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Learning Can Be a Long Shot. A Comparison of Distance Education in. And. Outline. I. How it all Happened II. Country Facts III. Web-based Learning Skills IV. Course Descriptions & Dates (3) V. Student Feedback & Differences VI. Conclusions VII. Slide Show VIII. Your thoughts. - PowerPoint PPT Presentation

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  • Learning Can Be a Long ShotA Comparison of Distance Education in

    And

    FFT February 2004

  • OutlineI. How it all HappenedII. Country FactsIII. Web-based Learning SkillsIV. Course Descriptions & Dates (3)V. Student Feedback & DifferencesVI. ConclusionsVII. Slide ShowVIII. Your thoughts

    FFT February 2004

  • I. How it HappenedSabbaticalPerused Fulbright Grants PageOpening in NepalReceived research/teaching grant for Nepal 5 months: August DecemberSent email to the President of University of IcelandU. of Iceland offered an instructor position for Jan MayApplied for Senior Scholar Fulbright to Nepal for June and July

    FFT February 2004

  • Date: Sun, 17 Feb 2002 10:59:52 -0800 (PST)From: Jeff Riskin To: Karen Lemone Subject: Nepal

    Hi, Karen,

    I don't like what I'm hearing in the news today; 127police & soldiers killed by rebels in Nepal. Ongoingviolence, etc, etc. Several stories can be accessedat Yahoo.com and/or your favorite news site.

    Why Nepal?!?!?! For this, you could go to Israel andbe warm before you get blown up or Pakistan, climbsome mountains and then get kidnapped! If you want togo far away, you'd love Australia; you might even getvisitors.

    Cheers,Jeff

    FFT February 2004

  • II. Country Factshttp://www.cia.gov/cia/publications/factbookhttp://www.worldfactsandfigures.com/countries

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  • Country Facts: SIZE

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  • Country Facts: Population

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  • Country Facts: Climate

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  • Country Facts: Maritime

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  • Country Facts: Elevation Extremes

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  • Country Facts: Natural Resources

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  • Country Facts: Hazards

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  • Current Environmental Issues

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  • Country Facts: Life Expectancy

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  • Infant Mortalities/1000 Births

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  • Literacy (15+ can read)

    FFT February 2004

  • Country Facts: Economy

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  • Country Facts: Industries

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  • Country Facts: Unemployment

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  • Country Facts: Telephone System

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  • Country Facts: Railways

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  • Country Facts: Internet Users

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  • III. Web-based Learning Background 1Charles Wedemeyer1960ishFavored Independent Study over traditional correspondence studyDemocracy in EducationPoor, Handicapped, Geographically IsolatedLearning CentersNew TechnologiesAdult and Continuing EducationIdeas formed Basis for founding of British Open University

    FFT February 2004

  • Web-based Learning Background 2Theory of Transactional Distance

    Definition: Transactional Distance: Space of Potential Misunderstanding between the inputs of the instructor & those of the learner

    Michael Moore & Greg KearsleyNotion of geographical distance could be bridged using TechnologyBoth parties must seek to overcome communication gapThree Variables1. Interaction or DialogLittle interaction increased transactional distancw2. Course Structure and LayoutNeed balance between too little and too much3. Learner AutonomyStudents ability to direct learning without instructor supervision or interventionMore autonomy needed for larger transactional distance

    FFT February 2004

  • Web-based Learning Background 3Insung Jungs Theory on Web-based InstructionEmphasize Pedagogy, not TechnologyCommunicationBetween students and instructorsBetween groupsBetween individuals in classStudent LearningLearning autonomy, but with student interactionsBoth parties must seek to overcome communication gapThe InstructorEncourage student communicationsStimulate interest in subject matterVisual Factors importantContent expandable, adaptable

    FFT February 2004

  • Web-based Learning Background 4Power DistanceAcceptance of unequal distribution of powerUncertainty AvoidanceDegree of tolerance for deviation from the normIndividualismIncludes gender equalityMaculinityAssertiveness, materialism, self-centerednessAs opposed to: interdependence, quality of life, service

    Geert Hofstedes Cultural Differences Model

    FFT February 2004

  • IV. Course Descriptions & DatesAudience: GradsCourse: CompilersMode: First 8 weeks in class; last 6 by distance learningTime Frame: October, 2002 December 2003

    Audience: Undergrads & GradsCourse: Web programmingMode: in-class by distance learningTime Frame: January, 2003 May 2003

    FFT February 2004

  • Courses (continued)Audience: GradsCourse: Web ProgrammingMode: In-class Time Frame: June July, 2003

    Audience: GradsCourse: Web ProgrammingMode: Distance - LearningTime Frame: June July, 2003

    Audience: UndergraduatesCourse: Web ProgrammingMode: Intensive (everyday, 5+ hrs) First 2 weeks in class; Last 2 by distance learning Time Frame: July, 2003

    FFT February 2004

  • Nepal Grads: Compiler CourseSmall ClassBackground and Skills: PoorAttitude: GoodStudy Skills: PoorGrades: PoorIn-Class1: Oct. DecDistance learning: Jan. Feb.1. Except for bandhs

    FFT February 2004

  • Nepal Grads: Compiler Course (contd..)Difficult to TeachFailing GradesInability to work IndependentlyCheatingIntroduced them to Course Management System (Bulletin Board)

    FFT February 2004

  • Nepal Grads: Compiler Course (contd..)Most submitted identical workMost submitted poor workUnable to continue the programming projectGroup Postings!

    FFT February 2004

  • Nepal Grads: Compiler Course (contd..)Final Exam On-lineDepartment Chair ProctoredHe let them cheatMost failedGrades: 1 A, 1 B, Rest Cs

    FFT February 2004

  • V. Student Feedback & DifferencesNepali Grads Compiler CourseQuestionnaire Results

    FFT February 2004

  • Feedback & Differences (contd..)Nepali Grads Compiler CourseQuestionnaire Results

    FFT February 2004

  • Feedback & Differences (contd..)Nepali Grads Compiler CourseQuestionnaire Results

    FFT February 2004

  • Feedback & Differences (contd..)Other:Liked the web-based materialAlso wanted a textDistance Learning Important for NepalThey said: No Cultural Issues (!) Nepali Grads Compiler CourseQuestionnaire Results

    FFT February 2004

  • Online Behavioral DifferencesAt first, no bulletin board postingsThey werent reading mine eitherPosted as a group to the course bulletin boardSee following emailOnline content came from a published bookBut since online, not considered adequate

    FFT February 2004

  • Date: Wed, 18 Dec 2002 13:50:07 +0545

    From: Rajesh Lal Nyachhyon To: kal@cs.wpi.eduSubject: lex file (rajesh)Parts/Attachments: 1 Shown 17 lines Text 2 OK 35 lines Text----------------------------------------

    Dear Karen Madam, I have saved the lex file in the Notepad....I did tried to saveThe input & outputs, but I couldn't.Looking forward to hear from you very soon.LoveRajesh.

    FFT February 2004

  • Online Behavioral DifferencesThey did check grades constantly!

    For distance learning part, 1, maybe 2 people did the assignments. Everyone else signed their name.

    Unable to go out on the web to clarify material

    FFT February 2004

  • IcelandLarge Class: 75 students Easy, but unresponsive to teachRarely Posted to BBWide Age RangeGood backgrounds(Too?) IndependentLittle CheatingSome worked hard, some didntAudience: Undergrads & GradsCourse: Web ProgrammingMode: in-class by distance learning Time Frame: January, 2003 May 2003 at 8 a.m.!

    FFT February 2004

  • Iceland Results1/6 failed courseMany Low gradesIn-class students did slightly better than Distance LearnersMost liked courseMost would take a Distance Learning Course (again)Prided themselves on Independence

    FFT February 2004

  • IV & V again: Back to NepalAudience: Same GradsCourse: Web ProgrammingMode: In-class Time Frame: June July, 2003

    Audience: 3rd year UndergraduatesCourse: Web ProgrammingMode: Intensive (everyday, 5+ hrs) First 2 weeks in class; Last 2 by distance learning Time Frame: July, 2003

    Audience: WPI Grads (couple undergrads)Course: Web ProgrammingMode: Distance - LearningTime Frame: June July, 2003

    FFT February 2004

  • Pre-QuestionnaireWPI Students: Knew some or all of the materialNepali Grad Students: Knew none of the material

    WPI Students: Planned to spend an average of ~12 hours/weekNepali Grad Students: Planned to spend an average of ~6 hours/week

    WPI Students: 2/14 had done distance learningNepali Grad Students: 6/9 claimed not to have done distance learning!

    FFT February 2004

  • If Wishes were HorsesCourse: Programming + Project + Homeworks

    I wanted the (Grad) Nepalis and the US students to work together.

    Didnt happen although they shared the Bulletin Board & Chat Room

    FFT February 2004

  • ResultsUS students mostly did well (As and Bs, 1 C, 1 Inc.)Some excellent ProjectsAppropriate TechnologyVarying levels of AdaptiveNo Cheating on Final?

    Nepali grad students: Some did visually attractive projectsLittle TechnologyOnly 1/9 did the Adaptive PartTwo students plagiarized on projectDid Poorly on Final

    Nepali Undergrads:Okay ProjectsOkay Final (online, but proctored)No major Issues

    FFT February 2004

  • QuestionnaireUS students Mostly ContentMost (but not all) would take another distance learning courseAverage Time Spent: 15+ hours/we

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