comparative study OBU

Traditional and virtual teaching strategies: a comparative study : 

Traditional and virtual teaching strategies: a comparative study Anne Becker and Samia Kamal abecker@brookes.ac.uk skamal@brookes.ac.uk School of Technology Department of Computing

In this session..: 

In this session.. Analysis of course delivery via traditional and online mode Perceptions of the students Lessons learnt Framework for converting a traditional course into an online course Examples Software and Resources

The Module IT Assisted Communications & Study Methods: 

The Module IT Assisted Communications & Study Methods Pilot module for initiating e-Learning. Available in parallel via the two modes to all on campus undergraduate students. Same syllabus practical tasks web discussion topics coursework assignments Same staff taught the two versions.

Module StructureIT Assisted Communications & Study Methods: 

Module Structure IT Assisted Communications & Study Methods Online WebCT used as the platform. Online version was taken by on campus students. no F2F contact. all the material delivery, assessment and communication took place electronically. simple allowing easy accessibility. Onsite Critical information delivered to them with a F2F lecture. not provided with any supporting resources. Tutor assisted practical session. Clinic sessions.

ObservationsWhat Made the Difference? : 

Observations What Made the Difference? Onsite students Attendance already have the necessary study skills early morning start Interaction no associated activity did not see the need Assessment left to the last minute reminder reliance Online students Attendance flexible access more receptive to learning Interaction forming cyber community eliminating isolation Belbin test (hyperlink away) Assessment taken onboard early more organised

EvaluationOnline Student Experiences : 

Evaluation Online Student Experiences 92% found course contents in weekly units, clearly stated deadlines and 24-7 course access helped. 75% found audio lecture narrative useful. 97% felt web discussions gave them a sense of belonging to a virtual community. 39% realised that they had to take responsibility for their own learning. 36% felt online collaborative project was a valuable experience.

Student Reasoning Why Not Study Online?: 

Student Reasoning Why Not Study Online? 85% felt that they would miss the F2F interaction. 46% felt that they might not be able to get the technology to work. 32% admitted that they were worried that they might not receive adequate support. 27% had apprehensions of isolation.

Lessons Learnt Development Cycle: 

Lessons Learnt Development Cycle

Online development: 

Online development Developed completely before run Different distribution of workload

Models for online courses: 

Models for online courses Active Collaborative Customized & accessible Excellent quality Life-style appropriate Access Costs Teaching & learning Interaction & user-friendliness Organizational issues Novelty Speed ACCEL - Boettcher ACTIONS - Bates

Components of an online course: 

Components of an online course 3 major components Contents Interaction Assessment

A simple frameworkten–step model: 

A simple framework ten–step model Course goal and objectives Select your reading Create units Develop unit contents Record audio presentations Create self-assessment Develop unit interaction Design activities Design assignments Gather feedback

Enhanced ten–step model(Kamal, 2000): 

Enhanced ten–step model (Kamal, 2000) Course goal and objectives Select your reading Create units Develop unit contents Record audio presentations Create self-assessment Develop unit interaction Design activities Design assignments Gather feedback

Makes components visible: 

Makes components visible Course goal and objectives Select your reading Create units Develop unit contents Record audio presentations Create self-assessment Develop unit interaction Design activities Design assignments Gather feedback Course goal and objectives Select your reading Create units Develop unit contents Record audio presentations Create self-assessment Develop unit interaction Design activities Design assignments Gather feedback

Interaction and communication: 

Interaction and communication Unit Interaction announcement boards web discussions chat sessions email online activity webliography FAQ

Interaction and communication: 

Interaction and communication Clearly state the communication policies how to behave? email reply time your logging in schedule access policies to discussion boards student contribution deadline Train the students check announcement board discussion forum FAQ page

Interaction and communication: 

Interaction and communication Make use of Announcement board release new announcements around the same time to update students of weekly activities and requirements use it as a reminder board leave old announcements visible change font size or colour move old announcements to a separate section Make sure that students are aware

Interaction and communication: 

Interaction and communication Create discussion boards with a purpose Keep discussion boards size is small and private Create separate discussion boards for group work limit the access to students within the group and tutor Make weekly participation mandatory by assigning some marks Require posting to be unique Create an online activity which requires posting to the discussion board Set up a webliography and FAQ forum

Assessment and grading: 

Assessment and grading Assessments can be: Self- assessment Projects, exercises and activities Assignments Include weekly self tests giving students a chance to practice and test their skills Allow multiple attempts to a quiz Tell students how you will score self-tests Create a large question bank which is reusable

Lessons Learnt : 

Lessons Learnt Assess the e-learning tools and use them for what they were designed to do best. Research the pedagogy for e-learning. Address the needs of students new to this mode of study. Give explicit instructional guidance on how to study online courses. Provide self-assessment tools and materials.

Lessons Learnt : 

Lessons Learnt Ensure that there is clarity of aims, structure, and purpose for each activity. Clearly communicate tasks for students to participate in online discussion. Archive the previous successful runs of the courses. Provide training to teachers/facilitators new to online mode of delivery. Adhere to e-learning standard.

Paradigm Shift(Tapscott, 1999, Growing Up Digital): 

Paradigm Shift (Tapscott, 1999, Growing Up Digital) Linear, sequential/serial Hypermedia Learning Instruction Construction/discovery Teacher-centered Learner-centered Absorbing materials Learning how to learn School Lifelong One-size-fits-all Customized Teacher as transmitter Teacher as facilitator Broadcast learning Interactive Learning

Resources: 

Resources Web portals or platforms WebCT Blackboard eCollege PurpleTrain Open Source Assessment Development Tools Respondus Hot potatoes MCQ Student Manager Content Development Tools Demo Builder Breeze e-Learning Tools Projects (JISC)

Example of ConversionTraditional to Online: 

Example of Conversion Traditional to Online Yearly Debate Topic “Computer do more harm than good” Traditional format Speakers from university and industry Open to all computing students Evening slot Online Format Speakers from various countries Open to all computing students taking the module 24/7 access Assessed/moderated discussion using e-debate framework (Catley, Hancock, Kamal and Whittaker. 2002)

Online Debate framework(Catley, Hancock, Kamal and Whittaker. 2002): 

Online Debate framework (Catley, Hancock, Kamal and Whittaker. 2002) Cast you vote either in favour or against the motion Listen to all the speakers of the debate Once you have heard the speakers, do the vote again Finally as the final web discussion put your views forward (no more than a paragraph) with supporting argument in favour or against the argument.

The Modules IT Skills – Word Processing, Spreadsheets, Presentations, Multimedia: 

The Modules IT Skills – Word Processing, Spreadsheets, Presentations, Multimedia Skill modules for non-computing students. Practical skills for application within the student’s field.

Module Structure: 

Module Structure Information delivered via F2F lecture. Use of a textbook Use of a Workbook Tutor assisted practical session. Clinic sessions.

Important Pointers : 

Important Pointers Existing knowledge Self taught or previous course Need to find the holes in their knowledge None – The Terrified Need support and reassurance Practice makes Perfect Need to apply the knowledge in different situations

Problems identified : 

Problems identified Variability in staff approaches. Support cannot be available 24 hours a day. See it – miss one vital move – struggle for a week!

Solution (?) : 

Solution (?) Change the status of the lecture by providing: Demonstrations on-line Notes on-line An integrated exercise using all of the skills Keep the tutor assisted practical sessions for supervision of the demonstrations and exercises Add an on-line discussion board used to drive a question and answer style F2F lecture to END rather than START each topic.

Resources: 

Resources Software Demobuilder to record software demonstrations SPX to build annotated examples Respondus for MCQ self tests WebCT to make the materials available

To be assessed…: 

To be assessed…

Final Thoughts…: 

Final Thoughts… In our module this form of teaching and learning has clearly worked. you need to explore and find out if this mode of learning works for your modules. It is important to give the students the opportunity to be able take an online course and discover for themselves if it enhances their learning style. Students need incentives Track students and let them know Be clear in communication Maintain consistency in structure and style Self tests improves learning, provide them! Defy conventions!

You will succeed..…: 

You will succeed..… Evaluate your online course and make positive changes

On a lighter note…: 

On a lighter note…