student perspectives on videoconferencing in teacher education final at
Post on 24-May-2015
1.057 Views
Preview:
DESCRIPTION
TRANSCRIPT
Student Perspectives on Videoconferencing in Teacher
Education at a Distancepresented by Lynn Senette
EDAE 637
Source:Gilles, D. (2008). Student perspectives on videoconferencing in teacher education at a distance. Distance Education, 29(1) 107-118.
Problem “Growing their own”
Scottish Context: How to supply Gaelic-medium teacher training while remaining close to suitable schools and other Gaelic speaking teachers who carry out placement visits and classroom assessments
PurposeTo examine pedagogical and social issues related to videoconferencing from
students’ perspectives• Part of an action research project to increase practice and quality of
the course• “The medium is part of the message”
Research Questions
• What do students think of teacher approaches (pedagogy) and student engagement?
• How can they best be approached by the v/c format?
Literature Review
Teaching Issues • Tech experience of tutor
and awareness of importance of interaction needed to perform role
• Constructivist approach• Social interaction vs
cognitive interaction
Student Engagement• Multi-sites decreased
interaction-camera issues- off task—online shopping
• On- site tutor increased interaction
Literature review con’t.
Benefits• Access decreased geographic isolation
no longer campus based modelremote access to expert input/opinion
• Costcost effective way to address mandate for equal access
• Interactionreal time immediate, collaborativeshared presence, camaraderieincreased cultural awareness
Challenges• Flexibility
-tech issues/fall back alternative?-less student autonomy--must be present at site
• Pedagogical-invites delivery of lectures in an inferior way-requires teacher training
Key Terms• Videoconference: interactive audio/visual communication among 3 or
more people at 2 or more sites using teleconferencing technologies and full bandwidth
• Engagement: willingness to participate and be successful in course• Tutor: teacher/professor• Action Research: reflective process of problem solving done in by
individuals in teams or communities• Social presence/interaction: a person’s perceived intimacy, immediacy,
and role in a relationship. Feeling “real” in a mediated environment• Pedagogy: principles and method of instruction• Hermeneutics: qualitative approach focusing on lived experience of
individuals and how they interpret those experiences• Grounded Theory: research approach that aims to develop theories
grounded in real world observations
Methods
Qualitative approachSample: students having completed one-year graduate course in initial teacher ed. N = 27 (14 @ site #1, 7 @ site #2, and 6 at site #3)Instrument: reply paid, open-ended questionnaire with two
parts:Part one (5 questions) queried students general experiences with distance ed.Part two (10 questions) delved into their experiences with v/c and perceptions of its strengths and weaknessesResponse rate 15/27
Analysis: Hermeneutic spiral drawn from grounded theory
FindingsAccessPositives of DE
local communityease of travelless disruption to lifecontact with future colleaguessupportive group atmosphere
Disadvantages DE↓ access to teacher↓access to library/bookstore↓time spent on certain
elements of course “not a real student” IT issues
Perceptions of V/C formatStrengths
Dependent on teacher’s expertise live and immediatelocal group interaction
Weaknessestime delaysbackground noise (mics not muted)
Findings con’t. Pedagogy
Presence of teacherGroup workStudents protective of timeEarly access to course materialsPreconference tasksVideo streaming lectures
Student EngagementActive participation ↑Relevance of topic ↑Prior tasks ↑IT issues ↓Lack of teacher expertise with v/c ↓Doing tasks during v/c ↓
Social Presence Group cohesion on-site vs between -sitesPresence of teacherOff air-time
Analysis and ConclusionAnalysis
Lit. Review—summarized current knowledgeFramework—clearly linked to purposeSample– purposive (inferred), included
mortality rateResearch Questions—less than clearly statedDesign—appropriate approachMeasurement—interview questions
reflected research questions, unbiasedFindings—appropriate to purpose of study
Conclusion Confirms issues r/t videoconferencing found in previous studies with new insights regarding:
interactiontutor contact
facilitates “growing your own” approach
Implications to Practice
top related