• Share
  • Email
  • Embed
  • Like
  • Save
  • Private Content
Self paced learners; expectations and concerns about social
 

Self paced learners; expectations and concerns about social

on

  • 1,478 views

Slides by Adem Akbiyik and Terry Anderson. Qualitative analysis of a 2009 survey of self-paced students

Slides by Adem Akbiyik and Terry Anderson. Qualitative analysis of a 2009 survey of self-paced students

Statistics

Views

Total Views
1,478
Views on SlideShare
1,477
Embed Views
1

Actions

Likes
0
Downloads
11
Comments
0

1 Embed 1

https://www.coursesites.com 1

Accessibility

Categories

Upload Details

Uploaded via as Microsoft PowerPoint

Usage Rights

CC Attribution License

Report content

Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
  • Full Name Full Name Comment goes here.
    Are you sure you want to
    Your message goes here
    Processing…
Post Comment
Edit your comment

    Self paced learners; expectations and concerns about social Self paced learners; expectations and concerns about social Presentation Transcript

    • Self-paced Learners’ Expectations and Concerns About Social Software Terry Anderson, PhD and Professor Athabasca University Centre for Distance Education Adem Akbiyik, Visiting Scholar Sakarya University – Turkey www.sakarya.edu.tr The Canadian Network for Innovation in Education (CNIE) May 16, 2011 – Hamilton, Ontario
      • Social networking tools in education
      • Purpose of the study
      • Methodology
      • Findings & Evaluation
      • Demonstration of QDA Miner
      • Your comments & Questions
      Presentation Overview Self-paced Learners’ Expectations and Concerns About Social Software
      • Growing Interest in Social Software
        • The term social software refers to a set of network tools designed specifically to support sharing, collaboration, socializing and resulting in the development of multiple forms of social capital (Jones & Thomas, 2007).
        • profiles, wikis, blogs, posting walls, artefact tagging, web conferencing, calendaring and other network-based tools
      Social Networking Tools in Education Self-paced Learners’ Expectations and Concerns About Social Software
      • Growing Interest in Social Software
      • Anderson et all (2010);
        • Widely used in entertainment and social applications,
        • Growing interest in their use in formal education applications,
        • Distance education and especially self-programming models may be the biggest beneficiaries of the use of these tools.
      Self-paced Learners’ Expectations and Concerns About Social Software Social Networking Tools in Education
      • Growing Interest in Social Software
      • Anderson (2006);
        • Educational social software allows individuals to meet, work together, and share insights, ideas and artefacts, thus affording learners the opportunity to meet each other and forge learning relationships .
      Self-paced Learners’ Expectations and Concerns About Social Software Social Networking Tools in Education
      • Little is known about students’ interest, expectations and expertise using these tools.
      • The purpose of this study is to determine self-paced learners’ expectations and concerns about educational social software.
      • In this study the qualitative results of an online questionnaire (n=967) completed by undergraduate students enrolled in self-paced distance education programming are presented.
      The purpose of the study Self-paced Learners’ Expectations and Concerns About Social Software
      • Two open-ended questions gathered the positive and negative expectations or concerns about social networking use
      • Received 574 responses,
      • Coded and analyzed by using QDA Miner (a qualitative/quantitative analysis software)
      • The coding scheme was inductively developed by the researchers using a grounded theory approach.
      Methodology Self-paced Learners’ Expectations and Concerns About Social Software
    • Demographic Features - Gender Self-paced Learners’ Expectations and Concerns About Social Software
    • Demographic Features – Age Range Self-paced Learners’ Expectations and Concerns About Social Software
    • Demographic Features – Work Status Self-paced Learners’ Expectations and Concerns About Social Software
    • How many DE courses have you taken before? Self-paced Learners’ Expectations and Concerns About Social Software
    • Code Categories - Concerns Self-paced Learners’ Expectations and Concerns About Social Software
    • Self-paced Learners’ Expectations and Concerns About Social Software Code Categories - Expectations
    • Concerns & Expectations About Social Software Self-paced Learners’ Expectations and Concerns About Social Software
    • Concerns About Social Software Self-paced Learners’ Expectations and Concerns About Social Software
    • Expectations About Social Software Self-paced Learners’ Expectations and Concerns About Social Software
    • Concerns by Gender Self-paced Learners’ Expectations and Concerns About Social Software
    • Concerns by Gender Self-paced Learners’ Expectations and Concerns About Social Software   Female Male Student's F P value C2.2(skill) 12.80% 4.10% 7.033 0.001 C5(privacy) 7.80% 13.40% 2.351 0.096 C1.1(peer) 4.40% 1.70% 1.66 0.191 C6(noconcern) 11.80% 16.90% 1.038 0.355 C3.2(flexibility) 17.20% 15.70% 0.638 0.529 C2.3(technicalproblems) 9.80% 10.50% 0.61 0.544 C3.1(waste) 10.20% 9.30% 0.44 0.645 C1.2(tutor) 1.80% 1.20% 0.276 0.759 C2.1(complexity) 5.20% 7.00% 0.273 0.761 C4.2(quality) 7.80% 8.70% 0.157 0.855 C4.1(satisfied) 3.60% 3.50% 0.106 0.899 C7(mandatory) 4.00% 4.10% 0.086 0.918 C4.3(other) 3.60% 4.10% 0.07 0.933
    • Expectations by Gender Self-paced Learners’ Expectations and Concerns About Social Software
    • Expectations by Gender Self-paced Learners’ Expectations and Concerns About Social Software   Female Male Student's F P value E4.1(ease) 13.90% 16.80% 3.968 0.019 E4.2(enrichment) 9.00% 15.50% 3.047 0.048 E1.1(peer) 27.80% 20.00% 1.328 0.266 E1.2(tutor) 17.50% 12.90% 0.879 0.416 E5(noexpectation) 6.20% 8.40% 0.676 0.509 E3.1(transaction) 4.90% 5.80% 0.233 0.792 E2.1(simplicity) 10.00% 10.30% 0.196 0.822 E3.2(flexibility) 10.80% 10.30% 0.163 0.850
    • Privacy Concern by Age Self-paced Learners’ Expectations and Concerns About Social Software
        • Concern about skills – females were higher than males,
        • Expectation of improvement in learning and success of students – males were higher than females,
        • Expectation of content enrichment – males were higher than females
        • As age increases, concern about the confidentiality of students’ personal information but also plagiarism and privacy tend to increase.
      • Particular attention should be paid to the concerns of female and older students.
      Conclusion Self-paced Learners’ Expectations and Concerns About Social Software
        • Despite the fact that there are some concerns about social software , these tools have the potential to improve self-paced learning.
        • The flexibility of being able to study at times that suit learners’ lifestyles should be maintained while practising social software applications.
      Conclusion Self-paced Learners’ Expectations and Concerns About Social Software
      • Anderson, T.  (2006) Proceedings of the Open & Distance Learning Association of  Australia : Distance learning - Social software's killer app? Adelaide:  ODLAA.
      • Anderson, T., Poellhuber B., & McKerlich, R. (2010) Self-paced Learners Meet Social Software: An Exploration of Learners’ Attitudes, Expectations and Experience. Online Journal of Distance Learning Administration,13 (4). http://www.westga.edu/~distance/ojdla/Fall133/anderson_poellhuber_mcKerlich133.html
      • Jones, N., & Thomas, P. (2007). Inter-organizational collaboration and partnerships in health and social care; The role of social software. Public Policy and Administration, 22 , 289-302.
      Resources Self-paced Learners’ Expectations and Concerns About Social Software