1 / 35

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. Analysis of course delivery via traditional and online mode Perceptions of the students

varvara-medea
Télécharger la présentation

Traditional and virtual teaching strategies: a comparative study

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

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

  2. 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 School of Technology

  3. The ModuleIT 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. School of Technology

  4. 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. Module StructureIT Assisted Communications & Study Methods School of Technology

  5. 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 ObservationsWhat Made the Difference? School of Technology

  6. EvaluationOnline 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. School of Technology

  7. 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. School of Technology

  8. Revise Design Implement Develop Evaluate Lessons Learnt Development Cycle School of Technology

  9. Developed completely before run Different distribution of workload Online development School of Technology

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

  11. Components of an online course • 3 major components • Contents • Interaction • Assessment School of Technology

  12. A simple frameworkten–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 School of Technology

  13. Contents Interaction Assessment 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 School of Technology

  14. 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 Makes components visible School of Technology

  15. Interaction and communication • Unit Interaction • announcement boards • web discussions • chat sessions • email • online activity • webliography • FAQ School of Technology

  16. 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 School of Technology

  17. 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 School of Technology

  18. 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 School of Technology

  19. 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 School of Technology

  20. 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. School of Technology

  21. 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. School of Technology

  22. 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 School of Technology

  23. 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) School of Technology

  24. Example of ConversionTraditional 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) School of Technology

  25. 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. School of Technology

  26. The ModulesIT Skills – Word Processing, Spreadsheets, Presentations, Multimedia • Skill modules for non-computing students. • Practical skills for application within the student’s field. School of Technology

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

  28. 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 School of Technology

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

  30. 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. School of Technology

  31. Resources • Software • Demobuilder to record software demonstrations • SPX to build annotated examples • Respondus for MCQ self tests • WebCT to make the materials available School of Technology

  32. To be assessed… School of Technology

  33. 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! School of Technology

  34. You will succeed..… Evaluate your online course and make positive changes School of Technology

  35. On a lighter note… School of Technology

More Related