EYE STRAIN and LEARNINGStories from Graduate Students on Online Readership

Kelly EdmondsUniversity of Calgary

STUDY PURPOSE

To gain feedback from graduate students who worked with digital text in online courses

Design implications

Study focus: analyzing students’ reactions to the constructs of online text its integration into curriculum its differences from traditional forms of text

display the identification of alternate means to learning

online

ONLINE TEXT definition

Viewing content through:

• articles in electronic journals• online discussion postings from fellow classmates• emails messages from group members• information in linked websites• web-based notes uploaded by instructors

CONCEPTUAL FRAMEWORK

Increases in student enrolment in graduate studies - some postsecondary institutions are turning to online learning as a solution

Instructors’ favour text over other media options in online courses

Increase in electronic resource use, such as library databases, for learning materials

Need more studies that address the impact of these approaches to uncover past experiences, successes and challenges

THEORETICAL FRAMEWORK

Characteristics of Adults as Learners (CAL) model by Cross (1981) Focus on who adult learners are, why they

participate, and how they learn Adults learners have unique needs affected by

personal and situational characteristics

Model draws on the theory of Malcolm Knowles and his notion of andragogy Adults desire autonomy and choice in their

learning Use their past experiences to ground their

learning Take a practical stance towards what they

learned

LITERATURE REVIEW (2004, 2005, 2006)

Flexibility and access

Control Self-pace

Loss in readability Eye strain Can’t highlight passages Less permanent Supplementary Video better Not improve learning;

surface learning Print to save time; costly Source quality concerns

For Online Text Not for Online Text

METHODOLOGYNarrative inquiry

NARRATIVE INQUIRY

The study of experience under story on three dimensions: time, place, and social (Connelly & Clandinin, 2006) To capture the experience of learners when

interacting with online text to understand How they use, interpret, and learn from various

forms of digital text Researcher added her voice 6 online graduate students: Masters and

doctoral Interviews (via Elluminate) with simple

questions, 2 week reading diary, and text samples

Analyzed for themes

FINDINGS... their stories

TER

RY

Intellectual chess game

“TERRY” small rural town in southern Alberta assistant principal family* time was limited* enjoyed learning and debating ideas forced him to articulate his ideas

Terry preferred an open learning environment where he could grow and be challenged, and develop emergent work together with other students using information and communication technologies

TO

NY

Life is a journey

“TONY” from the northern territories reflective of his life

adventuresome in spirit felt a depth from living among the native

culture and spirit experienced learning fully felt wealthy with his time given to study frustrated when fellow students did not

commit in the same way visual learner - did not like live

discussions dissertation: oral history

text offered a level of intimacy not found in face-to-face exchanges

Tony saw online learning as oral learning with its opportunities for personal communication

SU

SA

NStrong sense of community

“SUSAN” elementary teacher for 25 years public school in an urban area in

Saskatchewan interacting with others to learn working together, sharing skills and

tasks, and building rapport as important aspects of learning

preferred discussing content than reading about it

did not read all text online – skimmed postings/emails; printed articles*

Susan preferred to read online, gather all text online, or if needed, borrow a book from her local library than building a personal library.

JEN

NIF

ER

New online learner

“JENNIFER” special education teacher in a

northern rural town in Saskatchewan conventional learning style struggled with juggling the content

while learning to use the technology social aspect of learning online both

puzzling and intriguing; leery of virtual group members

enjoyed the different perspectives of fellow students who worked in various career and places in the world

Jennifer was aware of the significance of words and text online, and believed writing conveys well how one perceives

RO

BER

TSpecialized in info processing online

“ROBERT” managed faculty development for

instructional skills at a post-secondary institution in a large urban centre in Alberta

full family life strategic about how he engaged online;

post responses after reflection* online classes were more permanent,

dynamic, and always available vs f2f enjoyed group work, online dialogue,

being accountable enjoyed hands-on problem; exploring

materials and software in the online Needed freedom in his learning; learn non-

linearly

Robert organized his time and resources so he could constantly be processing information throughout his day.

SA

RA

HEyes of an instructional designer

“SARAH” worked and lived in an urban centre in

Alberta found it easier to work online versus

traveling to campus for school needed the instructor to provide a focus for

her lessons guidance helped her manage complex readings,

develop coherent thinking, and apply ideas to her work

eventually learned to relax online negative physical effects of reading online wanted less quantity of work and content

more use of advanced technologies to help learners work deeper with concepts

Sarah considered herself as an analytical and logical learner who struggled with online learning and its various activities and material formats calling on new learning styles.

RECAP OF PARTICIPANTS

Terry: Intellectual chess game Tony: Life is a journey Susan: Strong sense of community Jennifer: New online learner Robert: Specialized in info processing online Sarah: Eyes of an instructional designer

DISCUSSION: ONLINE TEXT

Web’s propensity Search info Multi resources Browsing text Non-linear uses Associative linking

Static less useful vs interactive multimedia

Eye strain; aging Can’t highlight, note Juggling time; print

Supplementary use

Agreed with Lit Not the same as Lit

CONCLUSION

Gap in literature: Context of learners Personal learning

preferences Characteristics of

adult learners Personal and

physical development

This study: Holistic story Narrative inquiry Participants’ preferences Personal context and

situation Struggles:

Life responsibilities Time constraints Physical strain Learning styles Various online modes Interacting with others

Informing instructional design

Cross (1981) suggested the awareness of personal and situational characteristics of students may require providing curriculum that is authentically diverse in format and activity, provides students with choice, and allows relevancy in their work.