the realities of tablet technology in distance education: a pilot
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The realities of tablet technology in distance education: A pilot. presented by Petra Bester (PhD) Unit for Open Distance Learning, North-West University (Potchefstroom Campus) 24 June 2014 Presented at the NADEOSA Conference. Introduction. Project process. Project Team. - PowerPoint PPT PresentationTRANSCRIPT
The realities of tablet technology in distance education: A pilot
presented by Petra Bester (PhD)
Unit for Open Distance Learning, North-West University (Potchefstroom Campus)
24 June 2014
Presented at the NADEOSA Conference
Introduction
Research problem
Research question, aims and objectives
Research designResearch methods
Research results,
conclusions, recommendatio
ns
Project process
Practice problem: a device/own
device
Project objectives
Key performance indicators
PROJECT ACTIVITIES and
BUDGET
Project results, conclusions,
recommendations
Project Team
Unit for Open Distance Learning
Potchefstroom Campus of the North-West University
Introduction to Tablet Project Plan
1 May 2014 20 September 2014
Background and objectives
Most suitable mobile device for distance learners in support of a blended learning model.
Mobile device + academic content + learning management system (LMS) for a full semester.
Technology adoption by students in postbasic nursing programmes (Andragogy, distance education).
Cost and time implications (eBooks, a device versus bring-your-own-device, content development).
Understand collaboration between internal and external role players.
Proposed plan: Were do we go from here?
Key performance indicators
Role players Vision, mission and values alignment
Basis on which tablets will be accepted by students
Measurable outcomes
Management of UODL as the primary organisation.
Project lead: Dr H Esterhuizen and Dr P Bester.
E-learning team Management of School of
Nursing Science. External collaborators. Academic Support
Services (Potchefstroom and Vaal Triangle Campuses of the NWU).
Academic faculty. Enrolled students (N=48,
n=45).
VisionTo be a pre-eminent
University in Africa, driven by the pursuit of
knowledge and innovation.
MissionTo become a balanced teaching-learning and
research university and to implement its expertise in
an innovative way.
ValuesHuman dignity, equality,
freedom, integrity, tolerance, respect,
commitment to excellence, scholarly engagement, academic freedom and
justice
Technological context
Students’ perceived
usefulness of device and
academic content.
Students’ perceived ease in
using device and content.
Device, content and LMS
compatibility.
Quantitative Outcomes Technology adoption
questionnaire based on the Technology Adoption Model (TAM) as pre- and post-test.
Weekly eLearning activities with techno-info video's.
Individual context
Students and faculty
attitudes towards device and
content.
Barriers to technology
adoption.
Qualitative outcomes Focus groups and
narratives through Forum on efundi for students, faculty.
Students self-report.
Educational context
Realities for development
and availability of content.
Realities of digitalisation on
teaching-learning model.
How will the study be conducted?
1. Provide different types of tablets to students with all the necessary
academic content preloaded.
2. Let students use tablets for the full
2nd semester, students have to link to efundi to participate in
activities.
3. Assess students experiences and adoption to this
technology with a pre- and post-test questionnaire and
focus groups.
Population, sampling, sample?
• All students enrolled in the Advanced University Diploma in Health Service Management (G315T), 850 students in South Africa.
• All inclusive sampling: students that visit the Potchefstroom study centre, N=48.
• Inclusion criteria: students that are enrolled in some/all of the following modules: – BSKT221 (Industrial Psychology).– NSFT121 (Financial Health Management). – NSMT221 (Health Service Management).– NSRT121 (Research Methodology).
• Willing to participate in this project and sign voluntary consent.
Techno-agnostics welcome!
Selected devices?
x 15 x 15 x 15
Preloaded content
• SMART-guides (BSKT221, NSFR121, NSMT221, NSRT121). • Information guides. • Useful web links. • Applicable acts and apps. • Direct link to LMS.
How to participate?
1. • Signed voluntary informed consent.
2.
• Complete the Technology Adoption Survey. • Participate in a focus group.
3.• Get your device and training on how to use the device.
4.• Weekly eLearning activities predominantly linked to LMS.
5.• Use the tablet during your academic semester (assignments).
6.
• Complete a Technology Adoption Survey and participate in a focus group.
Programme and activitiesOperational and research Academic interventions Technical interventions
May Positioning of the Tablet Project
within Research Focus Area. Invitation to participants
(population, sampling, sample size). Complete, distribute and collect
participant information sheets. Complete and hand-out surveys. Random assignment of tablets to
participants. Coding of participants to devices to
surveys.
Transform four primitive paper-based study guides to SMART-guides.
Consultation with lecturers and feedback to developers.
Purchase 45 devices and correct casings.
Develop a content management system operational for Android en Windows.
Preparation of 45 devices: general set-up, specific installations, population of content.
June Preparing and handing out of
devices with administrative audit trail.
Basic training for each device group.
Send weekly sms and e-mail to participants, informing them of weekly activity.
Link to LMS (Sakai), participate in voting poll and write reflective notes in chat room.
Continuous technical support: answer online technical queries, Saturdays walk-in support to students, support to link to Wi-Fi.
Programme continues
JulyOperational and research Academic Technical
Send weekly sms and e-mail to participants, informing them of weekly activity.
Writing daily reflective notes (journaling) of the nature of queries, students’ feedback, technical challenges and incidents.
Complete online survey (Moodle) of content covered in study units in SMART guides.
Go to LMS (Sakai) where questions are stated, student to e-mail answers to a specific mail address directly from tablet device.
To view captured lecturer directly from the internet from tablet device.
Write reflections of previous activities in Forum - link from Sakai that link to Moodle.
Do an activity using Google Docs in session 1 and Microsoft Word in session 2.
Continuous technical support: answer online technical queries, Saturday’s walk-in support to students, support to link to Wi-Fi.
August Open a word processing document and
convert to a PDF format from the tablet. Do a Google search from the tablet.
September Completion of post-test survey and
focus groups.
Upload a completed assignment to LMS in PDF format.
Pre-test and post-test survey
The integration of learning technologies in open distance learning at the
North-West University by HD Esterhuizen (PhD), ethics certificate
NWU-00032-10-A2.
Survey on nursing students’ initial perceptions regarding technological devices for supporting their studies
Section A: 17 questions, Likert-scale (technology uses)
Section B: 20 questions, Likert-scale (technology literacy)
Section C: 16 open-ended questions, participant to answer in his/her own words.
Parallel techno-info sessions
What is the Internet, 3G, GPRS, wifi, bluetooth?
What can yo do with your SMART phone?
How to use your SMART phone for a wifi hotspot.
NWU Apps installation and uses.
Google (Drive, searches, Scholar, Docs, Gmail).Facebook.
Word.Excel.
PDF conversion.Emailing an attachment.
Example of the analysis matrix Factor Android Apple Windows Sakai Moodle
Device-specific criteriaHidden costs identified Ease of use versus effort to use Interoperability and flexibility Durability and security Installation of new technology is user-friendly Updates user-friendly
Teaching-learning specific-criteriaModule content is well-organised Adequate information for online support Content is functional and available on-time SMART-guides functional Accessibility issues are addressed throughout module Opportunity for student and lecturer to communicate Objectives of module clearly stipulated Interactive/activities to support Content management logic and user-friendly
ConnectivityTime spend on Internet WiFi and type of Internet accessed (place, time, duration) e-mail Facebook/social media Can upload and download information Links to campus resources Aesthetic design Web pages are visually and functionally consistent Student able to retrieve content from LMS Availability and use of apps Regulary updates possible
Realities Low techno-literacy of adult learners
Continuous and deliberate process to assist students
Positive feedback on the SMART-guides.
Progressive more activity from students, a willingness to learn.
Student
specific
Easiness of use (IPad for internet, Windows for updates).
The realities to provide a student with a preloaded device is an major operation.
Device-
specific
Unstable Wi-Fi at the Campus,
Intermitted unavailability of online LMS.
Technical support available during office hours.
Daily support to online forum.
Infra-struc-ture
Willing but passive, activities done FOR lecturers.
Started to use the SMART-guide on interactive whiteboard broadcasts.
Lecturespecifi
c
