Technology tools in education:

My personal experiences with enhanced learning

Sharon L. M. Stone

School of Education

When we say “technology” . . .

See Bernard et al. (2004) and Cuban (1986).

When we say “technology” . . .

When we say “technology” . . .

WikisBlackboard/WebCT

Interactive

software

Podcasts

Webinars

Blogs

Internet research

See Means et al. (2009), p. 9.

Advantages of Online Learning

Enhanced Learning Formats Keys to Success

Common Concerns

Enhanced Learning Formats

Synchronous

Enhanced Learning Formats

Asynchronous

Enhanced Learning Formats

Independent Study

Enhanced Learning Formats

Group Study

Enhanced Learning Formats

Online

Enhanced Learning Formats

Hybrid

Enhanced Learning Formats• Which format should be used?

– That depends!

• The asynchronous, online group study format preserves the greatest degree of flexibility and convenience for students while allowing for group collaboration.– Personal interaction with each student– Intermediate discussion deadlines– Students have time to craft responses

• Synchronous events can enrich, but also limit; make sure the trade-off is worth it!

See Means et al. (2009), pp. 3-6.

Advantages of Online Learning

Flexible Schedule

Advantages of Online Learning

Remote Access

Advantages of Online Learning

Level Playing FieldSee Stevens-Long & Crowell (2002).

Advantages of Online Learning

Larger Student Pool

Advantages of Online Learning

Global Collaboration

Keys to Success• Instructor experience

– Develop comfort with tools

– Apply tools to methods

– Test various formats and assessment options

• Online community-building

– Practice what students will do

– Peer collaboration & feedback

– Adjust expectations

See Norton & Hathaway (2008), Palloff & Pratt (2002), Stevens-Long & Crowell (2002).

Keys to Success• Student experience

– Develop comfort with tools

• Online community-building

– Practice what class will do

– Peer collaboration & feedback

– Adjust expectations

See Palloff & Pratt (2002).

Keys to Success• Strategy and vision

– Who are the students?

– How will this format enhance learning?

– How will activities be assessed?

– How much time will be required?

– Is the technology widely available?

• Sound course construction

– Test all links

– Design for accessibility

Common Concerns

Institutional IntegritySee Kaminski & Milheim (2002), Stevens-Long & Crowell (2002).

Common Concerns

Time Intensiveness

Common Concerns

Availability of Technology

Common Concerns

Comfort / Aptitude in Online EnvironmentSee Means et al. (2009), Palloff & Pratt (2002).

Some tested models:One example is California State University, East Bay. The online division is housed under CSUEB's Department of Continuing Education and covers disciplines from computing to education to forestry. There is a certificate and degree (M.S.) in online teaching and learning (OTL)

which might be a model that the W&M SOE could offer. CSUEB’s model is offered entirely online to preserve global reach and schedule flexibility.

Some tested models:Pepperdine University offers an M.A. in Learning Technologywhich is conducted online for 85% of the class time and the remainder in three separate face-to-face colloquia. The first residential experience is a week-long leadership seminar in July, where entering students meet their cohort for the year-long

program. In an informational video, one of the developers cites the brevity of the program as a reason for the required face-to-face elements. Pepperdine also offers an Ed.D. degree in Learning Technology.

Some tested models:Another, much more comprehensive model, is the University of Maryland University College. UMUC was established in 1947 and has built a strong program on military bases worldwide. However, if you read their Strategic Plan (see especially page 5 of the PDF document), you'll see that the military is simply a logical component of their overall global

approach. The college is actually considered to be a separate entity within the state university system. Its campus is virtual in the sense that it is widely dispersed and has no central "anchor.“ However, many of the courses are offered in a traditional face-to-face setting (e.g., on US military bases with qualified professors). There is also a strong online learning component in the UMUC model. (Photo of Inn and Conference Center.)

Some tested models:Finally, a fully online university is Capella University. CapellaUniversity offers both undergraduate and graduate degrees. Most of the undergraduate majors are in areas of business and information technology. The doctoral programs do require two residential colloquia. Although Capella has no "brick and mortar" campus as its base of operations, it has an excellent reputation for rigorous academic standards.

Helpful Resources:

Bernard, R. M., Abrami, P.C., Lou, Y., Borokhovski, E., Wade, A., Wozney, L., Wallet, P.A., Fiest, M., and Huang, B. (2004). How does distance education compare with classroom instruction? A meta-analysis of the empirical literature. Review of Educational Research, 74 (3) 379–439. Available online at http://www.jstor.org/stable/3516028

Cuban, L. (1986) Teachers and machines: The classroom use of technology since 1920. New York, NY: Teachers College Press.

Dell, C. A., Low, C., & Wilker, J. F. (2010, March). Comparing student achievement in online and face-to-face class formats. Journal of Online Learning and Teaching, 6(1). Available online at http://jolt.merlot.org/vol6no1/dell_0310.htm

Kaminski, K. & Milheim, W. D. (2002). Institutional challenges in the creation and delivery of an online degree program. The Technology Source Archives at the University of North Carolina.

Helpful Resources, cont’d:

Kassop, M. (2003). Ten ways online education matches, or surpasses, face-to-face learning. The Technology Source Archives at the University of North Carolina.

Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2009). Evaluation of evidence-based practices in online learning: A meta-analysis and review of online learning studies . U.S. Department of Education Office of Planning, Evaluation, and Policy Development Policy and Program Studies Service Center for Technology in Learning. Available online at http://www2.ed.gov/rschstat/eval/tech/evidence-based-practices/finalreport.pdf

Norton, P., & Hathaway, D. (2008). Exploring two teacher education online learning designs: a classroom of one or many? Journal of Research on Technology in Education, 40( 4), 475-495. Available online through ERIC database at http://www.eric.ed.gov.proxy.wm.edu/PDFS/EJ826087.pdf

Helpful Resources, cont’d:

Palloff, R. M., & Pratt, K. (2002). Beyond the looking glass: What faculty and students need to be successful online. In K. E. Rudestam & J. Schoenholtz-Read, (Eds.), Handbook of Online Learning (pp. 171 – 184). Thousand Oaks, CA: Sage Publications, Inc.

Stevens-Long, J., & Crowell, C. (2002). The design and delivery of interactive online graduate education. In K. E. Rudestam & J. Schoenholtz-Read, (Eds.), Handbook of Online Learning (pp. 151 – 169). Thousand Oaks, CA: Sage Publications, Inc.

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