greener conference

Diverse student approaches to learning online: 

Diverse student approaches to learning online Learning and Teaching Conference July 2004 University of Brighton Sue Greener

Slide2: 

Similarities or differences?

Session guide: 

Session guide What am I doing here? What do I mean by online learning? Early and brief dip into relevant published work Impressions from initial interviews with HE teachers using studentcentral Discussion of your views and experience of student approaches to online learning Summary and your opportunity to participate further

Quick background: what am I doing here?: 

Quick background: what am I doing here? Brighton Business School, mainly PG HRM and management development teaching 2000-2001 First experiment with online support using School intranet and team room 2001-2002, started EdD focussed on blended learning and web-supported learning 2002-2003, piloted two modules using studentcentral, produced instructor tips, co-founded BeL research group in BBS, developed Blackboard site for TVU course 2003-2004, developed full studentcentral support areas for 4 modules, (2 in blended mode), helped develop brand strategy for BBS Professional Programmes’ use of studentcentral, recent thesis approval for study on readiness for online learning I’d like to explore your views on the topic which add to, confirm or contradict mine so far

Slide5: 

Interaction? Learning?

Slide6: 

Trying out new learning behaviours – seminars and workshops

What do I mean by online learning?: 

What do I mean by online learning? Not wholly e-Learning Online learning may be the ideal, offering online resources for learning may be more accurate Accessing module content to save, print or read on screen Accessing weblinks to targeted web content Accessing administrative and course information Accessing reading lists with direct links to online library services Accessing assessment information and activities (formative and summative) including feedback Searching for relevant information Judging the quality of that information Integrating such information into the traditional learning format Dialogue with tutors on support and academic issues Dialogue with other students – sometimes directed by tutor Dialogue with experts other than the tutor Reflecting on a range of information and posting written views for access by learners and tutor Sharing practice and learning issues with others in a retrievable format Learning to play the academic game in a visible written medium Using and developing ICT skills Organisation of learning time and habits without f2f timetable

Slide8: 

Ready? for online learning

Early findings in the literature – self-direction: 

Early findings in the literature – self-direction Hemby (1998) – non-traditional students don’t show more computer anxiety, but higher self-directedness is associated with lower computer anxiety Beyth-Marom et al (2003) – find in Open University of Israel that students choosing internet based learning attributed higher importance to values that emphasize independence in thought and action, creativity and curiosity, and lower importance to values that emphasize maintenance of the status quo, and preference of what is familiar and well-organized Smith et al (2003) – identified factors affecting readiness for online learning using the McVay readiness questionnaire, as “Comfort with e-learning” and “Self-management of learning.”

Early findings in the literature – personal attributes: 

Early findings in the literature – personal attributes Vance Wilson (2000) – found that female and high aptitude students used CMC more extensively, and that sensing-thinking personality types (based on Jung) were more comfortable with CMC Howland & Moore (2002) – found that students reporting positive attitudes about their online course experience exhibited attributes of constructivist learners, including self-direction. Students with negative attitudes seemed less able to understand the course content and to trust self-assessment of their learning, and reported the need for more guidance. Coovert and Goldstein (1980) - found a direct relationship between internal locus of control and positive attitudes toward computers Coffin and MacIntyre (1999) – found a negative attitude towards computers was associated with strong extrinsic motivation, positive attitudes to computers were associated with previous experience of computers and control beliefs for learning, ie a persons' belief that higher efforts to learn will result in more positive outcomes

Early findings in the literature - computerphobia: 

Early findings in the literature - computerphobia Todman (2000) – found significant gender differences in “computerphobia”, despite recent drops in phobia for male uni students, females’ anxiety seemed to be increasing Seale and Cann (2000) – found that technical ability, dislike of computers and prior experience of HE affected enthusiasm for online resources

Differences in student approaches from my earlier studies: 

Differences in student approaches from my earlier studies Students identify self-direction as a key variable and relate this to how well online study works Students suggest laziness or lack of determination is a problem for some and gets in the way of online learning Students suggest the opportunities to work at varied pace, time, place make it easier to avoid altogether for those so inclined Self–organisation and time management affect online learning Students vary in confidence (perceptions of self-efficacy) as well as ICT competence Quieter students often make good “posters” in discussion boards, when they are less likely to contribute in class Computer anxiety is definitely an issue for some students Students can find difficulty learning to navigate studentcentral, despite online and handout guides to what is where Cultural or ethnic differences can impact on interaction and online debate – especially critiquing ideas in “public”

Early interview data: 

Early interview data Varying awareness of possible student variation by teachers Strength of teacher perspective rather than learner Physical access for learners Time management for online access Gender differences re computer use Students’ poor opinion of other students’ opinions – lack of validity for learning – associated with low participation in discussion boards Technological competence variations – and this being transitional Extraversion-intraversion seen as important for participation online, but not different from f2f Need for interaction with online material to maintain engagement Critical group size and number of initial postings to encourage online discussion

Slide14: 

Face-to-face community?

Slide15: 

Online community?

What are your views?Are there differences in the ways students approach learning through online resources?What kind of differences?Are there particular areas of knowledge, skill and attitude which affect the student’s capability to learn online?What are they?Or is it really the teaching strategy and design of learning and teaching that matters most?: 

What are your views? Are there differences in the ways students approach learning through online resources? What kind of differences? Are there particular areas of knowledge, skill and attitude which affect the student’s capability to learn online? What are they? Or is it really the teaching strategy and design of learning and teaching that matters most?

Summary and next steps: 

Summary and next steps To what extent can we move from descriptive to predictive models? Is there an idea of “readiness” for online learning which works in HE? Could such an idea be developed to underpin an assessment instrument to allow teachers to target support for online learning? If you would like to participate further in this research, please email sue greener slg@brighton.ac.uk thank you for attending