VSS 2007 - What are They Doing and How are They Doing iI?
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This document summarizes a study that examined how students interact with web-based courses in Newfoundland and Labrador. The study collected data through interviews, journal entries, observations, and surveys of 14 students taking online courses. Key findings included that students relied primarily on each other for help during synchronous class time, worked less than half the time asynchronously, and turned to peers and Internet searches for help rather than online teachers or materials. The implications are that effective asynchronous teaching strategies are needed, and that building online and local communities could better support virtual students.
![Students’ Final Course Averages Based Upon
Delivery Model and Location by Year
2001-02 2002-03 2003-04 2004-05
Web delivered rural 71.3 68.1 69.3 69.6
(n = 291) (n = 886) (n = 1,143) (n = 1,132)
Web delivered urban[1] 64.2 56.5 67.5 71.8
(n = 12) (n = 20) (n = 10) (n = 39)
Classroom delivered rural 68.2 68.1 68.5 69.0
(n = 11,233) (n = 21,334) (n = 26,601) (n = 31.022)
Classroom delivered urban 67.1 66.6 67.8 68.5
(n = 13,390) (n = 27,227) (n = 35,555) (n = 38,857)
# of missing cases 259 (1%) 464 (1%) 1366 (2%) 3693 (5%)
Total # of cases 25,185 49,931[2] 64,675 74743
# of courses 11 21 24 30
[1] The designation of an urban area follows that definition utilized by Statistics Canada.
[2] The dramatic increase in the number of cases was due to the increase in the number of courses offered
by the CDLI. For example, adding Art Technology 1201 in 2002-03 increased the number of web-based
cases by seventy-eight web-based cases and classroom cases by 1578, or English 1201 in 2003-04 which
added 19 web-based cases and 5306 classroom cases.](https://image.slidesharecdn.com/vss-07-121223164537-phpapp01/85/VSS-2007-What-are-They-Doing-and-How-are-They-Doing-iI-8-320.jpg)
![Participants
Student Pseudonyms Gender Grade Community From Courses Taken
Jasmine Female 10 Cape Random Fine Arts[1]
Justine Female 11 Beaches Language Arts[2]
Mathematics
Science
Constance Female 11 Beaches Language Arts
Jason Male 11 Clarke’s Bay Language Arts
Mathematics
Peter Male 11 Beaches Mathematics
Science
Norah Female 11 Beaches Mathematics
Science
Mya Female 12 Beaches Language Arts
Max Male 12 Beaches Language Arts
Science
Mathematics
Dayna Female 12 Beaches Language Arts
Darlene Female 12 Clarke’s Bay Language Arts
Kevin Male 12 Clarke’s Bay Fine Arts
Kathy Female 12 Cape Random Language Arts
Science
Mathematics
[1] Fine Arts include courses in art and music.
[2] Language Arts include courses in both English language arts and French as a second language.](https://image.slidesharecdn.com/vss-07-121223164537-phpapp01/85/VSS-2007-What-are-They-Doing-and-How-are-They-Doing-iI-12-320.jpg)
![Participant Observation - Online
Teacher/Tutor Content-Area Asynchronous Synchronous Tutorial
Pseudonyms (WebCT) (Elluminate Live)
Bill Martin Language Arts 2 different 3 classes from 1
course areas course
Lori Green-Paul Language Arts 3 different 2 classes from 2
course areas different courses
Pamela Bond Language Arts 2 different 2 classes from 2
course areas different courses
Joe Cole Science 2 different 3 classes from 1
course area different course
Megan Matthews Science 2 different 2 classes from 2
course areas courses
Dustin Nelson Science 1 TWEP session
Norman Tiller Social Studies 2 different 4 classes from 1
course areas course
Pat Blake Mathematics 7 classes from 3
different courses[1]
Paul Murray Fine Arts 4 classes from 1
different course
[1] One of these synchronous classes was conducted by a substitute teacher.](https://image.slidesharecdn.com/vss-07-121223164537-phpapp01/85/VSS-2007-What-are-They-Doing-and-How-are-They-Doing-iI-16-320.jpg)
VSS 2007 - What are They Doing and How are They Doing iI?
- 1. What Are They Doing? How Are They Doing It?
- 2. Newfoundland and Labrador • the island is 43,359 square miles, while Labrador covers 112,826 • population was 505,469 in 2006 Census – 551,795 in 1996 / 568,350 in 1986 • 294 schools in 2005-06 – 343 in 2000-01 / 472 in 1995-96* • 76,763 students in 2005-06 – 110,456 in 1995-96 / 142,332 in 1985-86 • average school size is 220 pupils – 45% > 200 and 25% > 100
- 3. Centre for Distance Learning and Innovation The CDLI was founded in December 2000 by the Department of Education, in response to the recommendations of the 1999 Sparks-Williams Ministerial Panel on Educational Delivery. The vision of the Centre is to • provide access to educational opportunities for students, teachers and other adult learners in both rural and urban communities in a manner that renders distance transparent; • eliminate geographical and demographic barriers as obstacles to broad, quality educational programs and services; and • develop a culture of e-learning in our schools which is considered to be an integral part of school life for all teachers and students.
- 4. Centre for Distance Learning and Innovation CDLI Statistics 2001-02* 2002-03 2003-04 2004-05 2005-06 Number of courses 10 18 25 30 33 Number of teachers 5 18 23.5 25.5 27.5 Course Registrations 200 1000 1200 1300 1650 Percentage passes N/A 88 90 90 88
- 5. Centre for Distance Learning and Innovation Synchronous – Online • 30% to 80%, depending on subject area • taught via a virtual classroom (e.g., Elluminate Live) Asynchronous – Offline • remainder of their time • taught via a course management system (e.g., WebCT) • usually consists of independent work from posted homework or assignments or from their textbooks
- 6. Reviewing the Literature • Rural schools are different from urban schools, particularly when it comes to their ability to offer the mandated curriculum to their students. • Initially, rural schools have attempted to address these needs through consolidation, but in the past decade and a half turned to distance education (and more recently virtual schools). • Across North America, virtual school students tend to be a select group of students who are highly motivated, independent in their learning, and have access to and facility with digital technology.
- 7. Reviewing the Literature • The claims are that virtual schooling can allow rural schools to offer their students a wider variety of curriculum and access to highly trained teachers in specialized areas. • However, the reality is that most virtual schooling opportunities are designed for only a select group of students and these opportunities are simply out of the reach of many rural school students. • More research is needed into why some learners are more successful in online environments than others and the specific factors that may impact student achievement in these environments
- 8. Students’ Final Course Averages Based Upon Delivery Model and Location by Year 2001-02 2002-03 2003-04 2004-05 Web delivered rural 71.3 68.1 69.3 69.6 (n = 291) (n = 886) (n = 1,143) (n = 1,132) Web delivered urban[1] 64.2 56.5 67.5 71.8 (n = 12) (n = 20) (n = 10) (n = 39) Classroom delivered rural 68.2 68.1 68.5 69.0 (n = 11,233) (n = 21,334) (n = 26,601) (n = 31.022) Classroom delivered urban 67.1 66.6 67.8 68.5 (n = 13,390) (n = 27,227) (n = 35,555) (n = 38,857) # of missing cases 259 (1%) 464 (1%) 1366 (2%) 3693 (5%) Total # of cases 25,185 49,931[2] 64,675 74743 # of courses 11 21 24 30 [1] The designation of an urban area follows that definition utilized by Statistics Canada. [2] The dramatic increase in the number of cases was due to the increase in the number of courses offered by the CDLI. For example, adding Art Technology 1201 in 2002-03 increased the number of web-based cases by seventy-eight web-based cases and classroom cases by 1578, or English 1201 in 2003-04 which added 19 web-based cases and 5306 classroom cases.
- 9. Students’ Public Exam Scores Based Upon Delivery Model and Location by Year 2002-03 2003-04 2004-05 Web delivered rural 61.4 60.5 63.4 (n = 210) (n = 323) (n = 293) Web delivered urban 71.0 60.5 66.4 (n = 1) (n = 2) (n = 8) Classroom delivered rural 60.6 64.5 61.7 (n = 3,919) (n = 4,907) (n = 6,558) Classroom delivered urban 61.4 64.7 62.6 (n = 5,623) (n = 8,153) (n = 9,304) # of missing cases 40 (0.5%) 189 (1%) 800 (5%) Total # of cases 9,793 13,574 16,963 # of courses with public 5 6 7 exams
- 10. Students’ Scores Based Upon Delivery Model and Location Public Exam Final Course Average Web delivered rural 61.7 69.3 (n = 826) (n = 3,452) Web delivered urban 65.7 66.3 (n = 11) (n = 81) Web delivered total 61.8 69.2 (n = 837) (n = 3533) Classroom delivered rural 62.3 68.5 (n = 15,384) (n = 90,190) Classroom delivered urban 63.1 67.7 (n = 23,080) (n = 115,029) Classroom delivered total 62.8 68.1 (n = 38464) (n = 205219) # of missing cases 1,029 (2.6%) 5,650 (2.6%) Total # of cases 40,330 214,402
- 11. Purpose of the Study The purpose of this study was to examine the nature of web-based learning in Newfoundland and Labrador secondary education. Specifically, this study examined the how students interacted with their web-based courses and the process they undertook when they needed help. This general purpose lent itself to three research questions: 1. What are the students’ experiences during their synchronous time online? 2. What are the students’ experiences during their asynchronous time online? 3. When students require content-based assistance, where do they seek that assistance and why do they choose those sources?
- 12. Participants Student Pseudonyms Gender Grade Community From Courses Taken Jasmine Female 10 Cape Random Fine Arts[1] Justine Female 11 Beaches Language Arts[2] Mathematics Science Constance Female 11 Beaches Language Arts Jason Male 11 Clarke’s Bay Language Arts Mathematics Peter Male 11 Beaches Mathematics Science Norah Female 11 Beaches Mathematics Science Mya Female 12 Beaches Language Arts Max Male 12 Beaches Language Arts Science Mathematics Dayna Female 12 Beaches Language Arts Darlene Female 12 Clarke’s Bay Language Arts Kevin Male 12 Clarke’s Bay Fine Arts Kathy Female 12 Cape Random Language Arts Science Mathematics [1] Fine Arts include courses in art and music. [2] Language Arts include courses in both English language arts and French as a second language.
- 13. Interviews Student Interview 1 Interview 2 Interview 3 Interview 4 Jasmine X X X X Justine X X X X Constance X X X X Jason X X X X Peter X X X Norah X Mya X X X X Max X X X X Dayna X Darlene X X X Kevin X X Kathy X X X X * Plus four teacher and administrator interviews.
- 14. Journal Entries Student Week 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 Jasmine X X X X X X X X X X X X X X Justine X X X X X X X X X X X X X X X Constance X X X X X X X X X X X X X X X Jason X X X X X X X X X X X X X X X Peter X X Norah Mya X X X X X X X X X X X X X Max X X X X X X X X X X X X X X Dayna Darlene X X X X X X X Kevin Kathy X X X X X X X X X X X X X X
- 15. Participant Observation – In School Date Fine Arts Language Arts Mathematics Science Synch Asynch Synch Asynch Synch Asynch Synch Asynch 03 May 2 1 04 May 05 May 08 May 1 1 1 1 09 May 1 1 1 1 10 May 1 11 May 1 1 1 1 12 May 1 1 15 May 1 16 May 17 May 1 18 May 1 23 May 1 1 1 1 24 May 1 1 1 1 25 May 1 1 1 1 26 May 1 1 2 Total 5 5 7 4 4 3 6 4
- 16. Participant Observation - Online Teacher/Tutor Content-Area Asynchronous Synchronous Tutorial Pseudonyms (WebCT) (Elluminate Live) Bill Martin Language Arts 2 different 3 classes from 1 course areas course Lori Green-Paul Language Arts 3 different 2 classes from 2 course areas different courses Pamela Bond Language Arts 2 different 2 classes from 2 course areas different courses Joe Cole Science 2 different 3 classes from 1 course area different course Megan Matthews Science 2 different 2 classes from 2 course areas courses Dustin Nelson Science 1 TWEP session Norman Tiller Social Studies 2 different 4 classes from 1 course areas course Pat Blake Mathematics 7 classes from 3 different courses[1] Paul Murray Fine Arts 4 classes from 1 different course [1] One of these synchronous classes was conducted by a substitute teacher.
- 17. Surveys • Potential variables in transactional distance (Lowell, 2004) • High school Internet education survey (Roblyer & Marshall, 2002-2003) • Learning styles inventory (Barbour & Cooze, 2004) • Online learning experiences (Barbour, 2006)
- 18. Trends Synchronous Time • where most of the instruction took place • students tended to stay on task during this time (although not always) • students tended to rely upon each other more than the online teacher for help • students tended to communicate using text rather than audio
- 19. Trends Asynchronous Time • students primarily assigned seat work • students decided to work less than half of the time • when the students decided to work, they worked well • students would complete work in a collaborative effort, particularly in the mathematics and sciences • asynchronous time was easy to give up for other school related activities
- 20. Trends Turning for Help • students primarily relied upon each other for help • local class size played an important role • student colleagues, teachers (both online and school-based), and general Internet searches • rarely used textbook, supplemental material in WebCT, a live tutor available in the virtual classroom
- 21. So What?
- 22. Implications for Practitioners • effective asynchronous teaching strategies • create communities - both online and local • supporting students online
- 23. Implications for Research • asynchronous teaching strategies • lower performing students • remediation of virtual school skills • developing community with virtual school students • quality of student learning experiences in virtual environments • design-based or developmental research
- 24. Bibliography Barbour, M. K. (2006). Secondary students perceptions of web-based learning. Roundtable presented at the annual meeting of the Association for Educational Communication and Technology,. Barbour, M. K., & Cooze, M. (2004). All for one and one for all: Designing web-based courses for students based upon individual learning styles. Staff and Educational Development International, 8(2/3), 95-108. Lowell, N. (2004). An investigation of factors contributing to perceived transactional distance in an online setting. Unpublished Ph.D., University of Northern Colorado, Greeley, CO. Roblyer, M. D., & Marshall, J. C. (2002-2003). Predicting success of virtual high school students: Preliminary results from an educational success prediction instrument. Journal of Research on Technology in Education, 35(2), 241-255.
- 25. Contact Information Michael K. Barbour Assistant Professor Department of Administrative and Organizational Studies Wayne State University mkbarbour@gmail.com http://www.michaelbarbour.com