slide1 n.
Skip this Video
Loading SlideShow in 5 Seconds..
Hsiao Fang Kung The 6 th Chinese LEARN conference, July 20-23, 2010 PowerPoint Presentation
Download Presentation
Hsiao Fang Kung The 6 th Chinese LEARN conference, July 20-23, 2010

Hsiao Fang Kung The 6 th Chinese LEARN conference, July 20-23, 2010

126 Vues Download Presentation
Télécharger la présentation

Hsiao Fang Kung The 6 th Chinese LEARN conference, July 20-23, 2010

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. Maximizing Blackboard –the key to transforming teachers’professional development into practice Hsiao Fang Kung The 6th Chinese LEARN conference, July 20-23, 2010

  2. This presentation attempts to analyze and suggest effective strategies to transfer training into reality based on andragogical learning theory and individual educational philosophy. The technological intervention inevitably has challenged curriculum design, instructional delivery, assessment and program evaluation regardless of various researches casting uncertainty on using Blackboard for foreign language teaching and learning. Purpose of this research

  3. The first assumption is if the faculties do not embrace technology, specifically the Learning Management System or Bb ™, as an effective learning tool and an e-learning platform, teachers will not apply the software to its greatest potential. Besides, will the pedagogical factors such as standardized curriculum and team work improve this technology transformation plan. Research questions

  4. The methodology in this research will focus on one survey and one group interview which is a combination approach of qualitative and quantitative measurements. The survey data collection will be conducted via SurveyMonkeysoftware which is a trusted online survey tool. Methodology of research

  5. Due to security reasons, the subjects are volunteers participating in the online survey and group interview without indicating any personal identification. Furthermore, because the limitation of 31 participants, the result of the survey and interview will not be generalized except to this sample. Limitation to the research result

  6. Ginsburg (1998) concluded there are four approaches integrating technology into adult learning: technology as curriculum, delivery mechanism, complement to instruction, and instructional tool. As new technology assimilates into daily practice and as the users gain mastery of the technology, productivity is gained. However as this process repeats, technology upgraded will experience a little productivity loss (Katz, 2003). Literature review (1-4)

  7. 3. According to Chang (2008) and many previous studies, most faculty members used Bb primarily for administration of courses and very few faculty members considered pedagogical issues when using Bb in their teaching. 4. Farha’s study (2007) showed that the group who received content using learning objects taught online outperformed those from a textbook. Literature review (2-4)

  8. 5. Song (2004) indicated that students’ view instructional quality of online courses consisted of clear instruction, design, convince, feedback, and usability. 6. Additionally according to the research of Walker (2007), there are four constructs: present, social presence, social interaction, and sense of community impact student learning in terms of the use of an online virtual environment. Literature review (3-4)

  9. 7. According to Douglas (2004), among all the features that Bb has provided, students favor the features that can enhance feedback and communication. 8. Lewis (2005) also stated that the success factors for transformative learning in adult distance education are the ability to form virtual relationships that are sufficiently meaningful to support transformation which falls under administration encouragement, instructor’s collaborative design and student’s participation. Literature review (4-4)

  10. 21 out of 31 responded to the first survey, faculty perception related to Bb; and 23 responded to the second survey of demographic information. The result yields the return rate as 67% and 74% respectively. Research findings (1-6)

  11. Research findings (2-6)

  12. Currently, the dropbox and content are the two features that teachers favor the most and they plan to try the test and survey features next. This result illustrated that teacher learning process progression takes time. Research findings (3-6)

  13. Forming a virtual learning community as prior studies suggested as the quality of online learning will require teacher’s awareness and training on curriculum design. The collected feedback from the group interview reveals that the definition of standardized curriculum is not clear for many teachers. While some think a textbook is standardization, others think the structure should be unified but not content or tasks. Research findings (4-6)

  14. One teacher mentioned she is leading a team to create a model with various versions for others to follow as a way of standardization. Another teacher expressed that standardized curriculum means 20% content is fixed while the other teacher stated 80% content is fixed. Research findings (5-6)

  15. 33.3% disagreed with team teaching easing and sharing the workload on Bb transformation, while 61.9% agreed. This result indicates that some people feel the workload is overwhelming. Research findings (6-6)

  16. the keys of transforming teachers’ professional development into practice Standardize the content, format, material, tasks and assessment etc. so that the learning objects can be reusable. Teamwork, so the workload can be shared Build avirtual learning community and develop social interaction such as using features of survey and discussion board. Conclusion

  17. Bb features: Discussion Board Survey/ Quiz Links to others: Excel Word Champ Examples

  18. Teacher’s different belief in standardization Student’s frequent return Workload/ teamwork Training on curriculum design Needs of course variety Bb reliability Transformation takes time/ timeline HLC’s Challenges

  19. Chang, C. (2008). Faculty perceptions and utilization of a Learning Management System in higher education. (Ph. D., Ohio University). Dissertation Abstract International, A 69(06), 302. (AAT No. 3319031) Farha, N. (2007). An exploratory study into the efficacy of learning objects. (Ph. D., Indiana State University). Dissertation Abstract International, A 68(04), 133. (AAT No. 3259530) Douglas, J. (2004). The interface of blackboard (TM) design: Students' perceptions of its ease of use and usefulness. (Ph.D., The University of Nebraska - Lincoln). , 126. Dissertation Abstract International, A 66(01), 302. (AAT No. 3159540) Gammill, T. D. (2004). Factors associated with faculty use of web-based instruction in higher education. (Ed.D., Mississippi Sate University). Dissertation Abstract International, A 65(10), 153. (AAT No. 3150636) Reference

  20. 5. Katz, R. N. (July/August 2003). Balancing technology and tradition: The example of course management systems. EDUCAUSE Review 40(6), 30-47. Retrieved March 10, 2009, from Lewis, M. T. (2005). Transformative learning communities at a distance: A single-site qualitative case study. (Ph.D., Saybrook Graduate School and Research Center). Dissertation Abstract International, A 66(05), 245. (AAT No. 3174542) Song, H. (2004). The perceptions of college students regarding the instructional quality of online courses delivered via WebCT. (Ed. D., University of Houston). Dissertation Abstract International, A 65(10), 191. (AAT No. 3150368) Walker, B. (2007). Bridging the distance: How social interaction, presence, social presence, and sense of community influence student learning experiences in an online virtual environment. (Ph.D., the University of North Carolina at Greensboro). Dissertation Abstract International, A 68(12), 280. (AAT No. 3290796

  21. Question? Comments?