Student Perspectives on Videoconferencing in Teacher Education at a Distance presented by Lynn Senette EDAE 637  Source: G...
Problem <ul><li>  “ Growing their own” </li></ul><ul><li>Scottish Context:  How to supply Gaelic-medium teacher training w...
Research Questions <ul><li>What do students think of teacher approaches (pedagogy) and student engagement? </li></ul><ul><...
Literature Review <ul><li>Teaching Issues  </li></ul><ul><li>Tech experience of tutor and awareness of importance of inter...
Literature review con’t. <ul><li>Benefits </li></ul><ul><li>Access </li></ul><ul><li>decreased geographic isolation </li><...
Key Terms <ul><li>Videoconference:  interactive audio/visual communication among 3 or more people at 2 or more sites using...
Methods <ul><li>Qualitative approach </li></ul><ul><li>Sample:  students having completed one-year graduate course in init...
Findings <ul><li>Access </li></ul><ul><li>Positives of DE </li></ul><ul><li>local community </li></ul><ul><li>ease of trav...
Findings con’t.  <ul><li>Pedagogy  </li></ul><ul><li>Presence of teacher </li></ul><ul><li>Group work </li></ul><ul><li>St...
Analysis and Conclusion <ul><li>Analysis </li></ul><ul><li>Lit. Review—summarized current knowledge </li></ul><ul><li>Fram...
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Student Perspectives On Videoconferencing In Teacher Education Final At

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Student Perspectives On Videoconferencing In Teacher Education Final At

  1. 1. Student Perspectives on Videoconferencing in Teacher Education at a Distance presented by Lynn Senette EDAE 637 Source: Gilles, D. (2008). Student perspectives on videoconferencing in teacher education at a distance. Distance Education , 29(1) 107-118.
  2. 2. Problem <ul><li> “ Growing their own” </li></ul><ul><li>Scottish Context: How to supply Gaelic-medium teacher training while remaining close to suitable schools and other Gaelic speaking teachers who carry out placement visits and classroom assessments </li></ul><ul><li> Purpose </li></ul><ul><ul><li>To examine pedagogical and social issues related to videoconferencing from students’ perspectives </li></ul></ul><ul><ul><li>Part of an action research project to increase practice and quality of the course </li></ul></ul><ul><ul><li>“ The medium is part of the message” </li></ul></ul>
  3. 3. Research Questions <ul><li>What do students think of teacher approaches (pedagogy) and student engagement? </li></ul><ul><li>How can they best be approached by the v/c format? </li></ul>
  4. 4. Literature Review <ul><li>Teaching Issues </li></ul><ul><li>Tech experience of tutor and awareness of importance of interaction needed to perform role </li></ul><ul><li>Constructivist approach </li></ul><ul><li>Social interaction vs cognitive interaction </li></ul><ul><li>Student Engagement </li></ul><ul><li>Multi-sites decreased interaction </li></ul><ul><li>-camera issues </li></ul><ul><li>- off task—online shopping </li></ul><ul><li>On- site tutor increased interaction </li></ul>
  5. 5. Literature review con’t. <ul><li>Benefits </li></ul><ul><li>Access </li></ul><ul><li>decreased geographic isolation </li></ul><ul><li>no longer campus based model </li></ul><ul><li>remote access to expert input/opinion </li></ul><ul><li>Cost </li></ul><ul><li>cost effective way to address mandate for equal access </li></ul><ul><li>Interaction </li></ul><ul><li>real time immediate, collaborative </li></ul><ul><li>shared presence, camaraderie </li></ul><ul><li>increased cultural awareness </li></ul><ul><li>Challenges </li></ul><ul><li>Flexibility </li></ul><ul><li>-tech issues/fall back alternative? </li></ul><ul><li>-less student autonomy--must be present at site </li></ul><ul><li>Pedagogical </li></ul><ul><li>-invites delivery of lectures in an inferior way </li></ul><ul><li>-requires teacher training </li></ul>
  6. 6. Key Terms <ul><li>Videoconference: interactive audio/visual communication among 3 or more people at 2 or more sites using teleconferencing technologies and full bandwidth </li></ul><ul><li>Engagement : willingness to participate and be successful in course </li></ul><ul><li>Tutor : teacher/professor </li></ul><ul><li>Action Research : reflective process of problem solving done in by individuals in teams or communities </li></ul><ul><li>Social presence/interaction : a person’s perceived intimacy, immediacy, and role in a relationship. Feeling “real” in a mediated environment </li></ul><ul><li>Pedagogy : principles and method of instruction </li></ul><ul><li>Hermeneutics : qualitative approach focusing on lived experience of individuals and how they interpret those experiences </li></ul><ul><li>Grounded Theory : research approach that aims to develop theories grounded in real world observations </li></ul>
  7. 7. Methods <ul><li>Qualitative approach </li></ul><ul><li>Sample: students having completed one-year graduate course in initial teacher ed. </li></ul><ul><ul><li>N = 27 (14 @ site #1, 7 @ site #2, and 6 at site #3) </li></ul></ul><ul><ul><li>Instrument : reply paid, open-ended questionnaire with two parts: </li></ul></ul><ul><ul><li>Part one (5 questions) queried students general experiences with distance ed. </li></ul></ul><ul><ul><li>Part two (10 questions) delved into their experiences with v/c and perceptions of its strengths and weaknesses </li></ul></ul><ul><ul><li>Response rate 15/27 </li></ul></ul><ul><ul><li>Analysis : Hermeneutic spiral drawn from grounded theory </li></ul></ul>
  8. 8. Findings <ul><li>Access </li></ul><ul><li>Positives of DE </li></ul><ul><li>local community </li></ul><ul><li>ease of travel </li></ul><ul><li>less disruption to life </li></ul><ul><li>contact with future colleagues </li></ul><ul><li>supportive group atmosphere </li></ul><ul><li>Disadvantages DE </li></ul><ul><li>↓ access to teacher </li></ul><ul><li>↓ access to library/bookstore </li></ul><ul><li>↓ time spent on certain </li></ul><ul><li>elements of course </li></ul><ul><li> “ not a real student” </li></ul><ul><li> IT issues </li></ul><ul><li>Perceptions of V/C format </li></ul><ul><li>Strengths </li></ul><ul><li>Dependent on teacher’s expertise </li></ul><ul><li>live and immediate </li></ul><ul><li>local group interaction </li></ul><ul><li>Weaknesses </li></ul><ul><li>time delays </li></ul><ul><li>background noise (mics not muted) </li></ul>
  9. 9. Findings con’t. <ul><li>Pedagogy </li></ul><ul><li>Presence of teacher </li></ul><ul><li>Group work </li></ul><ul><li>Students protective of time </li></ul><ul><li>Early access to course materials </li></ul><ul><li>Preconference tasks </li></ul><ul><li>Video streaming lectures </li></ul><ul><li>Student Engagement </li></ul><ul><li>Active participation ↑ </li></ul><ul><li>Relevance of topic ↑ </li></ul><ul><li>Prior tasks ↑ </li></ul><ul><li>IT issues ↓ </li></ul><ul><li>Lack of teacher expertise with v/c ↓ </li></ul><ul><li>Doing tasks during v/c ↓ </li></ul><ul><li>Social Presence </li></ul><ul><li>Group cohesion on-site vs between -sites </li></ul><ul><li>Presence of teacher </li></ul><ul><li>Off air-time </li></ul>
  10. 10. Analysis and Conclusion <ul><li>Analysis </li></ul><ul><li>Lit. Review—summarized current knowledge </li></ul><ul><li>Framework—clearly linked to purpose </li></ul><ul><li>Sample– purposive (inferred), included mortality rate </li></ul><ul><li>Research Questions—l ess than clearly stated </li></ul><ul><li>Design—appropriate approach </li></ul><ul><li>Measurement—interview questions reflected research questions, unbiased </li></ul><ul><li>Findings—appropriate to purpose of study </li></ul><ul><li>Conclusion </li></ul><ul><li>Confirms issues r/t videoconferencing found in previous studies with new insights regarding: </li></ul><ul><li>interaction </li></ul><ul><li>tutor contact </li></ul><ul><li>facilitates “growing your own” approach </li></ul><ul><li>Implications to Practice </li></ul>

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