Research presentation

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Research presentation

  1. 1. A Case Study Comparing Teaching Strategies and Student Learning Outcomes Between On Campus and Distance Courses at a Midwest University Mary Jo Davis December 7, 2005
  2. 2. Distance Learning-Is It An Improvement to Learning or a New Challenge for Students <ul><li>Growth and new technologies will cause exponential growth in both online and distance opportunities in the next few years </li></ul><ul><li>What are the challenges for professors who want to teach an web, remote, or learning package course </li></ul><ul><li>Who are the typical DL students </li></ul><ul><li>What challenges face this new learning group when re-entering the world of education </li></ul><ul><li>How can the process of higher education improve and insure the success of distance learners in the future </li></ul>
  3. 3. 1. Introduction
  4. 4. Technology is transforming education <ul><li>56% of all 2 and 4 year institutions had online programs in 2001-2002 </li></ul><ul><li>Estimated that over 68% will have programs by 2005 </li></ul><ul><li>Less than 25% of today’s college students are in the traditional 18-25 age bracket </li></ul><ul><li>It is predicted that higher education in the future will have traditional facilities, online facilities or a blend of the two </li></ul><ul><li>National Center for Educational Study, 2001-2002 </li></ul>
  5. 5. 2. Literature Review
  6. 6. Trends found in existing research <ul><li>Instructor Perspective </li></ul><ul><li>Instructors must use technology as supplement to course work, not as substitute for it </li></ul><ul><li>Instructional designer must keep in mind adult learning styles </li></ul><ul><li>When designing for virtual classroom, instructors must effectively manage student interaction with the classroom and each other </li></ul><ul><li>Instructors must wear three “hats” to be effective designers/instructors in the distance classroom </li></ul><ul><ul><li>Technological hat </li></ul></ul><ul><ul><li>Pedagogy hat </li></ul></ul><ul><ul><li>Social hat </li></ul></ul>
  7. 7. Trends in existing research (con’t) <ul><li>Student Perspective </li></ul><ul><li>Students in the DL class must be prepared for various challenges </li></ul><ul><ul><li>Must be self-starting, highly motivated student </li></ul></ul><ul><ul><li>Learn to ignore multiple outside distractions </li></ul></ul><ul><ul><li>Lack of visual communication cues that hamper effective communication </li></ul></ul><ul><li>Students should not view web content as excuse to not attend class, in remote site classrooms </li></ul><ul><li>Don’t be afraid to ask questions </li></ul><ul><li>Bring your own life experiences to the classroom to enrich the learning experience-help to connect lessons with real life </li></ul>
  8. 8. 3. Methodology
  9. 9. Professor/Instructor Interviews <ul><li>Professors chosen for interview were from all three DL class formats at the university studied: online, remote site, and learning package </li></ul><ul><li>Interview protocol was designed to measure key issues in course format & design, teaching styles, and several other categories </li></ul><ul><li>Semi-structured interviews were held to focus on questions and also allow for free flow of ideas and opinions </li></ul><ul><li>Results of taped interview sessions were transcribed, tabulated, and common issues were listed in table form, including demographic data about professors teaching history in DL classrooms </li></ul>
  10. 10. Students Surveyed <ul><li>Three sections of the same on campus course were surveyed for their opinions of technology and learning-84 students total were surveyed </li></ul><ul><li>On campus survey results were tabulated and trends discussed in the paper, although a direct comparison to opinions of DL students was not possible </li></ul><ul><li>On campus results were also compared to the professor’s opinions of technological challenges faced by DL students for comparison to on campus students views </li></ul><ul><li>Access to DL students was not available for this study </li></ul>
  11. 11. 4. Discussion of Results
  12. 12. Professor Interview Results <ul><li>History of teaching in DL environment ranged from less than 1 year to 9 years plus </li></ul><ul><li>Most professors utilize web content in both their on campus and off campus courses, even in other countries which pose even more teaching/learning challenges </li></ul><ul><li>Identified common challenges for students </li></ul><ul><ul><li>Time Management </li></ul></ul><ul><ul><li>Attendance issues </li></ul></ul><ul><ul><li>Low course completion rates </li></ul></ul><ul><ul><li>Outside obligations & distractions </li></ul></ul><ul><ul><li>Personality traits/learning styles that affect success </li></ul></ul><ul><ul><li>Shortened class format </li></ul></ul><ul><ul><li>Information overload </li></ul></ul><ul><ul><li>Hesitation to ask questions </li></ul></ul>
  13. 13. On Campus Survey Results <ul><li>Eighty four on campus students were surveyed in a 200 level course </li></ul><ul><li>Majority of students in this course were between the age of 18-25 </li></ul><ul><li>Most were taking the course as a required course for their major </li></ul><ul><li>Over half of the on campus students felt the Blackboard classroom is easy to navigate and felt it had little to some effect on their success in the classroom </li></ul><ul><li>Over two thirds of the on campus students have access to a high speed Internet connection either at their residence or on campus </li></ul>
  14. 14. 5. Limitations of study
  15. 15. Limitations to Professor Interviews <ul><li>Would have been beneficial to interview a larger pool of professors yielding more data for comparison </li></ul><ul><li>In order to survey a larger bank of instructors, more long distance interviews would need to be done </li></ul><ul><li>Important to focus on various formats of DL opportunities available </li></ul><ul><li>May improve data and study validity if would include instructors from other educational facilities </li></ul>
  16. 16. Limitations to Student Surveys <ul><li>Needed to survey/interview DL students, and should have explored the difficulties with access before including them in original research design </li></ul><ul><li>The lack of access to DL students curtailed ability to compare on campus to off campus students </li></ul><ul><li>May have gotten more varied responses if survey had been administered to a 300 or 400 level course </li></ul><ul><li>Wider range of courses surveyed may have provided more variation in responses to questions </li></ul><ul><li>More responses would lead to higher validity of the study </li></ul>
  17. 17. VI. Contributions
  18. 18. Contributions of this study <ul><li>Provided a “snapshot” of current DL programs at the Midwest university studied </li></ul><ul><li>Identified key strategies for professors to modify course design to improve student learning </li></ul><ul><li>Identified leading challenges facing current DL students </li></ul><ul><li>Identified other obstacles to successful distance learning </li></ul><ul><li>Study could be used to educate potential DL students so they can be wise consumers when choosing the educational format for any future Distance Learning endeavors </li></ul>
  19. 19. Questions ? ? ?

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