26 March 2010 Presentation

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26 March 2010 Presentation

  1. 1. Instructional Technology Students’ Experiences with Online and Hybrid Education<br />By Timothy Dedeaux<br />
  2. 2. Introduction<br />Despite Budget Crises, schools at all levels continue to invest in online and distance education, including course management software like WebCT and Blackboard<br />But students have varying experiences with, and perspectives on, the experience of online and hybrid education<br />
  3. 3. Research Participants<br />Despite their technological skills and their frequent contact with online courses, Instructional Technology students’ attitudes towards online and hybrid courses had not been studied.<br />It is not enough to simply assume that IT graduate students would be comfortable with online learning environments.<br />
  4. 4. Research Questions<br />What are the IT Grad Students’ <br />Experiences with, and opinions of, Online courses?<br />Experiences with, and opinions of, Hybrid courses?<br />Suggestions for improving Online and Hybrid courses?<br />Preferences for future coursework?<br />
  5. 5. Methods<br />Qualitative study, using semi-structured face to face interviews with five Instructional Technology graduate students.<br />Interviews were transcribed by the researcher<br />Participants’ responses were coded for themes<br />
  6. 6. Observed Themes <br />Asynchronous Education, a two-edged sword<br />Two of the strong points of online education, convenience and independence, are directly tied to its asynchronous nature<br />But, the main suggestions for improving online education were to add weekly synchronous chats.<br />
  7. 7. Observed Themes<br />Among the participants, Overall Student Satisfaction did not appreciably differ between Online, Hybrid, and Face to Face courses, and there was not a consistent preference for any one type of course.<br />This echoes results found by other researchers with other student groups, such as York (2008).<br />
  8. 8. Observed Themes<br />Transactional Distance (so named by Steinman, in 2007), or the difficulty in communicating with the instructor and other students, was a major concern, especially in text-only asynchronous environments.<br />Participants suggested synchronous text chats, voice chats, and video conferences.<br />
  9. 9. Observed Themes<br />Communication with the instructor was seen as vital by all participants.<br />Participants expressed a desire to have both synchronous and asynchronous communication with instructors available in all three formats, Online, Hybrid, and Face to Face<br />
  10. 10. References<br />Steinman, D. (2007). Educational Experiences and the Online Student. TechTrends, 51(5), 46-52.<br /> <br />York, R. O. (2008). Comparing Three Modes of Instruction in a Graduate Social Work Program Journal of Social Work Education, 44(2), 157-172.<br />

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