a survey on learners’ perceptions and experiences in multifarious distance learning environments

A Survey on Learners’ Perceptions and Experiences in

Multifarious Distance Learning Environments

Dr. Khaver ZiaOU International Fellow

Dean, School of ITBeaconhouse National University

Lahore. Pakistan

7-AUG-2007 OU LIBRARY SEMINAR 2 of 38

Al-Quran

� ح�يم الر� ح�من� الر� الله� � م �س� ب

�ا �ين م�ب ا �ور� ن �م� �ك �ي �ل إ �ا �ن ل نز�� و�أ �م� ب ك ر� م ن ه�ان! �ر� ب �م ج�اءك ق�د� �اس� الن �ه�ا ي

� أ �ا م�ا ي� ف�أ

و�ف�ض�ل. �ه� م ن ح�م�ة. ر� ف�ي �ه�م� ل �د�خ� ي ف�س� �ه� ب � �ص�م�وا و�اع�ت 7ه� �الل ب � �وا آم�ن �ذ�ين� ال�ق�يم�ا ت م�س� اط�ا ص�ر� �ه� �ي �ل إ �ه�د�يه�م� و�ي

In the name of Allah, Most Gracious, Most Merciful

O mankind, surely there has come to you a convincing proof from your Lord, and We have sent down to you a clear light (i.e. the Quran)

So, those who believe in Allah and hold fast to Him, He will admit them to His Mercy and Grace, and guide them to Himself by a straight path.

The Quran (IV: 174-175)


Agenda

DISTANCE LEARNING ENVIRONMENT Teaching-Learning Model Content Forms and Media Types Interaction Types and Interaction Modes

RESEARCH QUESTIONS ADDRESSED Journals Surveyed Likert Scale

LEARNERS’ PERCEPTIONS ABOUT Printed Materials Video Content Sync. and Async. modes Length of Module Interactive Multimedia Content Collaborative Learning


Agenda (contd)

LEARNERS’ PERCEPTIONS ABOUT Learner - Instructor Interaction Learner - Content Interaction Learner - Learner Interaction Online Tutorial Support Communication Cognitive Style Online Assessment Digital Library Isolation Blended Learning

SUMMARY OF LEARNERS’ PERCEPTIONS PROPOSAL FOR AN EFFECTIVE DL ENVIRONMENT Q and A


Teaching-Learning Model

Content

Instructor Learner


Content Forms

Text Audio (voice) Graphics (images) Animation (moving images) Video (moving pictures + audio)

Bandwidth


Media Types

Paper-based materials CD-ROM/DVD E-mail attachment Discussion Board Web pages Digital repositories (e.g. digital library)


Interaction Types

Learner-Content Learner-Instructor Learner-Learner

Moore (1989)

“Interaction is an important variable for learning because it is

important to learner satisfaction and motivation”. Northrup (2002)


Interaction Modes

Face-to-Face (F2F) Synchronous (e.g. Chat room) Asynchronous (e.g. Discussion Board, email) Blended (mix of F2F, Sync. and Async.)


Research Questions Addressed

What are Learners’ experiences related to different aspects of distance learning as reported by researchers in a variety of environments?

How can distance learning be made more effective in the light of

learners’ experiences?


Journals Surveyed (2002- to date)

A total of 38 journal articles were used in this survey, as under:

American Journal of Distance Education (12) Journal of Distance Education (4) Open Learning (6) Quarterly Review of Distance Education (10) British Journal of Educational Technology (4) Other (2)

Lee (2004), Wanstreet (2006)


5-Point Likert Scale

Many surveys are conducted using a number of statements with each statement having 5 possible responses, with points

assigned as under: Strongly Agree 5

Agree 4

Neither Agree nor Disagree 3

Disagree 2

Strongly Disagree 1


Perceptions about Printed Materials

Printed materials helped students in achieving course objectives (M= 3.41) had systematic presentation (M=3.21) were generative (M=3.61)

Access Structures 73% read unit objectives carefully 78% read summary of each unit 30% carried out In-text activities 31% did tutorial activity before attending tutorials

(n=168) Fung (2005)


Perceptions about Video Content

Video-based content had higher Attention and Retention compared to text based content

(n=16) Hee and Johnson (2005)

Higher ratings of aesthetical appeal and excitement as compared to audio and text

(n=18) Pomales-Garcia(2006)

83% of learners regarded the CD-ROM containing audio-visual recording of class lectures as most essential learning component

(n=48) Navarro (2000)

Continued…


Perceptions about Video Content (Contd)

Blended Learning Environment in neurological studies course. Classroom activity + Video Clips of patient disorders on CD-ROM

CD-ROM helped students to replay videos in their own time and develop their observational skills

Students said that “until they saw the patient movement disorders they found it difficult to contextualize their learning”.

(n=88) Davies (2005)


Perceptions about Sync. and Async. modes

Sync Asyn Sessions were productive ……………………… 75% ……………..50% Sessions helped in

doing assignment…………………………………31%......................88% Comments useful to

other members…………………………………….38%..................... 75% Comfortable in participating………………………75%.................... 31% Group worked well………………………………… 94%....................56% Preference for future interactions……………… 100%....................50%

(n=16) Mabrito (2006)

Continued…


Perceptions about Sync. and Async. modes (Contd)

Different courses conducted in DL mode using WebCT

72% of students were comfortable with email, 50% with discussion boards and only 32% with online chat

Preferred email because they could directly send it to the instructor

Reluctant to use discussion boards as it meant disclosing their identity along with their input.

Chat rooms did not give them an opportunity for reflection and the communication easily became disjoint.

(n=449) (Zhang 2005)


Perceptions about Effectiveness of Online Learning

(In decreasing order of effectiveness)

Adapting to students’ needs Using meaningful examples Motivating students to do their best Facilitating the course effectively Delivering a valuable course Communicating effectively Showing concern for student learning

(n=199) (Young 2006)


Perceptions about Length of Module

Shorter modules were perceived by students to be shorter than their actual length while longer modules were perceived to be longer than their actual length.

Shorter modules were perceived to be less difficult than longer modules, although both had the same level of difficulty

The greater the length of a module, the less was its persistence. (n=18) Pomales-Garcia (2006)


Perceptions about Interactive Multimedia Content

Three Learning Environments were set up:

A. High Interaction Multimedia

B. Low Interaction Multimedia

C. Traditional Classroom

RESULT

Satisfaction Level of Students for A was highest followed by B followed by C

(n=51) Zhang (2005)


Perceptions about Collaborative Learning

4-year undergraduate program in nursing. Collaborative learning using WebCT. Use of discussion group for postings.

79% of students thought it increased their ability to learn from others. 89% thought it did so from their peers. 74% saw the experience helping them to develop intellectual skills and 74% thought it developed in them a sense of confidence.

(n=25) Buckingham (2003) In a cohort of 30 DLs, 5 were identified as solitary learners. These

students did not find collaborative learning helpful as they had concerns over teamwork timing and about division of labour

(n=30) Ke (2006) Class of instructional design. Divided into groups for collaborative

learning. Communication was a problem along with conflicts among group members. Despite that the students recognized the importance of exchanging feedback among peers.

(n=12) Thompson (2006)


Perceptions about Learner-Instructor Interaction

Students want high levels of instructor feedback and tutorials.Rangecroft (2002)

Mentor in place is important (M=3.52) Timely response from instructor and peers is of utmost importance.

(n=52) Northrup (2002) 20 F2F and 10 online stds. F2F students got more Academic

Support (AS), Personal Support (PS) and Social Support (SS) than they expected. Online received less AS and PS but more SS than they had expected.

(n=10) Wheeler (2002) High expectations about timing and promptness of instructor’s

responses. Expectation of help in non-academic matters, too (n=8) Cain (2003)

Continued…


Perceptions about Learner-Instructor Interaction (contd)

Students wanted timely feedback from their tutors. Felt that answers to their queries could help in key decisions about

their assignments

58% of students wanted instructor’s response within one day. (n=449) Zhang (2005)

Felt that timeliness of response (M=4.48) is a major indicator of support.

(n=52) Northrup (2002)


Perceptions about Learner-Content Interaction

Student desired to interact with content delivered thru audio-narrated online presentations, and readings of text followed by online discussion.

Case-studies and structured games were important to their learning experience.


Preferred to read longer documents in printed form but shorter learning objects on-screen. Appreciated the mobility of the print material.

(n=19) Gilbert (2007)

94% students preferred to read text from paper as opposed to reading it from the screen.

(n=18) Pomales-Garcia (2006)


Perceptions about Learner-Learner Interaction

Learners thought it was essential to build online community (M=4.94), Liked to discuss ideas with peers (M=4.00). Sharing of information with peers was important (M=3.83)


Interaction with other students beneficial. Postings on discussion board related to work experiences of other participants very useful.

(n=19) Gilbert (2007)

Students regarded peers as important source of support and were able to connect and share advice and experiences.

(n=8) Cain (2003)


Perceptions about Online Tutorial Support

48% thought Online tutorial support was well structured Only 35% thought that the tutor encouraged online dialogue 48% said that they would benefit from more online interaction Learners commented on “lack of promotion” on behalf of tutors

with the online medium.(n=449) (Zhang)


Perceptions about Communication

Most important factor contributing to quality of distance education was communication.

Discussion board had too many students and too many topics for comfort.

Chat rooms should have fewer students and should be moderated by instructor

Feedback regarded as crucial communication parameter(n=214) Ortiz-Rodriguez (2005)


Perceptions due to Cognitive Style

Diverger, Accommodator, Assimilator, Converger personality types defined. Last two styles did better in web based learning

(n=36) Manochehri (2006)

Introverts and Extroverts defined based on Myers-Briggs Type Indicator (MBTI). Introverts scored higher than extroverts (85.2 vs. 80.1) in tests

Extroverts were more tense in the DL environment lectures than Introverts.

(n=77) Offir (2007)


Perceptions on Online Assessment

Students found mock exam in Sync. Mode using WebCT stressful. A student said “ It was an exam in use of WebCT rather than an

exam in video analysis”.(n=88) Davies (2005)


Perceptions on Digital Library

Web-based DL course required writing of brief research papers using the digital library.

Students generally considered the use of digital library as a positive experience.

Students with prior experience of using the Internet had more positive experience of using the digital library

Males scored higher than females, regarding positive perception about the digital library

(n=154) Koohang (2004)


Perceptions on Isolation

19 European and 24 Asian Students in an DL course: Feeling of isolation among Asian students due to:

not having academic guidance absence of authority feelings of uncertainty in their work

Feeling of isolation among European Students due to: missing out on an opportunity for discussion and debate

(n=43) Venter (2003) Practicum in DL mode. Students required to post their progress

and reflections on their blogs, which contributed towards alleviating their feelings of isolation

(n=111) Dickey (2004)


Perceptions on Blended Learning Environment (BLE)

1) BLE in a military course comprised Asyn. Phase (1 year) followed by Syn.(10 weeks) followed by F2F (2 weeks) Found Async. phase too long with too much info. Found Sync. Phase too short but helpful in promoting understanding and

mutual trust Positive experience of email and chat room

(n=8) Bonk (2002)2) BLE for a course in instructional design. Async. Mode

complemented by F2F (6 hrs per week). Computer-time (75%) Class-time(25%). Students found BLE effective. Work made efficient by ability to post

assignments online to instructor and receive feedback. Were not positive about reviewing peer work.

(n=24) Christensen (2003)Continued…


Perceptions on Blended Learning Environment (BLE) (Contd)

3) BLE in MA in Religious Ed. using Centra system. DLs could view live audio-video display of class on their computers and communicate via two-way audio with the class. In addition, DLs could silently communicate with each other using Sync. Chat. Positive experience of participating in a live class. Communication with

others DLs also appreciated. (n=7) Rogers (2003)

4) BLE in which on-campus class held normally. Audio recording of each class along with readings and assignments placed in Async. access for DLs. Discussion Board participated by DLs as well as in-class learners. A beneficial experience. Discussion board proved useful for academic and

social interaction, and for enhancement of learning. (n=7) Burgon (2003)

Continued…


Perceptions on Blended Learning Environment (BLE) (Contd)

5) BLE in neurological studies course. Classroom activity + Video Clips of patient disorders on CD-ROM. Linked to WebCT system. Multiple Choice Quiz tests, email, discussion board, chat rooms, mock exam, assessment, grade reports supported by WebCT system.

Students found BLE conducive to effective learning. CD-ROM helped them to replay videos in their own time

(n=88) Davies (2005)


Summary of Learners’ Experiences

Learners were more comfortable with reading material in printed form.

Video content helped in understanding and retaining the content Interaction with instructor found to be essential. Importance of timely

feedback from instructor was stressed Async. Communication in form of discussion board and email was

useful for reflective contribution Sync. Communication developed bonding between learners. Useful

with smaller group, along with instructor moderation Projects were done effectively through collaborative learning Blended learning environment promoted mutual understanding and

alleviated feelings of isolation Digital Library was a useful component in the learning process.


An Effective Distance Learning model Proposed

Course should begin with F2F briefing among tutor and students. Student in a cohort should not exceed 16

In this briefing, all aspects of conduct of course should be discussed with hands-on demo. Groups for collaborative work should be formed, each group having max of 4 students

Reading material should be in printed form DVD should contain learning objects like video clips, lectures, quiz

tests A Digital Library should complement the learning resources

Continued…


An Effective Distance Learning model Proposed (Contd)

Async. Communication should support discussion board and email Sync. Communication should be used for instructor moderated

communication between all students in the cohort. Project work should be done by groups, in Sync. mode. All online activity should be logged for viewing by instructor. Assessment should be Project based and in Async. mode


Thanks for your attention.

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a survey on learners’ perceptions and experiences in multifarious distance learning environments

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