65% are in rural areas / 30% are NES / over 40% have less than 200 / over 25% have less than 100
DON’T SAY UNSOPHISTICATED OR TYPICAL FOR A TEACHER!!!
As I introduced earlier, the CDLI is currently in its sixth year of operation. Because education is a provincial jurisdiction in Canada, the government is able to mandate many things province-wide that governments aren’t able to do in the United States. Thus, unlike many existing virtual schools, the CDLI is able to offer a consistent synchronous component to its method of delivery.
Based upon my earlier studies, I came the conclusion that I needed a better understand of what these students are actually doing while they are engaged in their virtual schooling.
These 12 students represent all of the CDLI students in the school.
Note limitations: incomplete data set for some methods, in-school observations conducted in May Resulted in: unable to use some of the data collected and some participants data, possible skewing of my in-school observations
IVHS Summer 2008 PD - What’s Going On At The Other End?
What’s Going On At The Other End? Michael K. Barbour Instructional Technology Wayne State University
Newfoundland and Labrador• area of the island is 43,359 square miles, while Labrador covers 112,826 square miles• population of 508,955 in 2006 (down from 551,795 in 1996)• 81,458 students in 2006 (down from 118,273 in 1996)• 287 schools in 2006 (down from 432 in 1996)• average school size 220 pupils
Pre-Ph.D. Research• Effects of individual student learning style and web-based design on student performance• The use of instant messaging as a tool for community building• The role of school-based or mediating teachers
Centre for Distance Learning and InnovationSynchronous – Online• 30% to 80%, depending on subject area• taught via a virtual classroom (e.g., Elluminate Live)Asynchronous – Offline• remainder of their time• taught via a course management system (e.g., WebCT)• usually consists of independent work from posted homework or assignments or from their textbooks
Dissertation Study1. What are the students’ experiences during their synchronous time online?2. What are the students’ experiences during their asynchronous time online?3. When students require content-based assistance, where do they seek that assistance and why do they choose those sources?
Case Study - Beaches All Grade• K-12 school• student body of 108• teaching staff of 15• 12 students taking 8 different virtual school courses – some taking one, others taking two or three
Data Collected• January to June 2006• 4 monthly interviews• 15 weeks of journal responses• 4 different surveys• 38 in-school classes observed• 27 synchronous classes from 13 different courses observed• 13 asynchronous course management systems observed
Trends – Question 1Synchronous Time• students tended to stay on task during this time (although not always)
Trends – Question 1Synchronous Time• students tended to rely upon each other more than the online teacher for help
Trends – Question 1Synchronous Time • students tended to communicat e using text rather than audio
Trends – Question 2Asynchronous Time• when the students decided to work, they worked well
Trends – Question 2Asynchronous Time• students decided to work less than half of the time
Trends – Question 2Asynchronous Time• students would complete work in a collaborative effort, particularly in the mathematics and sciences
Trends – Question 2Asynchronous Time• asynchronous time was easy to give up for other school related activities
Trends – Question 3Turning for Help• students primarily relied upon each other for help
Trends – Question 3Turning for Help• local class size played an important role – the smaller the class the more likely the students were to turn to their online teacher as opposed to a school- based teacher
Trends – Question 3Turning for Help• student colleagues, teachers (both online and school- based), and general Internet searches were primarily the only sources students used for help, even though they had access to a textbook, supplemental material in WebCT, a live tutor available in the virtual classroom after schools and during the evenings
Initial Implications• Synchronous instruction is both what makes the CDLI different from other virtual schools and is where the majority of “teaching” occurs.
Initial Implications• Teachers don’t “teach” asynchronous, they simply assign independent work, and as such students don’t make good use of asynchronous time.
Initial Implications• Many students don’t know about all of the resources available to assist them and even when they do know about them they tend not to take advantage of them – instead preferring to use human resources.