Waltzing from Needs and Necessity to Comfort and Convenience:

Online and Distance Learning at the Upper Secondary Level

Sólveig Jakobsdóttir, associate professor soljak@khi.is/soljak@hi.isIceland University of Education/

University of IcelandPresentation July 2, 2008

at the Edmedia conference in Vienna

Development of online education(see e.g. Allen & Seaman's reports)

• 2003: Sizing the opportunity... (1,6 mi *)

• 2004: Entering the mainstream...• 2005: Growing by degrees....

• 2006: Making the Grade.....

• 2007: Online nation... (3,5 mi*)

• 2008: ?*students taking at least one online class in college/university

Iceland May 7th 2008

New government policy 2008-2012

Netríkið ÍslandThe Online State – Iceland

http://www.forsaetisraduneyti.is/media/frettamyndir/NETRIKID_ISLAND_stefnuskra.pdf

Upper secondary schools (high schools/junior colleges) in Iceland

Year of establishe

mnt School

1846 MR

1880 MA1904 IR

1905 VÍ

1928 IH

1953 ML

1966 MH

1969 MS

1970 MÍ

1973 MK

1975 FB

1975 FLE

1976 FSS

1977 VA

1977 FVA

1979 FÁ

1979 KVR

1979 ME

1979 FV

1979 FNV

1981 FSU

1984 FG

1984 VMA

1987 FH

1988 FLAU

1996 BHS

1996 FAS2003 MHR

2004 FSN

2007 MBIceland a country of 300.000 people, 100.000 sqkmCa. 61-66⁰N (map from Landmælingar Íslands)

Age of typical student at that level 16-20, non-mandatory schooling

Number of DE students - upper secondary level in Iceland

Statistics Iceland. (2008). http://www.statice.com2-4% increases per year in day school but 15-38% in DE

This study

• Study of distance and distributed education (DE) and the blend or mix of teaching methods and technical solutions that are being used in Iceland at the upper secondary school level.

• Attempt to map the fast changes occurring from the standpoint of administrators, teachers, and students.

This study• Study, part 1& 2 – Administrators, fall 2005 and

2006, in all 29 schools,– telephone interviews– overall picture, technology,

changes, advantages, drawbacks• Study, part 3 – Teachers and students, spring

2007, chosen six schools (eight)– Interviewed mostly through telephone, teachers in

one school on site; students mainly in one school with MSN, a few using e-mail

– More in-depth view of teaching and learning

In this presentation

• Study parts 1&2– Level of DE integration – groups of schools; kinds

of students

• Study part 3– Reactions of learners: reasons, benefits,

disadvantages

Age: Adult learners Ca. 16-20+ (upper sec. level) Ca. 14-15

General studies(children, work)

Renew old dipl.

Art, ICT, multimedia, library sci.

Health,caring, social

Vocat-ional

seaman“Regular”

Abroad, health probl.

Need to catch up

Grades 9-10, extending subject

FÁ,FG

VA, MH

FSN, FB

VMA

VÍBHS

IR

FVA

VA

FÍV

FB

FÁ

IR

FÍV

VA

FÁ VÍ

FG ME

FAS

VMA

ML

FSU

ME

KvR

FÁ

VMA

FG

FÁ

FSUFSH

BHS

FSS

IH

(ML)

(ME)FSS

VÍMS?

FLE,FSU, FAS

FÍV, VÍ

Number of DE students at the comprehensive level in Iceland

Statistics Iceland. (2008). http://www.statice.com

Groups; DE• Group 1 - Strong DE “stems”: Schools in this group had strong DE

“stems”, i.e., with large groups of students registered in DE, and the DE program even about equal to the regular program. It varied to what extent the DE and the regular program is blended or separated. 14% – 24%

• Group 2 – Sizable DE programs, but lower % of students than in group 1: Or small program apparently growing at a very fast rate (more top-down). 31% - 21%

• Group 3 – Regular school program, but DE starting in some ways for groups or courses and/or time. Some schools started to use LMS highly and experiment with shorter school days or fewer regular classes as a result. 14% - 24%

• Group 4 - Use of LMS or intranet were in high use in schools in this group by most teachers/student but attendance, length of school day, and schedule unchanged. 14-14%

• Group 5 – LMS or intranet in use in most or all schools but not as widespread as in group 4. 28% - 17%

Study, part 3 participants (all 18+)S1 S2 S3 S4 S5 S6

DE-group

1 1 1 2 4 4 All

CMS

Video-conf.

WebCT WebCT Moodle

x

WebCT Moodle Námskjár Home made

Location C C R R C R 3:3Grade or course-b

C C G C C G 4:2

Teachers

no.

F:M

4

3:1

2

0:2

5

2:3

4

2:2

6

3:3

4

2:2

25

12:13

StudentsNo. 8 9 10 5 11 10 53

Mean age 28 30 27 19 21 20 24Age range 23-35 19-50 19-58 18-20 19-29 19-20 18-50

F:M 4:4 6:3 9:1 3:3 3:8 7:3 34:23

Students' attitudes• Overall students tended to be positive in their

attitudes towards DL and uses of LMS‘s. • They gave various reasons for their choice of studying

at a distance. For some students in Schools S1 and S2 the reasons had to do with access to education and/or lack of access to schools at the upper secondary level in their home towns and/or a desire for more education at that level.

• Students in most schools mentioned that they had to work with school so that was the main reason to choose DL.

• Many mentioned flexibility as the main reason

Reason for DL - flexibility– Because I want to use time to do something smart while my wife

is studying abroad– I did not want to move– Before the DL I only had the choice to move and tried it but did

not like it well– Because I decided to move abroad and did not want to get

behind in school– I have my own time and everyhing is much freer, I think.– I chose DL because I am graduating in six semesters instead of

eight and therefore I have been taking very big semesters and still I did not get all of my courses into the [class time] schedule.

– Because it suits me I have 3 children– Just so that I can stay more at home– I cannot afford to finish my studies otherwise

Other reasons for DL

• perfomance (because I failed [the tests] last year and if I do not pass this I need to repeat the year);

• physical reasons (I chose DL because I am hearing impaired and there are many things I do not catch in the dayschool that I do get in the DE) or

• social reasons (then I cannot always wake up for school, anxious and have morning depression).

Advantages to DL - flexibility• There were about 27 advantages students mentioned of DL (or uses of

LMS’s). Flexibility! • Flexibility in time (11 students)

– Then you have time to do something else and rather want to use your time for something that you are not doing as well in;

• Flexibility, freedom (9 students)– The pluses with this type of study is first and foremost that

one has more freedom;• Flexibility, location (9 students)

– Good for people who live abroad or in the countryside• Combination of work+study (9 students):

– That you can work like crazy [during your studies]

Advantages to DL, cont. • Access to information, notes (7 students). Mainly because

there is more information flow between student and teacher and one can get better notes than one would take oneself

• Easy access (general comments) (4 students). • Attendance - don’t necessarily need to attend classes (4

students). Examples: If one misses a class or is sick one can still follow what went on ; do not need to sit in boring classes that one really does not have any use for

• Can go on holiday/take a break but still catch up (3)• Faster feedback [when taking online tests] (3), • better preparation for tests (3)

Differences by school/area?main advangages and disadv. of DE

S1, country S2, country S3, R-area S4, R-area S5, country S6, R-area

1 1 1 2 4 4

Email, webct 100% online

Videoconf.Moodle

WebCT100% online

MoodleCampusBlended

Námskjárstarting to offer on individual basis

Home made system

FreedomFlexibilityIndepend.Work+school

Work+schoolDon’t have to moveWider selection

FlexibilityNo attendanceProblemFree of crowds, immature students

Flexibility Easy access

Easy access to assignments and to turn them inMore time for difficult subjects

Info access to notes, better to prepare for testsQuicker feedback in online tests

Impersonal not enough contact with teachers and other students, cost (S3)Self discipline needed

Having to use computers/technology out of school (S6)Some subjects not suited (S5)

Needs and necessity!

Distance learners at School 2 located in a rural area, emphasized that they:

• did not have to move by studying at a distance, • that they had a wider selection of courses,• that nothing else was available or • that they could work with their studies. That is those reasons had to do with need and

necessity.

Comfort and convenience!• On the other hand, students in school S3 emphasized flexibility, liked to

be rid of attendance problems, be free of crowds and immature students, even going on a honeymoon during the semester. – The main benefits are to be able to study at home, have the teachers almost

in your own livingroom. Be able to work full time with my study and in my case not to have to spend my time everyday in a crowd of several hundred people that I don‘t know. In this program I also find it nice to be able to take breaks when I want to and when I really need to.

– Of course the freedom and time that one can use for something else, e.g. work and also the peace to do work. I have difficulties with my temper and to work close to people that still behave like 8th graders, don‘t think people is taking their studies seriously, pays for it and then don‘t want to be bothered to work, great to be rid of those kinds.

– This is INCREDIBLY convenient. I have always had A „LEETLE” problem with school attendance so this suits me well. Then it is of course great to be able to take a short break from Iceland but still not fall behind in school! As long as you have good computer connections it is perfect!

Discussion• Education vs. Just-in-time learning?• A tendency to focus on content?• Too much emphasis on the individual?• Too little emphasis on community building,

social elements?• Effects of the LMS? • What happens to younger students taking

upper secondary school credit? • Drop-out rates already fairly high in day

school – going up in DE.