CADE 2003 - Tele-Teaching Advanced Placement Social Studies Courses in an Asynchronous Manner

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Barbour, M. K. (2003, June). Tele-teaching advanced placement social studies courses in an asynchronous manner. Paper presented at the annual Canadian Association for Distance Education conference, St. John's, NL.

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CADE 2003 - Tele-Teaching Advanced Placement Social Studies Courses in an Asynchronous Manner

  1. 1. Tele-Teaching AdvancedPlacement Social Studies Courses in an Asynchronous Manner Michael K. Barbour
  2. 2. Musing of a Social Studies E-Teacher Michael K. Barbour
  3. 3. Advanced Placement ProgrammeThe Advanced Placement (AP) programme, which offersuniversity level courses to secondary school students,administers a standardised test each Spring whichdetermines whether or not students will be eligible foruniversity transfer credit.Traditionally, AP courses are taught in a classroomsetting, to a small group of academically strong students.However, decreased educational funding has limited thistype of environment to urban schools or large regionalhigh schools. Even in these environments, AP courseshave usually been limited to the Mathematics and Sciencecourses.
  4. 4. Tele-Teaching Vista School District 1999-2000 to present Centre for Advanced Placement Education Pilot – 2000-01 2001-02 to present Illinois Virtual High School 2000-01 to present
  5. 5. Vista School DistrictAP European History AP Comparative 1999-2000 -> 3 students, 2 Government and Politics schools 2000-01 -> 1 student, 1 2000-01 -> 3 students, 2 school schools AP United States History 2001-02 -> 2 students, 2 2000-01 -> 1 student, 1 schools school 2002-03 -> 2 students, 1 2001-02 -> 2 students, 1 school schoolAP Human Geography AP United States 2000-01 -> 5 students, 1 Government and Politics school 2000-01 -> 1 student, 1 2001-02 -> 1 student, 1 school school
  6. 6. Centre for Advanced Placement EducationAP European History 2000-01 -> 3 students, 2 schools 2001-02 -> 1 student, 1 schoolAP Human Geography 2000-01 -> 1 student, 1 school 2001-02 -> 1 student, 1 schoolAP Comparative Government and Politics 2002-03 -> 1 student, 1 schoolAP United States History 2001-02 -> 1 student, 1 schoolAP United States Government and Politics 2002-03 -> 1 student, 1 school
  7. 7. Illinois Virtual High SchoolAP European History 2001-02 -> 6 students, 4 schools 2002-03 -> 16 student, 12 schoolsAP Human Geography 2002-03 -> 13 students, 10 schools
  8. 8. Totals AP European History 36 students, 23 schools AP Human Geography 21 students, 13 schools AP Comparative Government and Politics 2 students, 2 schools AP United States History 4 students, 3 schools AP United States Government and Politics 2 students, 2 schools
  9. 9. FormatE-mail Weekly update on work for that week As needed throughout the weekOnline Lectures Primarily text-based, with some images No multimedia itemsDiscussion Forum Question posted each week which students must respond to Students also required to reply to one other students’ postWeekly Evaluation Week 1 – test prep item Week 2 – test prep item Weeks 3 & 4 – content-based project
  10. 10. Instant Messaging1. Did you use ICQ this year to communicate with other students in the course? Yes No2. If "yes," describe how you used ICQ to communicate with other students in the course?3. Did you use MSN Messenger this year to communicate with other students in the course? Yes No4. If "yes," describe how you used MSN Messenger to communicate with other students in the course?5. Did you use any other instant messaging programme this year to communicate with other students in the course? Yes No6. If "yes," which programme and describe how you used it to communicate with other students in the course?7. Is there anything about the use of instant messaging that you would like to add?
  11. 11. Instant Messaging fourteen of the twenty-one students in the course replied to this message 2 students indicated they had used ICQ, while 4 students stated they had used MSN Messenger while the level of usage of various instant messaging programmes was low, the students that did make use of them found them a valuable tool the most common uses were to simply get to know other students, to ask questions about content or evaluations, or to ask and answer questions to review for tests the students indicated that they like to instant and informal nature of instant messaging
  12. 12. Instant Messaging The use of instant messaging addsto the ability to understand conceptsand ideas. It allows us to get instantanswers to many of the questions that we have rather than having to wait for e-mail back from our e-teacher. Also, we are able to get alternate answers to review questions that could show up on tests.
  13. 13. Instant MessagingFor some students that are in the course, I have addedthem to my contact lust for messenger. If they are onlineat the same time as I am than we will sometime converseanswers and questions to review for tests and assignmentsbut that is all.If I had a problem I would go online to see if anyone wason to ask. Also, if I needed to know when something wasdue I asked people.I simply just chatted with people in the course who are onmy list, outside of class.Used instant messaging to talk about history and get toknow other students.
  14. 14. Discussion ForumStudents from two different classes participated in an onlinediscussion forum. At the conclusion on the course, students had tooption to take an external exam and received a score of 1 to 5 basedupon a standard curve, with 1 being the lowest and 5 being thehighest.There were three different categories in the discussion forum. The“Discussion” category was a place where students participated in adirected, threaded discussion. The “Main” category was a placewhere students would post course-related messages that weren’tpart of the directed discussion. Finally, the “DC Café” was a placefor students to discuss anything that they wanted to.When viewing the following charts, the number of messages postedis listed across the top of the chart and the students’ scores on theexternal exam is listed along the side.
  15. 15. Discussion Forum - AP European HistoryThe students who participated in this discussion forum over a25 week period did so under the following conditions:• the participation of 19 students was part of an assignmentvalued at less than 5% of their final mark• the participation of 3 students was mandatory twice weeklyand worth 15% of the students final grade• the participation of 2 students was mandatory twice weeklyand worth 15% of the students final grade, but these studentsonly participated for the final 18 weeks• the participation of 1 student was entirely optional and notworth any of their final mark
  16. 16. Discussion Forum - AP European History All categories 0-9 10-19 20-29 30-39 40-49 > 50 5 3 2 1 4 1 3 1 3 3 3 2 1 1 1 1 1 1 - 2 1 Discussion category 0-5 6-10 11-15 16-20 21-25 26-30 5 1 2 3 4 1 1 3 3 2 2 2 2 1 1 1 1 1 1 - 1 1 1
  17. 17. Discussion Forum - AP Human GeographyThe students who participated in this discussion forum overa 26 week period did so under the following conditions:• the participation of 15 students was part of a mandatoryassignment that was worth approximately 10% of thestudents’ final mark•the participation of 5 students was mandatory twice weeklyand worth 15% of the students final grade
  18. 18. Discussion Forum - AP Human GeographyAll categories 0-9 10-19 20-29 30-39 40-49 > 505 2 14 1 1 132 1 21 1 2- 3 1 2 1 1Discussion category 0-5 6-10 11-15 16-20 21-25 > 265 2 14 2 132 1 1 11 1 2- 2 1 1 4
  19. 19. Discussion Forum - TrendsExcluding the students whose participation wasmandatory, the following trends were noticed:• in both classes, students who participated morescored better on the external exam than students whoparticipated less• lack of participation did not guarantee a poor score,no more than a large amount of participationguaranteed a high score (as seen by the participationand scores of the students’ whose participation wasmandatory)
  20. 20. Discussion Forum - ConclusionsThere are some general conclusions which can be drawn:• students who write about a subject learn that subject better• participation in an open discussion forum forces students towrite about a subject• students who participate in online discussion forums tend toperform better than students who are non-users of the onlinediscussion forumsMain question for future research: Do better students participate more in online discussion forums or do students who participate more in online discussion forums perform better?
  21. 21. Conclusions Based upon practice moreso than research Students who are independent learners will perform well in a totally asynchronous environment Students who are self-motivated will perform well in a totally asynchronous environment Students who interact through asynchronous means with the e- teacher and their classmates will perform well in a totally asynchronous environment Students perception of their relationship with the e-teacher will determine their level of interaction with their classmates and especially their e-teacher

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