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Enhancing Technology-based Course Delivery: There is no magic Glenn Cockerline Mike NantaisCockerlineG@BrandonU.ca NantaisM@BrandonU.ca Brandon University, Faculty of Education
Agenda & Session Goal1. Introduction2. Overview of three studies3. Study 1: perceptual modalities*4. Study 2: educator perspectives*5. Study 3: learner perspectives*6. Areas of overlap7. Discussion* each overview will be followed by a short table activity Our goal:To ﬁnd an overlap in the ﬁndings of 3 independent studies & discuss their implications for practice.
Perceptual EducatorModalities Perspectives Learner Perspectives Three Studies
Lessons Learned fromPractitioners of Online Learning An Exploratory Research Study
Purpose of the study: ~ to investigate technology-baseddistance education (particularly‘web-based delivery’) by exploringeffective practices for course design,delivery and instruction.~ exploratory, qualitative study ofcurrent practice & experience in SWManitoba(interviews & focus group)
"One of t he most pivotal co mponents is the nee d for a ic y division-w o l ide plan P for dealin g with online iss ues"Conclusions:• there is a need for clear and well-communicated plans andpolicy regarding online distance learning, further planningshould involve teachers• exposure to online learning in earlier grades (8-9)
“Ultimately you want a nts] try to manageme learning"I f they [stude seamlessly nt system that workslog in and th ey cant get instruction underneat h the , as soon a d to blame s the well, its har manageme in, nt system gets in the t submitting and you ar way them for no e wonderin working, y g why it is . . . so the ou have pr not assignments doesnt re oblems. So ally matter it rastructure , if you want system" which del iv ery in f to call it th at . . . is so important.” Conclusions: • current, reliable infrastructure, including speedy networks • technology requirements clearly lo gy communicated, including up-to-date chno softwareTe • need access to required applications and web sites • need access to required hardware/ software
ech se ve t cau ha e to uge be hav is h "You t. It o re pp or gm e hin f th su is not i and th er e gt han orking, str atin isnt w fru ent ipm up.” equ ive kid sg o rt Conclusion:Su pp • reliable, timely tech support is important
"if everybody b o be uys into nee ds t it, the teacher, e ally hool the The re r eac h sc principal at the other" ebo dy in e on the end, the parent som ps a n ey , that kid e ... The is going to be wh o ke ents in e s tud cert ainly successful” onl w ould ss.” supp ort re s ucce to e nsu help Conclusions: • parents & community must be informed - (have face-to-face meeting with parents/students) o rt pp • school administrators and counsellors Su should be familiar with online learning • onsite support for students & liaison for teacher should be in place.
"teachers t alking to ay in- teachers –“ [a] one-d its pretty snt n early important , you know ser vice i de an to get rid , gh to provi of some o f enou with those fear e tea cher s about onlin much taking on a [online] ugh t o add course.” eno e cou rse.” to th Conclusion: rt • professional learning for teachers is uppo vitalS • PL should include sharing & mentoring among instructors
"I have to cover less r eq uir ed the time is] material just [ h on line because all that to teac b le” ast d ou interaction just "a t le takes so much time.” Conclusion: e •must be recognition for time requirement & im teachers made aware of both time commitmentT and the beneﬁts of online teaching • teachers should start slowly and add features as comfort level increases
ot ell rm et "I think that what we "Fo the bring to the kids is hat can youw going to change yb est ucation. To me, this ver ed is ... is ju st another way to act ice ’v e enrich what youre pr sur eI ering to the kids.” not deliv I m yet.” oun d it f on & De signIns tr ucti
[you need to be] "more clear with "Its harder to gauge if theyreinstructions . . . You getting it or not, and so if you want to know if theyre getting dont have the it or not you have to ask them personal contact. questions. And they have to Its all by notices respond to them. And then and e-mails.” that all takes so much longer online.” on & De signIns tr ucti
"We get f the yre should b pressure d that it "i ough e a ‘go-a pete nt en course, s-you-wa n t’com and but it do ve a head that way esnt wo rkt o mo and for me. So I comp lete always . . . put up in , I just due date suggeste d ha n d it s – this is where the m to you shou ld be if allow you want ahe ad.” be on tr to move ack.” on & De signIns tr ucti
Ins tr uction & Design Conclusions:• time needs to be provided for course developmentand communication with students• must be a communication plan; teacher-student &student-student• must be an effort to address higher order thinkingskills• need to take advantage of the affordances of digitaltechnology• timely and meaningful (descriptive, quality) feedbackto students is vital• it is clear that there is no ‘magic bullet’ for design:what works for one, may not for another (bothinstructor & learner)
"You hav e to be w different illing to t" I get e xcited problem things – be a ry solver . .ab out new somethin g doesnt . If te chnolo gy, and have to t hink abo work, yo u c a n p r es ut how y tr y to f i gure it way onlin ent it in a different ou e.” out. I think that s key.” or Conclusion: t ru ct • online teachers need to beIns proﬁcient teachers: patient, innovative, communicators and problem solvers.
"those who are self-“responsible learner,” motivated and they have“independent,” “good another reason for learningorganizational skills,” that subject other than just“good at planning,” “good the credit.”communicator,”“motivated,” “goodreaders,” “patient,”“confident with "be willing to asktechnology,” and questions too, contact“problem solvers” me when they are not getting something" r Conclusion: ne online learning is not for everyone -Le ar • students need to be made aware of the nature of online learning and the