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EDAE 637 Lynn's research article

EDAE 637 Lynn's research article

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Student Perspectives On Videoconferencing In Teacher Education Final At Student Perspectives On Videoconferencing In Teacher Education Final At Presentation Transcript

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