the use of whiteboards in synchronous online drop-in tutorials in distance delivered courses
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The Use of Whiteboards in Synchronous Online Drop-In Tutorials in Distance Delivered Courses. Lawton Shaw Centre for Science. Outline. Background & Review The Pilot Project Demonstration Student Survey Results Conclusions Acknowledgments. Challenges in Tele-tutoring. - PowerPoint PPT PresentationTRANSCRIPT
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The Use of Whiteboards in Synchronous Online Drop-
In Tutorials in Distance Delivered Courses
Lawton Shaw
Centre for Science
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Outline
• Background & Review
• The Pilot Project
• Demonstration
• Student Survey Results
• Conclusions
• Acknowledgments
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Challenges in Tele-tutoring
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• Auditory, Visual, Kinesthetic Learning Styles
How does a strong visual or strong kinesthetic learner actually learn much over the phone?
Challenges in Tele-tutoring Learning Styles
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Challenges in Tele-tutoring Semiotics, or How the story is told
Semiotics: “the study of signs and symbols in various fields” (Oxford dictionary)
• Many academic disciplines are communicated through a system of symbols: philosophy (logic), linguistics, physics, chemistry, biology, mathematics, statistics, accounting, finance…
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Semiotics of Chemistry
Language of chemistry:- chemical symbols- visual abstractions of
molecules- mathematical
descriptions
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Can we address some of these challenges with online
whiteboards?
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Whiteboards in Education
• Extensive literature on classroom applications1
• Limited applications in DE
1for example, Smith, H.J., Higgins, S., Wall, K., Miller, J. (2005) J. Comput. Assist. Lear. 21, 91-101
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“Phone + whiteboard”
• 1-on-1 tutor/student
• Very easy to implement
• Quite effective
• Pilot in AU math courses (Julie Peschke and Konrad Michalski)
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“Text + whiteboard”
• Commercial tutorial services2-3 and in institutions4-6
• 1-on-1 tutor/student
• No audio (interaction is hindered)
2Bourke, C. (2007) Aplis 20:2, 67-713Smartthinking.com: http://www.smarthinking.com/4TVOntario Independent Learning Centres: http://www.ilc.org/5Smith, G.G., Ferguson, D. (2004) Int. J. Math. Educ. Sci. Tech. 35:5, 681-6956Online Classroom June 2005, 5
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“Text + audio + whiteboard”
“Elluminate approach”
• Auditory, Visual, Kinesthetic Learning Styles
• BONUS: Multiple participants!
(opportunities for interesting social aspects)
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Online Synchronous Drop-In Tutorial using Elluminate
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Pilot Project:“Online Synchronous Drop-In
Tutorial using Elluminate”
• “Drop-in” online tutorial
• Supplement to I.S. tutoring
• 12 weeks• 3 evenings per week• 8:00-10:00 pm MST
Tuesday Wednesday Thursday
CHEM 217, 218, 330
(general & environmental chem)
CHEM 217, 218, 330
(general & environmental chem)
CHEM 350, 360
(organic chem)
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Required Hardware
• Graphic tablet for tutor
• $150 – 250 for a 6 x 8 tablet
• Microphone & speakers (usually an existing PC component)
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Pilot Project
Notification:
• Students were sent weekly group emails (bcc) announcing the weekly schedule, link to an anonymous online survey
• At end of survey, provided link to Elluminate class
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DEMO
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Survey StructureHave you used the online drop-in chemistry tutorial before?
No Yes
Question sets on:- Age/Gender- Location- Courses- Length of time in course- Previous tutor contact- Technological savvy- Access to Technology
Question sets on:- Number of visits- Evaluation of Elluminate- Ellumination tools used- Qualitative free-response
Correlate usingIP addresses
Link to Elluminate
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Student Participation Rate
• Over period of study, 245 students were enrolled in the 5 chemistry courses
• 171 students visited at least once
70% participation rate17% completed evaluation survey
• Single visits: 157 students (91.8 %)• Multiple visits: 14 students (8.2%)
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Evaluation by Students
• 97% found it easy to get started in Elluminate
• 90% found it easy to use Elluminate as a virtual classroom
• 97% found the sound quality acceptable
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Time Use
• Average 5.1 min wait time
• Average 7.0 min spent on their question
• 70% found other students present when they logged in
• 67% watched/listened to tutor answering other questions
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“Satisfaction”
• “Is the online whiteboard an effective teaching tool?” -100% Yes
• “Do you think this technology is helpful in learning chemistry at a distance?” - 100% Yes
• “Would you use the online drop-in tutorial again?” - 100% Yes
• “Would you recommend using the online drop-in tutorial to someone you know?” - 100% Yes
• “Do you think this tutorial mode should be available to students on an ongoing basis?” - 100% Yes
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Some Student Comments
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“watching and listening to other student's questions was a great learning experience. It was somewhat like sitting in a lecture hall listening to other student's questions after a lecture…”
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“I really, really liked it! I found it very helpful - both in getting my own questions answered & also when listening to other student's questions. Even to know they sometimes had the same problems I did with some concepts was helpful. Or sometimes they thought of it in a different way, which was good to know & added to my understanding. “
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“I enjoyed it very much. Being part of an actual tutor/exchange made me feel like I was part of a class community. Until now, I have felt very isolated while taking this course...“
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Biases Affecting RepeatStudent Participation
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Participation by Gender
0
10
20
30
40
50
60
70
80
All Chemistry AllParticipants
Multiple Visit Single Visit
%
Female
Male
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Participation by Age Group
0
5
10
15
20
25
30
35
40
45
50
All Chemistry AllParticipants
Multiple Visit Single Visit
%
20 or under
21-25
26-30
31-35
36 or older
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How comfortable are you with technology?
0
10
20
30
40
50
60
Not verycomfortable
Somewhatunconfortable
Somewhatcomfortable
Verycomfortable
%
Multiple Visit
Single Visit
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Biases Affecting Repeat Student Participation
• Initially attracts more female students, but more males come back.
• Older student population
• Time zone effect
• Number of chemistry courses enrolled in
• Comfort with technology
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The Future
• Plans to bring back on-line drop-in tutorial in Chem 217/218, in same format as pilot study
• Supplement to Individualized Study tutor model
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Challenges to Broad Application
• Institutional support of offering numerous online drop-in tutorials simultaneously ($$)
• Collective agreement changes if it replaces phone tutoring
• Tutor buy-in
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Conclusions
• Very high degree of student satisfaction
• Elluminate is suitable for this teaching application
• Demographic differences between multiple-visit and single-visit students
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Acknowledgments
• Tutors: Jim Robinson and Lois Browne• Elluminate: Shubhash Wasti• PSP Surveyor: Mawuli Kuivi• Learning Services Tutorial: Cindy Kilborn,
Rachelle Reid• Institutional Studies (AU)• Julie Peschke, Konrad Michalski, and Steve
Swettenham for useful discussions• Athabasca University for MCR Funding
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Thank you for your time.