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Online Learning (3 studies) No Magic Bullet
 

Online Learning (3 studies) No Magic Bullet

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Slides for National Congress on Rural Education. Saskatoon, SK. March 2012

Slides for National Congress on Rural Education. Saskatoon, SK. March 2012

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  • Intro ourselves – who & what is our role\n
  • Brief – story of study (BU CARES, SW Supers, etc) development to online focus\n
  • Generally no written policy or guidelines, policy may be restrictive,, but need plan & guidelines\n
  • Also: bandwidth issues (especially at home), filtering issues\n
  • Support – 5 areas: 1) Tech support – not just equipment, but software & other tech issues as well\n
  • Parent, admin, onsite support \nGaining parent /community support (important to school) , communication awareness\nAdmin & Guidance Counselors need info\nOnsite support is VERY important – often Principal, for distributing materials but also to touch base with kids & ‘keep on top of them’, if needed\n
  • Professional learning is vital..\nOne day training is ok to start, but not enough\nVisitations, talking to other online teachers (WBC meetings? – need more)\nonline resources & communities may have an important role to play in this\n
  • Time to prep & deliver a course, does decrease with experience…\nTeachers acknowledged time, but realized the pay-offs balanced this out\nSupport & recognition\n
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  • Large area – areas include: strategies & tools, communication, flexibility & pacing, assessment & social aspects…\n(sorry for crowded slide, can see in detail in the report, if wanted)\n
  • Need comfort level with tech (varied, but important)\nBe a problem solver\n
  • Learner characteristics – not everyone should take online courses,\nGet them to buy in at start\nSome do better in online than f2f\n
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Online Learning (3 studies) No Magic Bullet Online Learning (3 studies) No Magic Bullet Presentation Transcript

  • 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
  • Study 1
  • PremiseThe brain isthe interfacebetween usand ourenvironment
  • Research QuestionIs there a correlation betweenstudent’s cognitive style and their: comfort with WebCT use of WebCT satisfaction with WebCT
  • Background #1How we acquire informationin the natural environment: Vision Sound Force Scent Taste
  • Background #1How we acquire information in the classroom: Vision Sound Force Scent Taste
  • Background #2Field Independent Field Dependent Details First “Big Picture” First then then creates fits “Big Picture” Details
  • Background #2 AAAAAAA AAAAAAA AAAAAAA AAAAAAA AAAAAAA AAAAAAA AAAAAAAScientific American, July 2009
  • Background #2With Damage to the With Damage to the Right Hemisphere Left Hemisphere A A A A A A A AA A A A A A A A A A Scientific American, July 2009
  • Research Findings Field Dependant learners are less comfortable• uploading & downloading files• converting between file types
  • Findings / InterpretationFD (Global) learners have a lowertolerance for technical details=> importance of introductory sessions=> importance of technical support
  • Findings / InterpretationFD (Global) pays less attention todetails=> more prone to errors
  • Findings / InterpretationAuditory Learners=> Spent the same amount of time online=> Accessed fewer pages
  • Findings / InterpretationKinesthetic Learners=> Spent the same amount of time online=> Accessed more pages
  • Your TurnWhat does this mean to you?
  • Study 2
  • 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
  • Your turn!
  • Study 3
  • Lili JardineStudent’s Success & Satisfaction with Online Learning: An Examination of SecondarySchools in a Rural School Division
  • Course Delivery64% of students were satisfiedStudent ConcernsDifferent apps (LMS) for different coursesTechnological ChallengesLack of connection with teacher
  • Quality of Courses60% of students were satisfied Teacher ConcernsLacked time to develop engaging courses Wanted time to learn new tools
  • Technology Support60% of students were satisfiedStudent ConcernsSome functions did not workSchool/Teachers slow fix problems
  • Course Content58% of students were satisfiedStudent ConcernsNot engaging, content unclear Teachers Concerns Students lacked reading skills to cope
  • Clarity of Courses56% of students were satisfiedStudent ConcernsUnderstanding expectations of differentassignments interfered with handingassignments in on time
  • Feedback54% of students were satisfiedStudent ConcernsCould have done better if feedback weremore timelyTeacher slow to respond or did notrespond to student queries
  • Group Work26% of students were satisfiedStudent ConcernsNot enough group activitiesGroup activities always seemed the same
  • Course DevelopmentTeacher Concerns30 - 320 hours planning6 - 20 hours per week delivering course ??? hours per week marking
  • What do you think?
  • Summary: areas of overlap Text Please refer to the handout.
  • Thank you for attending our session!feel free to continue the dialogue on our blog or via email