an ecological model of learner support for tertiary online education
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An Ecological Model of Learner Support for Tertiary Online Education . Wang Tong Beijing Foreign Studies University. Outline. Research background Research design & findings An ecological learner support model for tertiary online education Pilot results Future directions. - PowerPoint PPT PresentationTRANSCRIPT
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An Ecological Model of Learner Support for
Tertiary Online Education
Wang TongBeijing Foreign Studies University
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Outline
1. Research background2. Research design & findings3. An ecological learner support model
for tertiary online education4. Pilot results5. Future directions
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Part 1
Research Background
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1.1 Tensions in learner support system design
Two empirical studies (national survey 2004, institutional survey 2005) High institutional expectations vs. lo
w uptake of support provisions Learner support as a specific compon
ent vs. as a quality to whole organisation (learner support vs. Learner Support)
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1.2 Student retention
Retention is a key issue to distance/online education.
Key models of student retention
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Some examples Athabasca University
75% non-completion rate Korean National Open University
90% dropout rate Indonesian Open Learning University
95% dropout rate The Open University of the UK
non-completion rates between 25% and 50% The Open University of Hong Kong
examination non-attendance about 30% BeiwaiOnline
35% non-completion rate
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Tinto’s model for dropout from college (1975)
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Bajtelsmit's model for dropout from distance education (1988)
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Kember’s model for dropout from distance education (1995)
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1.3 Questions to answer
Why do students leave an elearning system?
What factors influence students’ uptake of support provisions?
“Who is the learner?” (Tait 2003) “What is the realistic understanding of
what it is the learners actually do?” (Goodyear, 1997)
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Part 2
Research design and findings
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2.1 Research design
Qualitative and quantitative Approach: bottom-up perspective,
longitudinal study (a full term) A new tool designed: student diary
which can track students’ learning activities at minute level
Two pilots and the main study 2005-2007
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Participants
Sub-group Number Male Female Age Score
High achieving 8 3 5 31.3 82.5
Average achieving 20 7 13 31.1 72.0
Low achieving 4 3 1 40.7 45.1
Whole group 32 13 19 32.4 71.3
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Data collected
Data collection method
Total
Learner diary 257 (8 submissions per student on the average)
Focus group interview
3 (at the start and in the middle of the project)
One-on-one interview
13 (at the end of the project)
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2.2 Findings
Time use Time management Uptake of support provisions Frustration and pleasure Strategies in use
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1) Daily use of time (whole)
0
2
4
6
8
10
12
14
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23hour of day
prop
orti
on o
f st
udy
time
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1) Daily use of time (sub-group)
02468
10121416
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23hour of day
prop
orti
on o
f st
udy
time
hi gh achi ever average achi ever l ow achi ever
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2) Weekly use of time (group)
0 2 4 6 8 10 12 14 16 18 20
Monday
Tuesday
Wednesday
Thursday
Fr i day
Saturday
Sunday
day
of w
eek
proport i on of i nvested study t i me
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2) Weekly study time (individual)
0
5
10
15
20
25
30
35
40
12 29 18 1 23 26 9 2 5 28 24 13 8 30 27 25 32 16 20 10 31 7 15 6 21 17 19 3 14 4 22 11part i ci pant
week
ly s
tudy
hou
rs
i ndi vi dual parti ci pant group mean
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3) Typology of time use
“non-work-time”pattern “work-time only” pattern “mixed time” pattern
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Non-work-time pattern
0
10
20
30
40
50
60
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23hour of day
prop
orti
on o
f st
udy
time
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Work-time only pattern
0
2
4
6
8
10
12
14
16
18
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23hour of day
prop
orti
on o
f st
udy
time
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Mixed-time pattern
0
2
4
6
8
10
12
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23hour of day
prop
orti
on o
f st
udy
time
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4) Time management
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4) Time management
“could find much time for study” (M=2.9) (no statistical difference among groups) (low achievers did the best)
“could manage time well” (M=2.7) (statistical difference between high and average groups) (high achievers did the best)
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Self-reported time management strategies
1. using bits of time for learning2. using leisure time for learning3. having a study plan4. exercising self-control
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Self-reported problems in time management
1. conflict with work2. personal state3. failure in implementing study plan4. conflict with family5. lack of metacognitive strategy6. conflict with other learning commitments7. low language competence level8. poor self control9. unexpected happening
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5) Utilisation of support provisions
0 5 10 15 20 25 30 35 40
textbookother
coursewaretutor
radi o/ tvtape/mp3
pl atform resourcesyncronous vob
peerforum
CD-ROM
supp
ort
reso
urce
s
proporti on of i nvested study t i me
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5) Use of online provisions
Synchronous The e-learners only utilised 39 minutes
out of the 630-minute online provisions per week.
Asynchronous The online forums received still worse
student attention. Among the 42 forums provided by BeiwaiOnline, students only spent 18 minutes per week to browse them.
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5) Patterns of provision utilisation
Students tend to use more offline provisions. As Goodyear (1999, p5) vividly put, “no
matter how breathtaking the multimedia or how pure the instructional design, computer-based learning resources will not be used (other than at the margins) unless (a) their use is mandatory, or (b) successful completion of an assessed task requires their use.”
More framing effects than enabling effects Learners tend to study alone.
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6) Frustration in elearning
Dimension of analysis Number of references
Cognitive 55
Metacognitive 47
Learner personal situation
38
Affective & Social 11
Technical incompetence 7
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6) Pleasure in elearning
Dimension of analysis Number of references
Cognitive 84
Metacognitive 39
Affective and social 35
Learner personal situation 7
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7) Self-reported strategies in use
Node Number of references
No awareness of strategy 2
Awareness of the ineffective use of strategy
33
Self-reported metacognitive strategy in use
42
Self-reported cognitive strategy in use
109
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7) Self-reported affective & social strategies
Loneliness It is positive. It is a feeling to be avoided.
Loneliness Not feeling lonely (103 references) Feeling lonely (45 references)
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2.3 Gap between learner ecologies & institutional
expectations1. Time use & management
e-learners invest a lot of time in English study
Gap between reality and design
System approach vs. ecological approach in learner support design
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2. Uptake of support provisions Critical review of all sub-systems within a
n elearning framework Online technologies frame and enable e-l
earners Mobile technologies needed
UKOU NKI The India Gandhi National Open
University
2.3 Gap between learner ecologies & institutional
expectations
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3. Strategy-based training Both a goal and a process A deep approach: should be
embedded in curriculum design, resources development, assessment design, learner support.
2.3 Gap between learner ecologies & institutional
expectations
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Part 3 An ecological learner
support model for tertiary online education
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Key features of the model
1. learning-process-based2. Learner-ecologies-driven3. Interdependency analysis between framing
and enabling effects4. Multiple human roles
Core roles: administrator, administration staff, counselors, tutors
Supplementary roles: roles in other sub-systems
5. Four-layer loop for continuous review and improvement
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Key features of the model
The model delivers identity (Thorpe), adaptability in scaffolding (Maclaughlin), and proactivity (Moore).
Learner-system interactive dynamism and system sensitivity to learner ecologies are the essence of the model.
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Part 4
Pilot Results
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Intervention results in student retention at BeiwaiOnline
Year of enrolment Reduced dropout rate within 2006
2004 autumn 6%
2005 spring 8%
2005 autumn 8%
2006 spring 2%
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Part 5
Future Directions
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Future directions
More research into learner ecologies More research into learner-system inter
actions More research from ecological perspect
ive More research into learner support as a
quality to whole organisation
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Summary
1. Research background2. Research design & findings3. An ecological learner support model
for tertiary online education4. Pilot results5. Future directions
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Thank you!
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Questions are welcome!