Regatta
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This document summarizes a study on trends in distance education at the upper secondary level in Iceland. It finds that distance education is a significant and growing part of secondary education in Iceland. Most schools now use learning management systems to support distance and blended models. Students engage in distance education for reasons of flexibility, accessibility, and to better balance work and family responsibilities. Both students and teachers note advantages like increased access, but also challenges like lack of personal interaction and need for self-discipline. The study discusses implications for balancing individualized and social aspects of learning.
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Regatta
- 1. Regatta for life and learning? Trends and blends in distance education at the secondary level in Iceland Presentation Sept 26 2007 at the Cambridge International Conference on Open and Distance Learning, Sólveig Jakobsdóttir, Iceland University of Education, soljak@khi.is Sigurdur Fjalar Jónsson, Breiðholt College Thórhildur Elfarsdóttir, Varmár School Sigurbjörg Jóhannesdóttir, Iceland Academy of the Arts
- 2. Upper secondary schools (high schools/junior colleges) in Iceland Year of establishe mnt School 1846 MR 1880 MA 1904 IR 1905 VÍ 1928 IH 1953 ML 1966 MH 1969 MS 1970 MÍ 1973 MK 1975 FB 1975 FLE 1976 FSS 1977 VA 1977 FVA 1979 FÁ 1979 KVR 1979 ME 1979 FV 1979 FNV 1981 FSU 1984 FG 1984 VMA 1987 FH 1988 FLAU 1996 BHS 1996 FAS 2003 MHR 2004 FSN 2007 MB Iceland a country of 300.000 people, 100.000 sqkm Ca. 61-66⁰N (map from Landmælingar Íslands) Age of typical student at that level 16-20, non-mandatory schooling
- 5. Iceland – at the top of the world • Internet users per capita (users per 1000) • http://www.nationmaster.com/graph/int_use_percap-internet-users-per-cap (statistics from June 2007) #1 Iceland 854 # 2 New Zealand 777 # 3 Sweden 753 #9 Denmark 688 # 10 USA 682 #11 Norway 678 #14 Greenland 674 # 18 Finland 627
- 6. Distance education students in Iceland 0 1000 2000 3000 4000 5000 6000 1998 1999 2000 2001 2002 2003 2004 2005 No.ofstudents Year Increase in numbers at first due to increase at the tertiary level Now mainly due to increase at the upper secondary level
- 7. Number of students by mode of teaching Comprehensive schools, Upper secondary level, Course-based 1997 1999 2001 2003 2005 0 2000 4000 6000 8000 10000 12000 14000 16000 Day courses Evening courses Distance learning 1997 1999 2001 2003 2005 0 1000 2000 3000 4000 5000 6000 Day courses Evening courses Distance learning Grammar schools, Upper secondary level, class-based (Statice, 2007)
- 8. This study • Study of distance and distributed education (DE) and the blend or mix of teaching methods and technical solutions that are being used in Iceland at the upper secondary school level. • Attempt to map the fast changes occurring from the standpoint of administrators, teachers, and students.
- 9. This study • Study, part 1& 2 – Administrators, fall 2005 and 2006, in all 29 schools, – telephone interviews – overall picture, technology, changes, advantages, drawbacks • Study, part 3 – Teachers and students, spring 2007, chosen six schools (eight) – Interviewed mostly through telephone, teachers in one school on site; students mainly in one school with MSN, a few using e-mail – More in-depth view of teaching and learning
- 10. In this presentation • How large a part is DE in the schools? • The technology used and reasons why? • The learners – which fields of study? • Reactions of learners, reasons, advantages, disadvantages, the CMS • (Reactions of teachers)
- 11. Groups; DE • Group 1 - Strong DE “stems”: Schools in this group had strong DE “stems”, i.e., with large groups of students registered in DE, and the DE program even about equal to the regular program. It varied to what extent the DE and the regular program is blended or separated. • Group 2 – Sizable DE programs, but lower % of students than in group 1: Or small program apparently growing at a very fast rate (more top-down). • Group 3 – Regular school program, but DE starting in some ways for groups or courses and/or time. Some schools started to use course management systems highly and experiment with shorter school days or fewer regular classes as a result. • Group 4 - Use of learning management systems or intranet were in high use in schools in this group by most teachers/student but attendance, length of school day, and schedule unchanged. • Group 5 - Learning management system or intranet in use in most or all schools but not as widespread as in group 4.
- 12. DE1 DE2 DE3 DE4 DE5 4 8+1 4 4 8 Groups – Dynamic - sailing! VMA FAS VA FÁ Versló FG BHS FB ME FÍV FSH IR FSU MH FSN Hraðbraut Msund Kvennó MK Flensb. FSS IH MA MR ML FNV MÍ Flaug FVA 7 6 6-7 3-4 5-6
- 14. Learning management systems WebCT MySchool Angel Námskjár Moodle FA IR FUS FIV FB VMA FG MH ML VA Versló Hraðbraut FSN MÍ Borgarh. MK Flensborg MA IH (FAS) FAS MS Fr.Laug. ME MR
- 15. Intranet and other Homemade Sharepoint E-mail Blogg Kvennó FSS FSH FVA VMA FNV
- 16. Other technical solutions Video confer. Studio Specialized equipment/soft ware FSH Versló IR ME IH VA Borgh. FAS FSN
- 17. Choosing the system • Icelandic user interface • Ongoing development and the possibility of customization • Importing or sharing information with other systems • TOC (total cost of ownership) • Time of introduction (some systems entered this market later than others) • Market share and reported user satisfaction
- 18. Benefits mentioned • Groups and individuals that could otherwise not study can • Easier to run courses with few students • Use of LMS: Very convenient for students and teachers to keep all materials in one location. Much more efficient.
- 19. Drawbacks • Technical problems e.g. having diffrerent systems communicate (intranet vs. new learning management systems) (however, problems with videoconfencing reduced a lot) • Some teachers take long to adapt (according to leading- principals) • There is a lot of work involved for teachers, especially in the beginning and/or when new systems are taken into use. • Sometimes there is lack of of leadership, policy, actions from principals/adiminstrations (according to pioneering teachers).
- 21. Age: Adult learners Ca. 16-20+ (upper sec. level) Ca. 14-15 General studies children, work Renew old dipl. Art, ICT, multimed ia, library sci. Health, caring, social Vocat- ional seaman “Regular” Abroad, health probl. Need to catch up Grades 9-10, extending subject FÁ,FG VA, MH FSN, FB VMA VÍ BHS IR FVA VA FÍV FB FÁ IR FÍV VA FÁ VÍ FG ME FAS VMA ML FSU ME KvR FÁ VMA FG FÁ FSU FSH BHS FSS IH (ML) (ME) FSS VÍ MS? FLE,FSU, FAS FÍV, VÍ
- 23. Study, part 3 participants (all 18+) S1 S2 S3 S4 S5 S6 DE- group 1 1 1 2 4 4 All CMS Video- conf. WebCT WebCT Moodle x WebCT Moodle Námskjár Home made Location C C R R C R 3:3 Grade or course-b C C G C C G 4:2 Teachers no. F:M 4 3:1 2 0:2 5 2:3 4 2:2 6 3:3 4 2:2 25 12:13 Students No. 8 9 10 5 11 10 53 Mean age 28 30 27 19 21 20 24 Age range 23-35 19-50 19-58 18-20 19-29 19-20 18-50 F:M 4:4 6:3 9:1 3:3 3:8 7:3 34:23
- 24. Interview questions Students Teachers Kind of study? What do you teach? Experience of DL - describe Experience of DT – describe? Why choose DE How did it come about – teaching that way Organization of DE teaching, learning, assessment Organization of teaching, learning, assessment How do you spend time otherwise used for attending classes? How do you spend time otherwise used for classroom teaching Attitudes towards Teaching, Learning? Assessment? Main advantages, disadvantages Improvements? Attitudes towards Teaching, Assessment? Main advantages, disadvantages Improvements? Communications between? S-T, S-S Communications between? S-T, S-S, T-T, T-A How is the CMS used in your study? Differences between courses Main advantage , disadvantages Improvements of use? Use of CMS in your teaching? Differences between courses ? Effects on teaching or learning? Main advantages, disadvantages? Improvements? Other kinds of technologies? Other kinds of technologies?
- 25. Reasons for DE Availability, education, combinations • Not available in regular class • Only thing available • Not available in my school/location • Want more education • To help get into university/college • To be better prepared for university (business) • Was put in, had been abroad • Courses left to take • Part of the teaching, set up this way, attend all classes • Combine with other study • Combine with work
- 26. Reasons... Flexibility, home-family, cost, performance, phys., soc • Good convenient • Use time when abroad w spouse • Don't want to move • Keep up when exchange student abroad • Control own schedule • Higher course load/otherwise not fit in schedule) • Home, Family, Children • Could not afford otherwise • Drop-out problems • Was put in from another school because of drop-out • Physical problems (hearing) • Difficult to wake up • Feel bad in regular class, anxiety, social problems • Never succeeded in reg.
- 27. Student interviews main advangages and disadv. of DE S1, country S2, country S3, R-area S4, R-area S5, country S6, R-area 1 1 1 2 4 4 Email, webct 100% online Videoconf. Moodle WebCT 100% online Moodle Campus Blended Námskjár starting to offer on individual basis Home made system Freedom Flexibility Independ. Work+school Work+school Don’t have to move Wider selection Flexibility No attendance Problem Free of crowds, immature students Flexibility Easy access Easy access to assignments and to turn them in More time for difficult subjects Information access to notes, better to prepare for tests Quicker feedback in online tests Impersonal not enough contact with teachers and other students, cost (S3) Self discipline needed Having to use computers/technology out of school (S6) Some subjects not suited (S5)
- 28. Students and teachers • Some preliminary results....
- 29. Discussion • Education vs. Just-in-time learning? • Too much emphasis on the individual? • Too little emphasis on community building, social elements? • Effects of the CMS? • What is happening elsewhere at this school level? Picciano, A. G. og Seaman, J. (2007). K-12 online learning: a survey of U.S. school district administrators. Needham, MA: Babson Survey Research Group, Hunter College - CUNY, The Sloan Consortium. Sótt 31.júlí 2007 af http://www.sloan-c.org/publications/survey/survey06.asp Should I continue this study and how?
Editor's Notes
- <number> Nemendum í fjarnámi hefur farið stöðugt fjölgandi undanfarin ár og hefur sú aukning fyrst og fremst verið tilkomin vegna nemenda á háskólastigi. Frá hausti 2004 til ársloka 2005 var aukning framhaldsskólanema í fjarnámi hins vegar 13,3% á sama tíma og fjarnemum á háskólastigi fækkar um 6.3%. Síðustu ár hefur því nemendum í fjarnámi eingöngu fjölgað á framhaldsskólastigi. Í þessum tölum er ekki að finna upplýsingar um grunnskólann en leiða má að því getur að nokkur fjölgun hafi orðið á fjarnámi þar. Frá árinu 1998 hefur nemendum í dagskóla fækkað um 6,2% og um 3,8% í kvöldskóla á meðan fjarskólanemum hefur fjölgað um 10%.
- <number> Skoðum þá næst tæknilausnirnar.. Já sá á kvölina sem á völina og ég öfunda eiginlega ekki þá sem þurfa að velja milli kennslukerfa, ef tekin hefur verið ákvörðun að nýta þau - þetta er mjög flókið mál allt saman... oft þarf að færa fórnir, það eru kostir og gallar við allt, og hræðsla við að taka vitlausar ákvarðanir, en það augljósa í stöðunni þarf ekki alltaf að vera það besta.
- <number> Nýttar samhliða
- <number> Þegar spurt var um ástæður fyrir vali á einstaka kerfum var ýmislegt tilgreint. Helstu ástæður eru eftirfarandi: Tungumál, Aðgengi og notendaviðmót, þróun og aðlögun, möguleiki á tengingum við önnur kerfi, kostnaður, tímasetning og reynsla. Íslenskt viðmót var gjarnan nefnt sem ein ástæða fyrir vali á námsstjórnunarkerfi, Moodle, MySchool og Námskjárinn eru öll með íslensku viðmóti sem og auðvitað sérsmíðuð íslensk kerfi. Einnig var það talinn mikill kostur ef notendaviðmót var einfalt og þægilegt og var það einnig oft nefnt sem ein ástæða fyrir vali. Nokkrir viðmælendur tiltóku þróun og aðlögun sem ástæðu og þá bæði gróskumikla þróun sem og möguleika á því að koma að eða hafa áhrif á þróun einstaka kerfa. Kostnaður var nefndur sem ástæða og þá sérstaklega ef kerfi varð ekki fyrir valinu vegna mikils kostnaðar, var þá fyrst og fremst átt við upphafskostnað en síður rekstrarkostnað. Góðar tengingar við önnur kerfi, eins og t.d. Innu, nemendabókhald framhaldsskólanna, var sagður kostur. Þá var einnig ljóst að tímasetning innleiðingar skiptir miklu máli og nefndu skólar það sem ástæðu fyrir vali á kerfi að það var ráðandi lausn á þeim tíma sem kerfið var innleitt. Íslenska Moodle einfalt og á íslensku MySchool - á íslensku MySchool - Kerfi á íslensku Námskjárinn - á íslensku MySchool - á íslensku Aðgengi og notendaviðmót MySchool með besta viðmótið MySchool - notendavænt Námskjár - einfalt og þægilegt og allt á íslensku Angel - aðgengilegt og þægilegt - meira aðlaðandi en WebCT MySchool - einfaldleikinn og aðlögunarmöguleikinn að bekkjarkerfinu Námskjárinn - virðist aðgengilegt og einfalt Moodle einfalt og á íslensku Moodle - geta gert allt sjálfir, getum stjórnað alveg sjálf Angel - lágur þröskuldur fyrir kennara, auðvelt í notkun Þróun og aðlögun MySchool - mikil þróunarvinna Moodle - fullkominn aðgangur að kerfinu Moodle - geta gert allt sjálfir, getum stjórnað alveg sjálf Moodle - mikið og spennandi þróunarstarf Námskjárinn - töldum að við hefðum möguleika að koma að þróuninni MySchool - einfaldleikinn og aðlögunarmöguleikinn að bekkjarkerfinu Kostnaður WebCT fáránlega dýrt Moodle - kostnaður í lágmarki miðað við séreignahugbúnað Námskjár - ekki dýrt miðað við umfang Angel - þurftum ekki að kaupa kerfið sjálft Tenging við önnur kerfi Tengsl milli Innu og Myschool að verða þokkaleg Námskjárinn - beintengt við Innu Best á sínum tíma WebCT - langt síðan kerfið var valið WebCT best á þeim tíma
- <number> Ef við skoðum næst fjarnemana – og þarna kemur aftur allt íbland. Aldursbil er breitt og hópar mjög misjafnir, með misjafnar þarfir. Stundum eru 2-3 aðalhópar í hverjum skóla og stundum er um meiri dreifingu að ræða. Eldra fólk: FG, VA, MH, FÁ (konur t.d. v. barneigna), Versló (fólk m. gamla verslunarprófið?), Borgarholtssk (myndlistarfólk), áður sinnt frekar í kvöldskóla –þó hann sé ennþá víða til staðar. Fólk -mikið konur -úr heilbrigðisgeira (FVA,VA, FÍV,..o.fl.) Starfsfólk (konur) á bókasöfnum, bókasafnstæknar (Borgarholtssk.) Fólk -mikið karlar- í iðngreinum, sjómennsku (IR, FÍV) Starfsendurmenntun öryrkja (FSH) Fólk sem hefur misst af ári (FÁ) Grunnskólanemendur (VMA,FG, FÁ) Fólk erlendis og/eða sem þarf að stunda nám utan skóla stundum um skemmri tíma (ML,FSU, ME,Kvennó) Nemendur á venjulegum menntaskólaaldri,t.d. í Versló, Ármúla og FG... þar með taldir “fallistar” (sem eru yfirleitt ekki vel séðir, fyrir þær sakir að reynslan virðist sú að fjarnám henti þeim hópum ekki sérlega vel á þeim aldri sem um ræður.
- <number> Já, við ættum vonandi öll að vera að vinna með að efla nemendur hvort heldur það tengist sköpunarkrafti, list eða vísindum, hjartalaginu, verkkunnáttu, lífsleikni og ábyrgðarkennd eða rökhugsun. Hvaða kennsluaðferðir erum við að nota í því skyni. Erum við að finna leiðir til að láta ljós nemenda skína og þeir geti komið á framfæri afurðum, efla samvinnu, siðferðisvitund, samskipti og félagslega þætti eða fyrst og fremst að kenna og miðla þekkingu og meta hana
- <number>