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Educ 200


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Educ 200

  1. 1. Studies in Distance Education: Which Do You Prefer? At Home or in the Classroom Versus Click here Click here
  2. 2. Table of Contents 1. Comparison of two models: Classroom or Distance Education I. Practical Solutions to Increase Achievement II. The Effectiveness of Distance Education Models 2. Traditional Approaches to Distance Education 3. New Developments in Effectiveness of Technology on Distance Learning 4. How Much of a Role Does Distance Teaching Methods Play in Student Achievement
  3. 3. Classroom, the Traditional Model Positives and Negatives of the classroom model • Face to Face Interaction between student and teacher (Bernard et al, p.400, 2004) • Face to Face Interaction with other students (Bernard et al, p.400, 2004) • Does not account for new media that have increased effectiveness (Bernard et al, p.389,2004) • Effectiveness in distance learning limited to certain subject areas (Bernard et al, p 400, 2004) Click, for comparison of each model in pretest and post test
  4. 4. Distance Education – You’ve come a Long Way? • Positives Distance Education is not what it used to be, much more computer based and interactive (Bernard et al, p. 380, 2004) High Dropout rates of Distance Education lowered as isolation and lack of communication have been overcome (Bernard et al, p. 404, 2004) more about distance education Press Here
  5. 5. My Thoughts – Classroom versus Distance Education • I believe my age gives me an advantage when it comes to dealing with technology in the classroom. I age at the perfect age to be literate in each and therefore effective with my students in either forum. Dr. Robert Bernard and his co-authors are looking primarily at the effectiveness of studies on distance education as it is a relatively new medium. I remember when I was in junior high school the early days of video conferencing and how radical we thought that was. Now an entire study is dedicated to the effectiveness of various forms of distance education.
  6. 6. Data Analysis in Comparison of a Online and Offline Model : Online Group Offlne Group Post Test Pretest 0 10 20 30 40 Although the offline group scored higher in each case the rate of increase was greater for the online model suggesting a more substantial amount of learning took place (Thirunarayanan and Perez-Prado, p. 135, Winter 2001- 2002). Click on blue box to compare with virtual student achievement
  7. 7. Web- Based Education – Where do we go form here? • Distance education done through the internet is relatively new phenomenon ( Thirunarayanan and Perez-Prado,p.131, Winter 2001-2002). • Web “seems to be compatible with the way students learn” (Owston, p.29, 1997). • Web will become more interactive and more compatible with learning objectives as technology increased ( Thirunarayanan and Perez-Prado, p. 136, Winter 2001-2002). • Click below to see how these findings stack up against others.
  8. 8. Viewing the Quantitative Model: • It seems to me that this article took an approach similar to the one our EDUC 200 class objective takes. A student learning the material is the most important part of our mission as teachers. If a combination of web- based and traditional approaches work, we must be open to them. We are here to provide practical solutions for education. Numbers don’t lie and this study proves web-based learning may be a solution.
  9. 9. Promoting Success in the Virtual Classroom • Traditionally attrition rates for the distance education student (Roblyer et al. , p.90, 2008) Virtual Teachers Provide Promote Students aren’t Support active dropout at succeeding needed to involvement higher rates in their insure better early enough mission success to foster achievement
  10. 10. Success Among Virtual Students Grade A B C D F or I Drop/Withdraw From Table 1 ( Roblyer et al. , p. 97, 2008), this study shows how much work is left to be done. Almost 50% got an A in this case study virtual class but nearly 50% also received a D, F, I, or dropped or withdrew indicating some lack of support or motivation.
  11. 11. Interactive Teaching Duties We as teachers need to be supportive of students regarding of classroom setting. The virtual classroom is not going away and as technology increases it will gain prominence. Encouraging active engagement combined with prior achievement is likely a greater indicator for success ( Roblyer et al. ,p.105, 2008). This means we as teachers have a huge role to play in the virtual classroom. Navigate to flowchart demonstrating how to promote success in a virtual classroom Press Here
  12. 12. Conclusion • All the studies presented here indicate that educators can have as much, if not more success in a virtual environment. • The route we take in a virtual classroom is no different, get kids involved early and often and we will succeed. Citations Bernard, Robert et al. (2004)”how Does Distance Education Compare With Classroom Instruction? A Meta-Analysis of the Empirical Literature. Roblyer M.D. et al. (2008) “Toward Practical Procedures for Predicting Success in Virtual School Students,” American Journal of Distance Education vol 22, 2008 Thirunarayanan, M.O. and Aixa Perez-Prado. (2002) “Comparing Web-Based and Classroom-Based Learning: A Quantitative Study” Journal of Research on Technology in Education 34(2) Winter 2001-2002