Slides for National Congress on Rural Education. Saskatoon, SK. March 2012

1. Enhancing
Technology-based
Course Delivery:
There is no magic
Glenn Cockerline Mike Nantais
CockerlineG@BrandonU.ca NantaisM@BrandonU.ca
Brandon University, Faculty of Education

2. Agenda & Session Goal
1. Introduction
2. Overview of three studies
3. Study 1: perceptual modalities*
4. Study 2: educator perspectives*
5. Study 3: learner perspectives*
6. Areas of overlap
7. Discussion
* each overview will be followed by a short table activity
Our goal:
To find an overlap in the findings of 3 independent
studies & discuss their implications for practice.

3. Perceptual Educator
Modalities Perspectives
Learner
Perspectives
Three Studies

4. Study 1

5. Premise
The brain is
the interface
between us
and our
environment

6. Research Question
Is there a correlation between
student’s cognitive style and their:
comfort with WebCT
use of WebCT
satisfaction with WebCT

7. Background #1
How we acquire information
in the natural environment:
Vision
Sound
Force
Scent
Taste

8. Background #1
How we acquire information
in the classroom:
Vision
Sound
Force
Scent
Taste

9. Background #2
Field Independent Field Dependent
Details First “Big Picture” First
then then
creates fits
“Big Picture” Details

10. Background #2
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Scientific American, July 2009

11. Background #2
With Damage to the With Damage to the
Right Hemisphere Left Hemisphere
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A A A
Scientific American, July 2009

12. Research Findings
Field Dependant learners
are less comfortable
• uploading & downloading files
• converting between file types

13. Findings /
Interpretation
FD (Global) learners have a lower
tolerance for technical details
=> importance of introductory sessions
=> importance of technical support

14. Findings /
Interpretation
FD (Global) pays less attention to
details
=> more prone to errors

15. Findings /
Interpretation
Auditory Learners
=> Spent the same amount of time online
=> Accessed fewer pages

16. Findings /
Interpretation
Kinesthetic Learners
=> Spent the same amount of time online
=> Accessed more pages

17. Your Turn
What does this mean to you?

18. Study 2

19. Lessons Learned from
Practitioners of Online
Learning
An Exploratory Research Study

20. Purpose of the study:
~ to investigate technology-based
distance education (particularly
‘web-based delivery’) by exploring
effective practices for course design,
delivery and instruction.
~ exploratory, qualitative study of
current practice & experience in SW
Manitoba
(interviews & focus group)

21. "One of t
he most
pivotal co
mponents
is the nee
d for a
ic y division-w
o l ide plan
P for dealin
g with
online iss
ues"
Conclusions:
• there is a need for clear and well-communicated plans and
policy regarding online distance learning, further planning
should involve teachers
• exposure to online learning in earlier grades (8-9)

22. “Ultimately
you want a
nts] try to
manageme learning
"I f they [stude seamlessly
nt system
that works
log in and th ey can't get instruction
underneat
h the
, as soon a
d to blame s the
well, it's har
manageme
in, nt system
gets in the
t submitting
and you ar way
them for no
e wonderin
working, y g why it is
. . . so the
ou have pr not
assignments doesn't re oblems. So
ally matter it
rastructure , if you want system" which del
iv
ery
in f
to call it th at . . . is so
important.”
Conclusions:
• current, reliable infrastructure, including
speedy networks
• technology requirements clearly
lo gy communicated, including up-to-date
chno software
Te
• need access to required applications and
web sites
• need access to required hardware/
software

23. ech se
ve t cau
ha
e to uge be
hav is h
"You t. It o re
pp or gm e
hin f th
su is not i and
th er e gt han orking,
str atin isn't w
fru ent
ipm up.”
equ ive
kid sg
o rt Conclusion:
Su pp • reliable, timely tech support is
important

24. "if everybody b
o be uys into
nee ds t it, the teacher,
e ally hool the
The re r eac h sc principal at the
other
"
ebo dy in e on
the end, the parent
som ps a n ey , that kid
e ... The is going to be
wh o ke ents
in e s
tud
cert ainly successful”
onl w ould ss.”
supp
ort re s ucce
to e nsu
help
Conclusions:
• parents & community must be
informed - (have face-to-face meeting
with parents/students)
o rt
pp
• school administrators and counsellors
Su
should be familiar with online learning
• onsite support for students & liaison
for teacher should be in place.

25. "teachers t
alking to
ay in- teachers –
“ [a] one-d it's pretty
sn't n early important
, you know
ser vice i de an to get rid ,
gh to provi of some o
f
enou with those fear
e tea cher s about
onlin much
taking on
a [online]
ugh t o add course.”
eno
e cou rse.”
to th
Conclusion:
rt
• professional learning for teachers is
uppo vital
S • PL should include sharing &
mentoring among instructors

26. "I have to cover less
r eq uir ed
the time is] material just
[
h on line because all that
to teac b le”
ast d ou interaction just
"a t le takes so much
time.”
Conclusion:
e
•must be recognition for time requirement &
im
teachers made aware of both time commitment
T
and the benefits of online teaching
• teachers should start slowly and add features as
comfort level increases

27. ot ell
rm et "I think that what we
"Fo the bring to the kids is
hat
can
youw going to change
yb est ucation. To me, this
ver
ed
is ... is ju st another way to
act ice ’v e enrich what you're
pr sur eI ering to the kids.”
not
deliv
I' m yet.”
oun d it
f
on & De sign
Ins tr ucti

28. [you need to be]
"more clear with "It's harder to gauge if they're
instructions . . . You getting it or not, and so if you
want to know if they're getting
don't have the
it or not you have to ask them
personal contact. questions. And they have to
It's all by notices respond to them. And then
and e-mails.” that all takes so much longer
online.”
on & De sign
Ins tr ucti

29. "We get
f the y're should b
pressure
d that it
"i ough e a ‘go-a
pete nt en course, s-you-wa
n t’
com and but it do
ve a head that way esn't wo
rk
t o mo and for me.
So I
comp lete always .
. . put up
in , I just due date suggeste
d
ha n d it s – this
is where
the m to you shou
ld be if
allow you want
ahe ad.” be on tr to
move ack.”
on & De sign
Ins tr ucti

30. Ins tr uction & Design
Conclusions:
• time needs to be provided for course development
and communication with students
• must be a communication plan; teacher-student &
student-student
• must be an effort to address higher order thinking
skills
• need to take advantage of the affordances of digital
technology
• timely and meaningful (descriptive, quality) feedback
to students is vital
• it is clear that there is no ‘magic bullet’ for design:
what works for one, may not for another (both
instructor & learner)

31. "You hav
e to be w
different illing to t
" I get e xcited problem
things –
be a
ry
solver . .
ab out new somethin
g doesn't
. If
te chnolo gy, and have to t
hink abo
work, yo
u
c a n p r es ut how y
tr y to f i gure it way onlin
ent it in a
different
ou
e.”
out. I think
that' s key.”
or
Conclusion:
t ru ct • online teachers need to be
Ins proficient teachers: patient,
innovative, communicators and
problem solvers.

32. "those who are self-
“responsible learner,”
motivated and they have
“independent,” “good another reason for learning
organizational skills,” that subject other than just
“good at planning,” “good the credit.”
communicator,”
“motivated,” “good
readers,” “patient,”
“confident with "be willing to ask
technology,” and
questions too, contact
“problem solvers”
me when they are not
getting something"
r Conclusion:
ne online learning is not for everyone -
Le ar •
students need to be made aware of the
nature of online learning and the

33. Your turn!

34. Study 3

35. Lili Jardine
Student’s Success & Satisfaction
with Online Learning:
An Examination of Secondary
Schools in a Rural School Division

36. Course Delivery
64% of students were satisfied
Student Concerns
Different apps (LMS) for different courses
Technological Challenges
Lack of connection with teacher

37. Quality of Courses
60% of students were satisfied
Teacher Concerns
Lacked time to develop engaging courses
Wanted time to learn new tools

38. Technology Support
60% of students were satisfied
Student Concerns
Some functions did not work
School/Teachers slow fix problems

39. Course Content
58% of students were satisfied
Student Concerns
Not engaging, content unclear
Teachers Concerns
Students lacked reading skills to cope

40. Clarity of Courses
56% of students were satisfied
Student Concerns
Understanding expectations of different
assignments interfered with handing
assignments in on time

41. Feedback
54% of students were satisfied
Student Concerns
Could have done better if feedback were
more timely
Teacher slow to respond or did not
respond to student queries

42. Group Work
26% of students were satisfied
Student Concerns
Not enough group activities
Group activities always seemed the same

43. Course Development
Teacher Concerns
30 - 320 hours planning
6 - 20 hours per week delivering course
??? hours per week marking

44. What do you think?

45. Summary: areas of
overlap
Text
Please refer to the handout.

46. Thank you for
attending our
session!
feel free to continue the dialogue on our
blog or
via email