability of sharing documents on computers as part of the design of an ideal CAC. Overall, the majority of faculty commented that the set-up of our department's CACs is fine. Both D219 and C132 were cited as possible ideals with minor changes.

18. Taking into consideration your teaching style and the type of learning that you want to occur in your classrooms, is the current design of our department’s (or our college’s) computer-assisted classrooms meeting your needs? Why or why not?

Overall the majority of faculty members indicated that the design of our department's CACs and our college's CACs meets their needs. However, some faculty added some suggestions for change. Suggestions like locating the instructor's station at the front of the room and creating some room where a class can get away from the computer for different activities surfaced in some responses. One faculty member provided some very specific recommendations. Those recommendations included putting a copy of Microsoft Works and Corel WordPerfect on at least one stations in each computer classroom for students who use the above mentioned programs at home. In addition, the faculty member recommended installing dimmer switches in CACs where the lights must be turned off to view the LCD projector properly. Also, the faculty member suggested having a cabinet in each room that can be locked that stores paper for the printers in our department's CACs, so instructors don't have to run between the D wing and the department office in the C wing. Finally, this faculty member also recommended that questioning those who work in CACs such as this study has tried to do, is a good way to improve about what we already do. I would have to agree with this recommendation whole-heartedly as it is central to the focus of this study.

	Missing: Microsoft Office Web Components
	This page requires the Microsoft Office Web Components. Click here to install Microsoft Office Web Components.. This page also requires Microsoft Internet Explorer 4.01 (SP-1) or higher. Click here to install the latest Internet Explorer.

	Put policies in your syllabus about chatting and game playing.
	Make sure you have clear course expectations about what "appropriate use" of computers involves.
	Ask students who are misusing computers to stop.
	Frequently check to be sure that students aren't playing games on the computer or checking ball scores or e-mailing, when they should be doing some class-related task.
	Discuss with students theoretical issue regarding technology and writing and regarding their use of computers for games and email while in class.
	Be constantly vigilant and let students know that they will be penalized participation-wise if they persist.
	Require students to turn off monitors during discussion.
	Pull students into whatever awkwardly-shaped, tight-packed group the classroom design allows.
	Try to find or trade rooms.
	Monitor students computer screens and make verbal announcements to keep students reminded of their present assignments.
	Be a good teacher; command the students' attention.
	Make sure to teach in one of the discussion friendly CACs.
	Spend a lot of time roaming aisles and making sure no one is online.
	Have students do much more drafting in class and less class discussion and group work.

	Provide students with handouts that show how to save documents in Text Only or Rich Text Format.
	Show students how to save work on the desktop, on floppy disks, and how to send e-mail attachments.
	Frequently remind students to save work on floppy disks.
	Allow students to write out assignments by hand when the course first begins.
	Spend a lot of time showing students how to work with links and other related skills.
	Provide students with information on computer workshops that may facilitate their comfort level in working with computers.
	Ask students in the class who know a great deal about computers to kindly volunteer to help others who are struggling.

	Always have a back-up plan. Dependency requires and alternate plan for each class period in case of technical failure.
	If you meet in a regular classroom for part of the week and in a CAC for another part of the week, plan whole-class presentations and discussions requiring a chalk/whiteboard and overhead projector for the days that the class meets in the regular room. For days that the class meets in a CAC, have students work on writing assignments using the computers, and I give them individual help.
	Keep students busy all the time; plan class segments carefully.
	Have students work together as much as possible.
	Work with the librarians to make research sessions are as user-friendly as possible.
	Conduct class as though the altered environment is not that unusual, neither bringing undue attention to it nor pretending it was an impediment.
	Tell students about the "five-minute" rule—if doing something on the computer such as formatting or document design and it is taking more than 5 minutes to figure it out, its time to move on or seek outside assistance; don't get bogged down trying to get bullets to line up or margins set instead of focusing on writing itself

	(1) I don't know that I could teach my course (English 102: Documented Report Writing) effectively outside of a CAC; trying to teach students document design, layout, and formatting without using technology is highly impractical. (2) I am amazed at how much knowledge students have coming into the class at the beginning of the semester. It is the rare student who has NO experience with a computer, but with enough motivation and guidance, even an inexperienced student can learn the basic skills needed for a composition class. (3) I hardly ever use "old fashioned" teaching materials such as white/chalkboards or overhead projectors anymore. I have put 99% of my materials in the I-Drive (the Instructor Drive which didn't get mentioned in your survey but which I would like to single out as a very helpful tool). (4) I am behind the times a bit and hope to put my course materials on-line this summer. I suspect that once that happens, I won't use the I-Drive as much.
	(1) The LCD projector is also great for having students present their work to the rest of the class and get advice from their classmates. The presenting student can type quick notes into their file while the others are giving suggestions. (2) The LCD projector makes it immensely easier to teach students how to do research on Parkland's subscription databases. I don't schedule library lessons anymore because I can teach the skill myself in my classroom, with everyone following the process on his or her own computer. (3) The LCD projector lets me use material on the web as supplements to instruction (again, with everyone following along on an individual computer). I've used web sites on logical fallacies, web sites on rhetorical devices, and web sites on invention. (4) In short, the LCD projector is the tool that makes a computer classroom interactive, that prevents the computers from isolating the students from one another.
	I'd prefer not to be in a lab 3 days a week. I feel badly when I'm in the lab and not utilizing the equipment every time. It's an awkward set-up for class discussion, which has to occur occasionally. The labs have changed my teaching . . .I think this may be a good thing . . .the students seem to like having the opportunity to work on their papers on a computer. In a regular classroom, I could rarely get them to draft/revise in class. I think they are too used to working on a computer for writing/revising.
	Some students are very insecure about using computers. In addition, poor reading skills and background in doing research make computer assisted research a daunting task.
	From my perspective, CAI is the most effective way to help students develop writing skills. They write most of the time and work with me individually on their assignments. I can ask them to revise papers once or more, and this makes the course more developmental than judgmental.

	I prefer either a "pod" set-up or a perimeter set-up, with white boards and LCD screen on the unoccupied wall, and the teacher station near that wall facing the student computers.
	I think space is a huge issue. I spent some time studying computer assisted classroom design at a previous job, and the research I saw strongly suggested having a table or series of tables AWAY from the computers so that students could move around, review their work away from the monitors, talk with each other, etc. Sadly, our tiny, tiny rooms don't allow for such space. I also HATE that some students have their computers facing away from the projector. This means those students have to turn around, use their binders for desk to take notes every time the students want to see what's being projected. Ideally, I would like to see a "pod" design in which computers are grouped into clusters of 3-4 stations and scattered around the room. Parkland (perhaps for wiring/construction reasons) really likes the "perimeter" and "island" approach (computers along the outside wall/one island or two of central computers).
	My ideal classroom would look a lot like D219--small computer screens that swivel, plenty of student desk space, plenty of room for students to move chairs around to form groups, plenty of room for me to navigate the classroom, lots of white board space, good lighting, a window--but it would have a desk for me.

Survey Results

1. How important is having a computer-assisted classroom for your teaching?

The majority of faculty members who responded answered that teaching in a CACs was very important to their teaching (13). This response may indicate the level of integration and success our department has achieved with utilizing CACs.

2. For which of the following composition courses do you use a computer-assisted classroom? Please check all that apply.

Missing: Microsoft Office Web Components This page requires the Microsoft Office Web Components. Click here to install Microsoft Office Web Components..This page also requires Microsoft Internet Explorer 4.01 (SP-1) or higher. Click here to install the latest Internet Explorer.

3. What equipment challenges do you encounter when using a computer-assisted classroom? Please check all that apply.

4. In terms of lesson planning and classroom management, what other challenges do you encounter when using a computer-assisted classroom?

5. If you indicated in the previous question that you have challenges related to lesson planning and classroom management, what strategies do you use to address those challenges?

Put policies in your syllabus about chatting and game playing.

Make sure you have clear course expectations about what "appropriate use" of computers involves.

Ask students who are misusing computers to stop.

Frequently check to be sure that students aren't playing games on the computer or checking ball scores or e-mailing, when they should be doing some class-related task.

Discuss with students theoretical issue regarding technology and writing and regarding their use of computers for games and email while in class.

Be constantly vigilant and let students know that they will be penalized participation-wise if they persist.

Require students to turn off monitors during discussion.

Pull students into whatever awkwardly-shaped, tight-packed group the classroom design allows.

Try to find or trade rooms.

Monitor students computer screens and make verbal announcements to keep students reminded of their present assignments.

Be a good teacher; command the students' attention.

Make sure to teach in one of the discussion friendly CACs.

Spend a lot of time roaming aisles and making sure no one is online.

Have students do much more drafting in class and less class discussion and group work.