Soljakfluidfinal97 03

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Presentation from Solveig Jakobsdotir in Copenhagen 2008 on the use of face to face sessions in distance learning courses

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  • Soljakfluidfinal97 03

    1. 1. The Role of Campus Sessions and F2F meetings in Distance Education Sólveig Jakobsdóttir, [email_address] Kennaraháskóli Íslands (KHÍ)
    2. 2. Content <ul><li>Place? </li></ul><ul><li>DE, blended learning </li></ul><ul><li>Trends and tensions </li></ul><ul><li>IUE (and UI) – situation; changes; problems </li></ul><ul><li>What do students and teachers think? </li></ul><ul><li>Workgroup, reccommendations, improvements for campus sessions... </li></ul>
    3. 3. Significance of Place? Kincheloe & Pinar, 1991
    4. 4. <ul><li>Á morgun við förum í Laugarvatnsferð </li></ul><ul><li>Og hún verður alls ekki af lélegri gerð </li></ul><ul><li>Það stefnir í snjóalög, slyddu og slark </li></ul><ul><li>Samt ótrauð við höldum, þó verði það hark </li></ul>
    5. 6. Significance of place? <ul><li>Spain, 2005: Life was bacalao – life is Internet... </li></ul><ul><li>Cambridge, 2007: Regatta for life and learning... </li></ul><ul><li>Vienna, 2008: Waltzing from needs and necessities to comfort and convenience </li></ul><ul><li>Copenhagen, 2008: The Role of Campus Sessions and F2F meetings in Distance Education OR ____________________________ </li></ul>
    6. 7. Online learning in universities USA (e.g. reports by Allen & Seaman) <ul><li>2003: Sizing the opportunity... </li></ul><ul><li>2004: Entering the mainstream... </li></ul><ul><li>2005: Growing by degrees.... </li></ul><ul><li>2006: Making the Grade..... </li></ul><ul><li>2007: Online nation.. . </li></ul><ul><li>2008: ? </li></ul>
    7. 8. IUE + UI: Merging universities: no of DE students in each, 2007-8 No and % of students Kennaraháskóli Íslands Iceland University of Education University of Iceland Under-grad. Grad. Total Total No of students 1.703 679 2.382 9.783 No of DE students 920 679 1599 267 % DE students 54,0 100,0 67,1 2,7
    8. 9. New studies on f2f vs online <ul><li>No difference in performance based on type of study (metanalysis, Jahng, N., Krug, D., & Zhang, Z., 2007). </li></ul><ul><li>Pluses and minuses when it comes to discussions, online vs. f2f. Women are possibly more interested and active in online discussions than are men. </li></ul><ul><li>Older people seem more interested in campus-based/f2f than younger. </li></ul><ul><li>Drop-out more in DE/online than f2f. </li></ul>
    9. 10. Why online learning? <ul><li>Access!!!! </li></ul><ul><li>Convergent vs divergent/distributed energy? </li></ul>
    10. 11. Blended Learning? <ul><li>Blending online and face-to-face instruction </li></ul><ul><li>(rather than blending delivery media and instructional methods) </li></ul><ul><li>Sloan Concortium 2003 </li></ul><ul><ul><li>Traditional: 0% online </li></ul></ul><ul><ul><li>Web-facilitated 1-29% (e.g. syllabus and some tasks online) </li></ul></ul><ul><ul><li>Blended/Hybrid 30-79% of content delivered online & some F2F meetings </li></ul></ul><ul><ul><li>Online: 80%+ of content online </li></ul></ul>
    11. 12. Situation at KHÍ* 2005-2006 <ul><li>2005-6: All graduate students DE/online (on verge of being blended/hybrid), ca. 50% of undergraduate students. 1-3 campus sessions per 10 ECTS class (ca. 20% F2F) </li></ul><ul><li>Tends to be less time spend on f2f sessions in undergraduate DE courses. Some tendency for the last two years to teach together student groups (DE and &quot;regular&quot;) </li></ul>*KHÍ = Kennaraháskóli Íslands (Iceland University of Education)
    12. 13. Role of campus-based sessions (“aura”-meetings) <ul><li>Some advantages for presentations (from teachers and students) and discussions </li></ul><ul><li>Technological, lab sessions </li></ul><ul><li>Attitude/emotional – emphasis on what to expect </li></ul><ul><li>Social! – help create a community of learners – joint memories – &quot;glue&quot;! </li></ul>
    13. 14. Importance of campus sessions Teachers' views <ul><li>The social element! </li></ul><ul><li>Get personal connections, get to know the students 15 </li></ul><ul><li>Being together, closeness, meet in person, social need 10 </li></ul><ul><li>Group dynamics 2 </li></ul><ul><li>Collaboration, group work 2 </li></ul><ul><li>Students feel more secure to have met the teacher 1 </li></ul><ul><li>Laugh and have fun together 1 </li></ul><ul><li>. </li></ul>
    14. 15. Importance of campus sessions Teachers' views <ul><li>Discussions </li></ul><ul><li>Discuss, deeply together 10 </li></ul><ul><li>Exchange opinions about learning, study themes, way to work/study and teach/didactics 3 </li></ul><ul><li>Practice, hands-on skills 7 </li></ul><ul><li>. </li></ul>
    15. 16. Importance of campus sessions Teachers' views: NOT in campus sessions <ul><li>PPT slide shows, traditional lectures, one-way information flow 9 </li></ul><ul><li>Simply go over/cover study materials 1 </li></ul>
    16. 17. Some changes for the last two years 2006-2008 <ul><li>In 2006-2007 – graduate department, “Flexible learning” </li></ul><ul><li>New M.Ed. Program combining several formerly more independent Dipl.Ed. programs: Undergraduate students admitted straight after graduation, aim is for a full time student finishing B.Ed.+M.Ed. in 5 years. Some courses that offer weekly sessions. </li></ul><ul><li>Pressure on both undergraduate and graduate students to take more than one course per semester (10 ECTS) </li></ul>
    17. 18. Reasons for weekly F2F meetings <ul><li>Better for full time students? </li></ul><ul><li>Better for the creation of a community of learners? </li></ul><ul><li>Most students (ca. 85%) live in Reykjavík or within 2 hour drive? </li></ul><ul><li>Graduate students have not had this option (only had choice to be DE so far) </li></ul>
    18. 19. Amount and distribution of f2f meetings
    19. 20. Some problems... - workgroup <ul><li>Fall 2007, a work group* was formed to come up with suggestions to improve organization of campus sessions and suggest ways to lower drop-out rates </li></ul><ul><li>Get student views. Survey among DE students in December 2007: 1530 students, 34% answer rate (527 students). Graduate students in a course of DE did group reports </li></ul><ul><li>Report with reccommendations </li></ul>* Sólveig Jakobsddóttir, Elsa S. Jónsdóttir, Hanna Lilja Valsdóttir, Inigbjörg Frímannsdóttir, Þuríður Jóhannsdóttir
    20. 21. Attitudes towards the DE program and campus sessions Attitude DE (in general) % Campus sessions % Very happy 26 12 Happy 61 52 Neutral 9 19 Unhappy 3 12 Very unhappy 1 5
    21. 22. Workgroup: Attendance <ul><li>In most cases not mandatory attendance </li></ul><ul><li>Possible to require, e.g., in arts or lab work </li></ul><ul><li>Information for students vital (which courses have mandatory attendance) </li></ul><ul><li>In some cases mandatory attendance could be met through synchronous online attendance </li></ul><ul><li>Materials and recordings made available online for those who cannot attend </li></ul>
    22. 23. Use of Skype in f2f sessions in small student groups
    23. 24. Interest for recordings available online of.. (about half had some experince) How do you like Lect-ures Slides with audio Screen recordings Recorded class time Very good 47 58 49 32 Good 29 33 35 26 OK 20 8 13 28 Bad 2 0 1 12 Very bad 2 1 0 2
    24. 25. Preference for lectures in campus sessions by experience with online recordings
    25. 26. Workgroup: Organization <ul><li>Every semester two campus session per course with 2 to 5 days. </li></ul><ul><li>But some course can have less or none and some more. Teahcers to collaborate </li></ul><ul><li>Weekly to montly sessions still offered in some courses in the graduate studies, but with no mandatory attendance, and ways to accommodate those who cannot attend. </li></ul><ul><li>Sessions in certain periods of the semester. </li></ul><ul><li>Make schedules available early </li></ul>
    26. 27. Distribution of campus sessions What kind of distribution do you prefer for campus sessions/f2f meetings if your DE program offers them No % Once when I start my studies but never thereafter 85 16 1 time per semester 55 11 2 times per semester 227 44 3 times per semester 77 15 4 times per semester (monthly) 53 10 Bimonthly 11 2 Weekly 5 1 Other 6 1 Total 519 100 Answer rate 98%
    27. 28. Age factor <ul><li>Older students want to meet more often and for a higher number of days. </li></ul><ul><li>More flexible time, money, </li></ul><ul><li>Less family responsibilities, less experience/comfort with net-based communication? </li></ul><ul><li>More appreciation of coming together for &quot;deeper &quot; discussions? </li></ul>
    28. 29. Workgroup: Teaching and content <ul><li>Record lectures and make available on the Net – spend less time on lectures during campus session. </li></ul><ul><li>More emphasis on uses of campus sessions in a variety of way, including small group discussions. To create good spirit and for hands-on, labs, development of skills. </li></ul><ul><li>Teacher educators need increased support to organize their online courses and F2F sessions </li></ul>
    29. 30. How do you want to spend the time during campus sessions? How should time be used during campus sessions/f2f meetings No % Lectures 311 59 Discussions, seminars 402 76 Field visits 196 37 Hands-on, labs 268 51 Demos 196 37 Outdoor teaching 75 14 Oral presenation, communciation 170 32 Group dynamics, cooperation 148 28 Create group spirit, togetherness 259 49 Making informal connections through coffee chats, social events 132 25 Work with self image, confidence 123 23 Games, singing 60 11 Art, creating, performing 82 16 Technology, computers, software 140 27
    30. 31. Workgroup: Location <ul><li>Keep in mind to organize campus sessions outside Reykjavík, e.g. at the start of a program with an idea to build a strong cohort and foundations for development of a learning community – developing into professional community... </li></ul>
    31. 32. ...en staðbundin lota er sviti og puð
    32. 33. En ég elska Kennó hann er svo spennó... <ul><li>Ég orku úr læðingi leysi nú hér og á þetta langþráða réttarball fer </li></ul>
    33. 34. What can you do: on site vs. online

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