Understanding the context of distancestudents: Differences in on- and off-campus engagement with an onlinelearning environ...
IntroductionDistance education continues to thrive!In part due to a complex relationship with onlinetechnologiesMuch onlin...
Context – Deakin UniversityApproximately 40,000 studentsApproximately 30% off-campusMature and large-scale OLE implementat...
MethodologyDSO = Deakin Studies OnlineIn 2011 all coursework students were surveyed about:• demographic and background inf...
Response rate & demographic information                                 Population   Sample       Number of respondents   ...
Place of access to DSO100%                                            80%                0.7%           6.2%              ...
Mode of access to DSO                                            60%   58.5%         0.6%   0.1%                          ...
Mean importance and satisfaction ratingsfor DSO functionsImportance:1 = not important; 3 = neutral; and 5 = very important...
5.0                                                                                  11             2                     ...
5.0                                                                              2                   4.5                  ...
5.0                                                                   11                      1                           ...
5.0                   4.5                                                       10                   4.0          Importan...
5.0                   4.5                   4.0          Importance                                     13                ...
5.0                                                         11                      1                                     ...
Mean frequency of use for DSO functions1 = never; 2 = less than once/week; 3 = once/week; 4 = once/day; and 5 = multiple t...
Mean frequency of use for DSO functions                              1 = never; 2 = less than once/week; 3 = once/week; 4 ...
Mean frequency of use for DSO functions                              1 = never; 2 = less than once/week; 3 = once/week; 4 ...
Overall satisfaction with DSO     1 = strongly disagree; 3 = neutral; and 5 = strongly agree                              ...
ConclusionsIn some ways, on- and off-campus students arebecoming more alike …                                             ...
ConclusionsIn some ways, on- and off-campus students arebecoming more alike …… but, there were still significant differenc...
ConclusionsIn some ways, on- and off-campus students arebecoming more alike …… but, there were still significant differenc...
ConclusionsIn some ways, on- and off-campus students arebecoming more alike …… but, there were still significant differenc...
Thank you for your timePresentation: http://myqr.co/IvMW                                    23
Upcoming SlideShare
Loading in …5
×

Sp111009

353 views

Published on

DEANZ 2012 presentation.

Published in: Education
0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total views
353
On SlideShare
0
From Embeds
0
Number of Embeds
59
Actions
Shares
0
Downloads
3
Comments
0
Likes
0
Embeds 0
No embeds

No notes for slide
  • Arrow 10 is the wrong direction, but displays correctly on presentation!
  • Arrow 10 is the wrong direction, but displays correctly on presentation!
  • Sp111009

    1. 1. Understanding the context of distancestudents: Differences in on- and off-campus engagement with an onlinelearning environment Associate Professor Stuart Palmer @s_palm . Institute of Teaching and Learning Deakin University, Australia 1
    2. 2. IntroductionDistance education continues to thrive!In part due to a complex relationship with onlinetechnologiesMuch online learning research ignores the influence ofdemographic characteristics of system usersThere are very real differences indemography, technology experiences and reasons forstudy between on- and off-campus students 2
    3. 3. Context – Deakin UniversityApproximately 40,000 studentsApproximately 30% off-campusMature and large-scale OLE implementation providingsupport to both on- and off-campus studentsPrevious investigations identified differences in theperceptions and use of elements of the OLE between onand off-campus students 3
    4. 4. MethodologyDSO = Deakin Studies OnlineIn 2011 all coursework students were surveyed about:• demographic and background information;• place and mode of access to DSO;• perception of importance of, satisfaction with, and frequency of use of, a range of DSO functions;• a number of overall DSO satisfaction measures; and• open-ended written comments about DSO 4
    5. 5. Response rate & demographic information Population Sample Number of respondents 22760 1322 Gender Female 59.5% 67.8% Male 40.5% 32.2% Faculty Arts and Education 30.4% 30.1% Business and Law 36.9% 28.6% Health 19.8% 22.9% Science and Technology 12.9% 16.9% Other - 1.5% Campus Geelong – Waurn Ponds 12.1% 14.1% Geelong – Waterfront 5.8% 7.5% Melbourne – Burwood 50.3% 43.5% Warrnambool 3.2% 3.5% Off-campus 28.6% 31.4% Mean enrolment duration 2.24 years 2.42 years 5
    6. 6. Place of access to DSO100% 80% 0.7% 6.2% 75.2% 68.6%80% Other 60% Home60% On-campus On-campus 82.3% 40% 93.6%40% Home 22.8% 20.5% 17.1% Other 20%20% 8.2% 17.0% 0.2% 0% 0% On-campus Off-campus On-campus Off-campus students students students students Primary place of access Other places of access 6
    7. 7. Mode of access to DSO 60% 58.5% 0.6% 0.1% 44.0% Desktop 40% Laptop 29.5% Desktop 29.1% 30.5% 25.4% Tablet Laptop Tablet 20% 16.6% Smartph. Smartphone Other 5.9% 5.9%69.8% Other † 1.8% 1.1% 0% On-campus Off-campus students students Primary mode of access Other modes of access 7
    8. 8. Mean importance and satisfaction ratingsfor DSO functionsImportance:1 = not important; 3 = neutral; and 5 = very importantSatisfaction:1 = not satisfied; 3 = neutral; and 5 = very satisfied 1. Accessing unit guide and other unit information 11. Submitting assignments 2. Accessing unit lecture, tutorial or lab notes etc 12. Receiving feedback on assignments 3. Interacting with unit learning resources 13. Working collaboratively in a group 4. Using the unit calendar 14. Reviewing unit progress 5. Reading unit announcements 15. Using the e-portfolio 6. Contacting teachers via internal unit messaging 16. eLive synchronous communication tool 7. Contacting students via internal unit messaging 17. iLecture class lecture recording 8. Reading contributions to online discussions 18. Other iLecture recoding (eg podcasts etc) 9. Contributing to online discussions 19. Deakin’s social software 10. Completing online quizzes/tests 20. Turnitin plagiarism/originality assessment 8
    9. 9. 5.0 11 2 1 12 4.5 17 3 5 10 8 18 14 6 9 4.0 20 16 Importance 13 7 3.5 15 3.0 4 ♦ N.S.D. 19 • On-campus Off-campus 2.5 3.00 3.25 3.50 3.75 4.00 4.25 Satisfaction1. Accessing unit guide and other unit information 11. Submitting assignments2. Accessing unit lecture, tutorial or lab notes etc 12. Receiving feedback on assignments3. Interacting with unit learning resources 13. Working collaboratively in a group4. Using the unit calendar 14. Reviewing unit progress5. Reading unit announcements 15. Using the e-portfolio6. Contacting teachers via internal unit messaging 16. eLive synchronous communication tool7. Contacting students via internal unit messaging 17. iLecture class lecture recording8. Reading contributions to online discussions 18. Other iLecture recoding (eg podcasts etc)9. Contributing to online discussions 19. Deakin’s social software10. Completing online quizzes/tests 20. Turnitin plagiarism/originality assessment 9
    10. 10. 5.0 2 4.5 17 5 18 14 6 4.0 20 Importance 7 3.5 15 3.0 ♦ N.S.D. • On-campus Off-campus 2.5 3.00 3.25 3.50 3.75 4.00 4.25 Satisfaction1. Accessing unit guide and other unit information 11. Submitting assignments2. Accessing unit lecture, tutorial or lab notes etc 12. Receiving feedback on assignments3. Interacting with unit learning resources 13. Working collaboratively in a group4. Using the unit calendar 14. Reviewing unit progress5. Reading unit announcements 15. Using the e-portfolio6. Contacting teachers via internal unit messaging 16. eLive synchronous communication tool7. Contacting students via internal unit messaging 17. iLecture class lecture recording8. Reading contributions to online discussions 18. Other iLecture recoding (eg podcasts etc)9. Contributing to online discussions 19. Deakin’s social software10. Completing online quizzes/tests 20. Turnitin plagiarism/originality assessment 10
    11. 11. 5.0 11 1 12 4.5 3 8 4.0 9 16 Importance 13 3.5 3.0 4 ♦ N.S.D. 19 • On-campus Off-campus 2.5 3.00 3.25 3.50 3.75 4.00 4.25 Satisfaction1. Accessing unit guide and other unit information 11. Submitting assignments2. Accessing unit lecture, tutorial or lab notes etc 12. Receiving feedback on assignments3. Interacting with unit learning resources 13. Working collaboratively in a group4. Using the unit calendar 14. Reviewing unit progress5. Reading unit announcements 15. Using the e-portfolio6. Contacting teachers via internal unit messaging 16. eLive synchronous communication tool7. Contacting students via internal unit messaging 17. iLecture class lecture recording8. Reading contributions to online discussions 18. Other iLecture recoding (eg podcasts etc)9. Contributing to online discussions 19. Deakin’s social software10. Completing online quizzes/tests 20. Turnitin plagiarism/originality assessment 11
    12. 12. 5.0 4.5 10 4.0 Importance 3.5 3.0 ♦ N.S.D. • On-campus Off-campus 2.5 3.00 3.25 3.50 3.75 4.00 4.25 Satisfaction1. Accessing unit guide and other unit information 11. Submitting assignments2. Accessing unit lecture, tutorial or lab notes etc 12. Receiving feedback on assignments3. Interacting with unit learning resources 13. Working collaboratively in a group4. Using the unit calendar 14. Reviewing unit progress5. Reading unit announcements 15. Using the e-portfolio6. Contacting teachers via internal unit messaging 16. eLive synchronous communication tool7. Contacting students via internal unit messaging 17. iLecture class lecture recording8. Reading contributions to online discussions 18. Other iLecture recoding (eg podcasts etc)9. Contributing to online discussions 19. Deakin’s social software10. Completing online quizzes/tests 20. Turnitin plagiarism/originality assessment 12
    13. 13. 5.0 4.5 4.0 Importance 13 3.5 15 3.0 4 ♦ N.S.D. 19 • On-campus Off-campus 2.5 3.00 3.25 3.50 3.75 4.00 4.25 Satisfaction1. Accessing unit guide and other unit information 11. Submitting assignments2. Accessing unit lecture, tutorial or lab notes etc 12. Receiving feedback on assignments3. Interacting with unit learning resources 13. Working collaboratively in a group4. Using the unit calendar 14. Reviewing unit progress5. Reading unit announcements 15. Using the e-portfolio6. Contacting teachers via internal unit messaging 16. eLive synchronous communication tool7. Contacting students via internal unit messaging 17. iLecture class lecture recording8. Reading contributions to online discussions 18. Other iLecture recoding (eg podcasts etc)9. Contributing to online discussions 19. Deakin’s social software10. Completing online quizzes/tests 20. Turnitin plagiarism/originality assessment 13
    14. 14. 5.0 11 1 12 4.5 3 8 4.0 9 16 Importance 3.5 3.0 ♦ N.S.D. • On-campus Off-campus 2.5 3.00 3.25 3.50 3.75 4.00 4.25 Satisfaction1. Accessing unit guide and other unit information 11. Submitting assignments2. Accessing unit lecture, tutorial or lab notes etc 12. Receiving feedback on assignments3. Interacting with unit learning resources 13. Working collaboratively in a group4. Using the unit calendar 14. Reviewing unit progress5. Reading unit announcements 15. Using the e-portfolio6. Contacting teachers via internal unit messaging 16. eLive synchronous communication tool7. Contacting students via internal unit messaging 17. iLecture class lecture recording8. Reading contributions to online discussions 18. Other iLecture recoding (eg podcasts etc)9. Contributing to online discussions 19. Deakin’s social software10. Completing online quizzes/tests 20. Turnitin plagiarism/originality assessment 14
    15. 15. Mean frequency of use for DSO functions1 = never; 2 = less than once/week; 3 = once/week; 4 = once/day; and 5 = multiple times/day 15
    16. 16. Mean frequency of use for DSO functions 1 = never; 2 = less than once/week; 3 = once/week; 4 = once/day; and 5 = multiple times/day On-campus Off-campus 4.0Mean frequency rating 3.5 3.0 2.5 2.0 1.5 1.0 1 2* 3 4* 5* 6 7 8 9 10* 11* 12* 13* 14* 15* 16 17 18 19* 20* DSO Function 16
    17. 17. Mean frequency of use for DSO functions 1 = never; 2 = less than once/week; 3 = once/week; 4 = once/day; and 5 = multiple times/day On-campus Off-campus 4.0 2. Accessing unit lecture, tutorial or lab notes etcMean frequency rating 3.5 4. Using the unit calendar 5. Reading unit announcements 3.0 10. Completing online quizzes/tests 11. Submitting assignments 2.5 12. Receiving feedback on assignments 13. Working collaboratively in a group 14. Reviewing unit progress 2.0 15. Using the e-portfolio 19. Deakin’s social software 1.5 20. Turnitin plagiarism/originality assessment 1.0 2* 4* 5* 10* 11* 12* 13* 14* 15* 19* 20* DSO Function 17
    18. 18. Overall satisfaction with DSO 1 = strongly disagree; 3 = neutral; and 5 = strongly agree On- Off-Statement campus campus Significance F1314 = 2.34DSO enhances my learning 4.25 4.33 p > 0.12 F1314 = 23.85DSO is reliable and available when I need it 3.93 4.21 p < 2x10-6I am satisfied with the level of support I F1314 = 2.95received in using DSO in my studies 3.82 3.93 p > 0.08 18
    19. 19. ConclusionsIn some ways, on- and off-campus students arebecoming more alike … 19
    20. 20. ConclusionsIn some ways, on- and off-campus students arebecoming more alike …… but, there were still significant differences betweenon- and off-campus student engagement with the OLE 20
    21. 21. ConclusionsIn some ways, on- and off-campus students arebecoming more alike …… but, there were still significant differences betweenon- and off-campus student engagement with the OLEThese differences challenge the institution to understandthe reasons for them … 21
    22. 22. ConclusionsIn some ways, on- and off-campus students arebecoming more alike …… but, there were still significant differences betweenon- and off-campus student engagement with the OLEThese differences challenge the institution to understandthe reasons for them …… and also challenge the value of one-size-fits-allinstitutional policies and templates for the use of OLEs 22
    23. 23. Thank you for your timePresentation: http://myqr.co/IvMW 23

    ×