lessonslearned madlat 2010
DESCRIPTION
Results of research into online learning - voice of practitioners in secondary education in rural MB.TRANSCRIPT
Lessons Learned from Practitioners of Online
Learning An Exploratory Research Study
Michael Nantais Assistant Professor Brandon University
Clark Gawletz Graduate Student Brandon University
Marion Terry, Ph.D. Associate Professor Brandon University
Purpose of the study:
• to inves7gate technology-‐based distance educa7on by exploring effec7ve prac7ces for course design, delivery and instruc7on.
• exploratory, qualita7ve study of current prac7ce & experience in SW Manitoba
• focus: primarily on online courses
Data Collection & Analysis: • Mee7ng with ME consultants ~ overview of online educa7on in MB
• Interviews ~ 6 teachers (4 schools, 2 divisions)
• Focus group mee7ng ~ 8 educators (teachers, admin, ME consultants)
• Literature review
Data analysis: analysis for common themes in interview transcripts & focus group notes
Policy Local Provincial
Support
Technical
Parental
Professional Learning
Administra7ve
On-‐site
Technology
Infrastructure
SoVware
Access
Time
Instruc7on & Design
Strategies & Tools
Communica7on
Flexibility & Pacing
Assessment
Social Aspects
Instructor Characteris7cs
Learner Characteris7cs
The Themes
Recommenda>ons: • clear and well-‐communicated plans and policy regarding online distance learning • regional coordina7on for seat sharing • exposure to online learning in earlier grades (8-‐9)
"One of the most pivotal components is the need for a division-wide plan for dealing with online issues"
“… no policy, just a very positive feeling for moving forward with online delivery, but nothing on paper.”!
Recommenda>ons: • current, reliable infrastructure, including speedy networks • technology requirements clearly communicated to students, soVware up to date • unfiltered access to required applica7ons and web sites • student have access to required hardware/soVware
Technolo
gy
“Ultimately you want a learning management system that works seamlessly underneath the instruction, as soon as the management system gets in the way and you are wondering why it is not working, you have problems. So it doesn't really matter which delivery system"!
"If they [students] try
to log in and they can't
get in, well, it's hard to
blame them for not
submitting assignments . . . so the
infrastructure, if you
want to call it that . . . is
so important.”
Recommenda>on: • provide reliable, 7mely tech support Suppo
rt
"You have to have te
ch
support. It is hu
ge because
there is nothin
g more
frustrating than if
the
equipment isn't working,
and
kids give up.” !
Recommenda>ons: • inform parents & community, have face-‐to-‐face mee7ng with parents • school administrators and counselors be familiar with online learning • provide onsite support for students & liaison for teacher
Support
"if everybody buys into it, the teacher, the principal at the other end, the parent, that kid is going to be successful” !
"There really needs to
be somebody in each
school who keeps an eye
on the online
students . . . The
support would certainly
help to ensure success.”
Recommenda>ons: • professional learning (PL) a priority , inves7gate various avenues for PL • establish online community for online teachers Suppo
rt
"teachers talking to teachers – it's pretty important, you know, to get rid of some of those fears about taking on a [online] course.”!
“ [a] one-day in-
service isn't nearly
enough to provide
an online teacher
with enough to add
much to the
course.”
Recommenda>ons: • recogni7on for 7me requirement by school divisions, teachers made aware of 7me commitment and benefits of online teaching • teachers should start slowly and add features as comfort level increases • research op7mal class size and implement into policy
Time
[the time required to
teach online is]
"at least double”!
"I have to cover less material just because all that interaction just takes so much time.”!
Recommenda>ons: • online teachers to mentor and guide poten7al distance delivery instructors on the strategies and web tools that work well. A list, or manual, of these strategies and tools could be developed by the divisions to assist new online teachers in course development. • online teachers con7nue to have a period of 7me each day to answer queries, and to update course informa7on in a synchronous fashion, where feasible • online instructors implement the degree of flexibility and pacing that works best for their own teaching styles. • teachers make every effort to address higher order thinking skills in their courses and take advantage of the features of digital technology. Balanced assessment strategies should be used to match provincial assessment strategies • online teachers provide 7mely and meaningful (descrip7ve, quality) feedback to students • online learning courses have a communica7on piece built in to promote collegiality for the students enrolled in the course
Instruction & Design
Instruction & Design
"For me to tell
you what the
very best
practice is . . .
I'm not sure
I’ve found it
yet.”
"I think that what we can bring
to the kids is going to change
education. To me, this is just
another way to enrich what you're delivering to the
kids.”
Instruction & Design
[you need to be] "more clear with instructions . . . You don't have the personal contact. It's all by notices
and e-mails.” !
"It's harder to gauge if they're getting it or not, and so if you want to
know if they're getting it or not you have to ask
them questions. And they have to respond to them. And then that all takes so
much longer online.” !
Instruction & Design
"if they're
competent
enough to move
ahead and
complete and
hand it in, I just
allow them to
move ahead.”
"We get pressured that it should be a ‘go-as-you-want’ course, but it doesn't work that way for me. So I always . . . put up suggested due dates – this is where you should be if you want to be on track.”
Instruction & Design
"It was amazing to
see how thrilled
the kids were to know that somebody in
Boston had looked
at this and sent them back a note . . . they
wanted to go back
and do it again,”!
"how [the students] respond to a forum . . . gives you a really good insight into the kids that maybe you wouldn't see because you don't ask them to do those kinds of assignments when they're in face-to-face situations.”
Recommenda>on: • school divisions and school administrators iden7fy the most proficient teachers and encourage these individuals to teach online courses. Further, divisions should support these teachers in this endeavor.
Instructor
"You have to be willing to try different things – be a problem solver . . . If something doesn't work, you have to think about how you can present it in a different way online.” !
"I get excited
about new technology, and
try to figure it
out. I think
that's key.”
Recommenda>on: • students made aware of the nature of online learning and supports available to them Learn
er
"those who are self-motivated and they have another reason for learning that subject other than just the credit.”!
“responsible learner,” “independent,” “good organizational skills,” “good at planning,” “good communicator,” “motivated,” “good readers,” “patient,” “confident with technology,” and “problem solvers”
"be willing to ask questions too, contact me when they are not getting something"!
Implementa7on of online solu7ons in southwestern Manitoba is in its infancy; much of the discussion centered on issues such as technology and support (important to be sure) and less on pedagogy.
Much research remains to be undertaken, especially at the secondary level, in order to ensure the successful implementa7on of online learning.
Final Comments
"We feel that it
[online learning] is a
necessity if we want
our school open.”!
Questions?
Comments?
Thank you! [email protected]
Presenta(on and Full Research Report (pdf) available on the MADLaT wiki: hAp://madlat2010.wikispaces.com/