The document compares online and blended learning teams. It finds that while both experience similar issues like communication problems and social loafing, blended teams were generally happier and more positive in their attitudes. Blended teams reported higher satisfaction, better communication, and viewed learning more positively than online-only teams. The primary difference was that blended teams could meet face-to-face, which online teams could not.
Florida Virtual School, the nation’s largest state K-12 virtual school, engages in multiple instructional research partnerships each year. In this presentation, members of the FLVS leadership team will discuss the process of designing organizational research goals and partnering with external researchers, in addition to sharing the challenges and best practices in managing research partnerships—from research methods/design to data collection and security. Additionally, a summary of ongoing instructional research projects at FLVS will be offered. This presentation will appeal to both providers and researchers as an opportunity to learn more about working together in the important process of research partnership.
This is a brief overview of how to effectively use a few of the most common tools within Learn@UW/Desire2Learn for instructional purposes. Presentation given to a graduate seminar on teaching biology at Univ. of Wisconsin-Madison.
Social Networking in Teaching Public AdministrationBaiyun Ch
This study focuses on the use of social networking tools in the public administration discipline. It utilized a survey design, face-to-face and remote focus groups, and archival content analysis to determine best practice theory and application of web 2.0 social networking technologies to complement teaching and learning.
Florida Virtual School, the nation’s largest state K-12 virtual school, engages in multiple instructional research partnerships each year. In this presentation, members of the FLVS leadership team will discuss the process of designing organizational research goals and partnering with external researchers, in addition to sharing the challenges and best practices in managing research partnerships—from research methods/design to data collection and security. Additionally, a summary of ongoing instructional research projects at FLVS will be offered. This presentation will appeal to both providers and researchers as an opportunity to learn more about working together in the important process of research partnership.
This is a brief overview of how to effectively use a few of the most common tools within Learn@UW/Desire2Learn for instructional purposes. Presentation given to a graduate seminar on teaching biology at Univ. of Wisconsin-Madison.
Social Networking in Teaching Public AdministrationBaiyun Ch
This study focuses on the use of social networking tools in the public administration discipline. It utilized a survey design, face-to-face and remote focus groups, and archival content analysis to determine best practice theory and application of web 2.0 social networking technologies to complement teaching and learning.
Frameworking craap how we're correlating the acrl framework to content evalu...Derek Malone
Presentation detailing the adaptation of the CRAAP test evaluation method to the Framework for Information Literacy for Higher Education, given at the Georgia International Conference on Information Literacy, Savannah, GA.
Online classrooms are de facto rich data gathering platforms. Educators can collect this data and use it to improve student outcomes through predictive analytics.
Ill-structured problems or ISP are problems that occur in the everyday world and are complex, emergent, and interdisciplinary, and are a staple of Problem-Based Learning (PBL). ISP engage learners in problem solving processes that require critical thinking, decision making, information seeking, analogical reasoning, argumentation, self-directed learning, collaborative learning, and other similar heuristics, however, their design and representation matters.
Discussion Practices in Online Courses: An Online Survey of InstructorsVanessa Dennen
Discovery Session at OLC '17 (Vanessa Dennen, Tami Im)
This presentation just covers a small portion of the data from our survey. Contact the authors for additional information.
"Its on the exam" - Affecting student engagement through crowd-sourced asses...Eamon Costello
Costello, E., Brown, M., Brunton, J., & Delaney, L. (2015). It's on the exam! Affecting student engagement through crowd-sourced assessment. Paper at Shaping the Future of Learning Together, Association for Learning Technology Annual Conference (ALT-C), Manchester, 10th September.
Fevatools is a web-based toolkit to jump-start your efforts to conduct formative evaluation of student learning and course design. Come learn more about how SDSU faculty are using freely available, web-based tools to gather data that informs iterative refinement of their course designs.
Patterns and opinions of clicker use in SCEEdUniSciEng
A group of undergraduate students undertook a project for the Physics Education Group to investigate how Clickers are currently used in CSE and to give recommendations for improvement.
PhDchat: brief summary of my thesis and thoughts about my PhD journey Ayse Saliha Sunar
This presentation is prepared as a brief summary for my final thesis viva in the University of Southampton. It also contains slides about self-evaluation of my PhD journey
Frameworking craap how we're correlating the acrl framework to content evalu...Derek Malone
Presentation detailing the adaptation of the CRAAP test evaluation method to the Framework for Information Literacy for Higher Education, given at the Georgia International Conference on Information Literacy, Savannah, GA.
Online classrooms are de facto rich data gathering platforms. Educators can collect this data and use it to improve student outcomes through predictive analytics.
Ill-structured problems or ISP are problems that occur in the everyday world and are complex, emergent, and interdisciplinary, and are a staple of Problem-Based Learning (PBL). ISP engage learners in problem solving processes that require critical thinking, decision making, information seeking, analogical reasoning, argumentation, self-directed learning, collaborative learning, and other similar heuristics, however, their design and representation matters.
Discussion Practices in Online Courses: An Online Survey of InstructorsVanessa Dennen
Discovery Session at OLC '17 (Vanessa Dennen, Tami Im)
This presentation just covers a small portion of the data from our survey. Contact the authors for additional information.
"Its on the exam" - Affecting student engagement through crowd-sourced asses...Eamon Costello
Costello, E., Brown, M., Brunton, J., & Delaney, L. (2015). It's on the exam! Affecting student engagement through crowd-sourced assessment. Paper at Shaping the Future of Learning Together, Association for Learning Technology Annual Conference (ALT-C), Manchester, 10th September.
Fevatools is a web-based toolkit to jump-start your efforts to conduct formative evaluation of student learning and course design. Come learn more about how SDSU faculty are using freely available, web-based tools to gather data that informs iterative refinement of their course designs.
Patterns and opinions of clicker use in SCEEdUniSciEng
A group of undergraduate students undertook a project for the Physics Education Group to investigate how Clickers are currently used in CSE and to give recommendations for improvement.
PhDchat: brief summary of my thesis and thoughts about my PhD journey Ayse Saliha Sunar
This presentation is prepared as a brief summary for my final thesis viva in the University of Southampton. It also contains slides about self-evaluation of my PhD journey
Tuesday March 10, 2009 12:00PM Presentation presented by:
Matthew A. Steinberg & Richard Greenberg attorneys with the New York Office of Jackson Lewis LLP.
Interaction Equivalency in Self-Paced Learning EnvironmentsJason Rhode
brief overview of Jason Rhode's dissertation research entitled, “Interaction equivalency in self-paced online learning environments: An exploration of learner preferences"
Slides from talk given at 2011 EDUCAUSE Learning Initiative (ELI) Annual Conference on research conducted about UTK instructional technology research support program - Project RITE.
Overview of the dissertation of Jason F. Rhode, Ph.D. entitled, "Interaction Equivalency in Self-Paced Online Learning Environments: An Exploration of Learner Preferences"
This was the basis of a class period on explaining the various aspects of educational technology to the students of the Jewish Educational Leadership Institute at Loyola University Chicago.
Can I Really Do That Online: Students Interaction with Groups
Blendedvsonlineteams (2)
1. Online vs. Blended Team Learning Larry Mack, DBA Co-authors: Lynn Grinnell, PhD Frank Appunn, PhD, Amy Sauers, PhD
2. Introduction Background Online Learning Online Teams Blended classes Theory Education theories Communication theories Technology theories Research Questions Methods Sample Qualitative approaches Results Grounded Theory Analysis Content Analysis Conclusions
3. Introduction Background Online Learning Increasing exponentially Convenient alternative for traditional face-to-face classes Advantages: Increased flexibility in study time Reduced travel time, fuel use Reduced facilities use Blended classes Alternative for students who want some face-to-face contact Still offers flexibility in completing half the work
5. Theory Education theories Classroom teams Use of teams increase learning Dysfunctional teams: social loafers getting same grades; difficulty in meeting outside class Satisfaction affected by team process and conflict resolution Some Big 5 Personality characteristics (agreeableness, conscientiousness) affect team effectiveness Online teams Same conflict same as traditional teams: disagreements, poor planning, variance in participation levels, and schedule conflicts. Conflicts exacerbated by lack of non-verbal cues and ease of withdrawal from participation
6. Theory Communication theories Interpersonal relationships Equity theory Developmental stages of teams Systems theory Technology theories Early research on f2f component of teams Building trust TIP theory highlighted asynchronous issues
7. Research Questions Purpose: Identify differences between teams that have some face-to-face opportunities and online teams that do not. Approach: Qualitative research Online teams Comparison between online and face-to-face
8. Methods Online courses sample 4 online management/marketing courses 30 juniors/seniors – 19 women, 11 men > 50% - not familiar with current team members > 90% - more than 3 student team experiences Blended courses sample 3 blended management courses 14 juniors/seniors – 6 women, 8 men > 50% - familiar with current team members > 90% - more than 3 student team experiences
9. Methods Instrument - Online survey Debriefing questions based on Kolb’s experiential learning theory Objective review Subjective review Connection to theory Plans for future use Open-ended “Further comments” question Demographic questions Gender, age, program of study, job, and computer experience; questions on the make-up of their team
10. Methods Analysis Content analysis Multiple researchers evaluated data using variables Positive/negative comments counted/ for each variable Grounded theory Multiple researchers independently made four passes using Straus-Corbin approach open coding sorting and review sense-making searching for central phenomena and strategies identification of themes and selective coding
14. Results: Content Analysis Online teams Conscientiousnesshighest presence and similarnumber of positive/negative Blended teams Conscientiousness much less present (5th) and 2 to 1 positive over negative
15. Results: Content Analysis Online teams Attitude towards teams: similar number of positive/negative Blended teams Attitude towards teams: almost 2 to 1 positive over negative
16. Results: Content Analysis Online teams Both satisfaction and team effectiveness comments high, effectiveness higher than satisfaction Satisfaction 50% more negative responses Blended teams Both satisfaction and team effectiveness comments high, satisfaction higher than effectiveness Satisfaction almost 2 to 1 positive over negative
17. Results: Content Analysis Online teams Communication 8th of 15 variables, and positive/negative equal Blended teams Communication much higher (third) number of comments, positive 50% higher than negative
18. Results: Content Analysis Online teams Learning – 1/3rd of comments negative Blended teams Learning – all very positivecomments
24. Conclusions Primary differences between online and blended teams Blended involved face to face meetings Many similarities in team issues raised Communication Social loafing Equity Blended teams were happier More positive attitude towards teams More satisfied More positive about learning Better communication Asynchronous nature of online communication gives false sense of 2-way communication
26. Results: Content Analysis Online teams Conscientiousnesshighest presence and similarnumber of positive/negative Attitude towards teams: similar number of positive/negative Satisfaction 50% more negative responses Both satisfaction and team effectiveness comments high, effectiveness higher than satisfaction Communication 8th of 15 variables, and positive/negative equal Learning – 1/3rd of comments negative Small number of comments about technology Blended teams Conscientiousness much less present (5th) and 2 to 1 positive over negative Attitude towards teams: almost 2 to 1 positive over negative Satisfaction almost 2 to 1 positive over negative Both satisfaction and team effectiveness comments high, satisfaction higher than effectiveness Communication much higher (third) number of comments, positive 50% higher than negative Learning – all very positivecomments No comments on technology
27. Proposed model for virtual student team development Internal Locus of Control Good communication Task completion Satisfaction Empowerment Cooperation Leadership Conscientiousness Team Process Team effectiveness Victim mentality Low expectations Individual action Low communication Social loafing Resentment Anger External Locus of Control