Learning Can Be a Long Shot

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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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<ul><li><p>Learning Can Be a Long ShotA Comparison of Distance Education in </p><p>And</p><p>FFT February 2004</p></li><li><p>OutlineI. How it all HappenedII. Country FactsIII. Web-based Learning SkillsIV. Course Descriptions &amp; Dates (3)V. Student Feedback &amp; DifferencesVI. ConclusionsVII. Slide ShowVIII. Your thoughts</p><p>FFT February 2004</p></li><li><p>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</p><p>FFT February 2004</p></li><li><p>Date: Sun, 17 Feb 2002 10:59:52 -0800 (PST)From: Jeff Riskin To: Karen Lemone Subject: Nepal</p><p>Hi, Karen,</p><p>I don't like what I'm hearing in the news today; 127police &amp; soldiers killed by rebels in Nepal. Ongoingviolence, etc, etc. Several stories can be accessedat Yahoo.com and/or your favorite news site.</p><p>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.</p><p>Cheers,Jeff</p><p>FFT February 2004</p></li><li><p>II. Country Factshttp://www.cia.gov/cia/publications/factbookhttp://www.worldfactsandfigures.com/countries</p><p>FFT February 2004</p></li><li><p>Country Facts: SIZE</p><p>FFT February 2004</p></li><li><p>Country Facts: Population</p><p>FFT February 2004</p></li><li><p>Country Facts: Climate</p><p>FFT February 2004</p></li><li><p>Country Facts: Maritime</p><p>FFT February 2004</p></li><li><p>Country Facts: Elevation Extremes</p><p>FFT February 2004</p></li><li><p>Country Facts: Natural Resources</p><p>FFT February 2004</p></li><li><p>Country Facts: Hazards</p><p>FFT February 2004</p></li><li><p>Current Environmental Issues</p><p>FFT February 2004</p></li><li><p>Country Facts: Life Expectancy</p><p>FFT February 2004</p></li><li><p>Infant Mortalities/1000 Births</p><p>FFT February 2004</p></li><li><p>Literacy (15+ can read)</p><p>FFT February 2004</p></li><li><p>Country Facts: Economy</p><p>FFT February 2004</p></li><li><p>Country Facts: Industries</p><p>FFT February 2004</p></li><li><p>Country Facts: Unemployment</p><p>FFT February 2004</p></li><li><p>Country Facts: Telephone System</p><p>FFT February 2004</p></li><li><p>Country Facts: Railways</p><p>FFT February 2004</p></li><li><p>Country Facts: Internet Users</p><p>FFT February 2004</p></li><li><p>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</p><p>FFT February 2004</p></li><li><p>Web-based Learning Background 2Theory of Transactional Distance</p><p>Definition: Transactional Distance: Space of Potential Misunderstanding between the inputs of the instructor &amp; those of the learner</p><p>Michael Moore &amp; 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</p><p>FFT February 2004</p></li><li><p>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</p><p>FFT February 2004</p></li><li><p>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</p><p> Geert Hofstedes Cultural Differences Model</p><p>FFT February 2004</p></li><li><p>IV. Course Descriptions &amp; DatesAudience: GradsCourse: CompilersMode: First 8 weeks in class; last 6 by distance learningTime Frame: October, 2002 December 2003</p><p>Audience: Undergrads &amp; GradsCourse: Web programmingMode: in-class by distance learningTime Frame: January, 2003 May 2003</p><p>FFT February 2004</p></li><li><p>Courses (continued)Audience: GradsCourse: Web ProgrammingMode: In-class Time Frame: June July, 2003</p><p>Audience: GradsCourse: Web ProgrammingMode: Distance - LearningTime Frame: June July, 2003</p><p>Audience: UndergraduatesCourse: Web ProgrammingMode: Intensive (everyday, 5+ hrs) First 2 weeks in class; Last 2 by distance learning Time Frame: July, 2003</p><p>FFT February 2004</p></li><li><p>Nepal Grads: Compiler CourseSmall ClassBackground and Skills: PoorAttitude: GoodStudy Skills: PoorGrades: PoorIn-Class1: Oct. DecDistance learning: Jan. Feb.1. Except for bandhs</p><p>FFT February 2004</p></li><li><p>Nepal Grads: Compiler Course (contd..)Difficult to TeachFailing GradesInability to work IndependentlyCheatingIntroduced them to Course Management System (Bulletin Board)</p><p>FFT February 2004</p></li><li><p>Nepal Grads: Compiler Course (contd..)Most submitted identical workMost submitted poor workUnable to continue the programming projectGroup Postings!</p><p>FFT February 2004</p></li><li><p>Nepal Grads: Compiler Course (contd..)Final Exam On-lineDepartment Chair ProctoredHe let them cheatMost failedGrades: 1 A, 1 B, Rest Cs</p><p>FFT February 2004</p></li><li><p>V. Student Feedback &amp; DifferencesNepali Grads Compiler CourseQuestionnaire Results</p><p>FFT February 2004</p></li><li><p>Feedback &amp; Differences (contd..)Nepali Grads Compiler CourseQuestionnaire Results</p><p>FFT February 2004</p></li><li><p>Feedback &amp; Differences (contd..)Nepali Grads Compiler CourseQuestionnaire Results</p><p>FFT February 2004</p></li><li><p>Feedback &amp; Differences (contd..)Other:Liked the web-based materialAlso wanted a textDistance Learning Important for NepalThey said: No Cultural Issues (!) Nepali Grads Compiler CourseQuestionnaire Results</p><p>FFT February 2004</p></li><li><p>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</p><p>FFT February 2004</p></li><li><p>Date: Wed, 18 Dec 2002 13:50:07 +0545</p><p>From: Rajesh Lal Nyachhyon To: kal@cs.wpi.eduSubject: lex file (rajesh)Parts/Attachments: 1 Shown 17 lines Text 2 OK 35 lines Text----------------------------------------</p><p>Dear Karen Madam, I have saved the lex file in the Notepad....I did tried to saveThe input &amp; outputs, but I couldn't.Looking forward to hear from you very soon.LoveRajesh.</p><p>FFT February 2004</p></li><li><p>Online Behavioral DifferencesThey did check grades constantly!</p><p>For distance learning part, 1, maybe 2 people did the assignments. Everyone else signed their name.</p><p>Unable to go out on the web to clarify material</p><p>FFT February 2004</p></li><li><p>IcelandLarge Class: 75 students Easy, but unresponsive to teachRarely Posted to BBWide Age RangeGood backgrounds(Too?) IndependentLittle CheatingSome worked hard, some didntAudience: Undergrads &amp; GradsCourse: Web ProgrammingMode: in-class by distance learning Time Frame: January, 2003 May 2003 at 8 a.m.!</p><p>FFT February 2004</p></li><li><p>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</p><p>FFT February 2004</p></li><li><p>IV &amp; V again: Back to NepalAudience: Same GradsCourse: Web ProgrammingMode: In-class Time Frame: June July, 2003</p><p>Audience: 3rd year UndergraduatesCourse: Web ProgrammingMode: Intensive (everyday, 5+ hrs) First 2 weeks in class; Last 2 by distance learning Time Frame: July, 2003</p><p>Audience: WPI Grads (couple undergrads)Course: Web ProgrammingMode: Distance - LearningTime Frame: June July, 2003</p><p>FFT February 2004</p></li><li><p>Pre-QuestionnaireWPI Students: Knew some or all of the materialNepali Grad Students: Knew none of the material</p><p>WPI Students: Planned to spend an average of ~12 hours/weekNepali Grad Students: Planned to spend an average of ~6 hours/week </p><p>WPI Students: 2/14 had done distance learningNepali Grad Students: 6/9 claimed not to have done distance learning!</p><p>FFT February 2004</p></li><li><p>If Wishes were HorsesCourse: Programming + Project + Homeworks</p><p>I wanted the (Grad) Nepalis and the US students to work together. </p><p>Didnt happen although they shared the Bulletin Board &amp; Chat Room</p><p>FFT February 2004</p></li><li><p>ResultsUS students mostly did well (As and Bs, 1 C, 1 Inc.)Some excellent ProjectsAppropriate TechnologyVarying levels of AdaptiveNo Cheating on Final?</p><p>Nepali grad students: Some did visually attractive projectsLittle TechnologyOnly 1/9 did the Adaptive PartTwo students plagiarized on projectDid Poorly on Final</p><p>Nepali Undergrads:Okay ProjectsOkay Final (online, but proctored)No major Issues</p><p>FFT February 2004</p></li><li><p>QuestionnaireUS students Mostly ContentMost (but not all) would take another distance learning courseAverage Time Spent: 15+ hours/week</p><p>Nepali grad students:Some didnt think course appropriate to career goalsThink distance learning important for NepalSpent 10+ hours/week </p><p>Nepali Undergrads:Similar answers to grads</p><p>FFT February 2004</p></li><li><p>VI. My ConclusionsU.S. Distance Learning appropriate for many learning stylesInstructor must use communication toolsTheoretical Material must be animated for understanding</p><p>IcelandDistance Learning appropriate for cultureLack of communication skills impedes using tools</p><p>Nepali Grad students:School needs to address attitude problemInstructor must be aware of cultural issuesMay not be appropriate for current generationLack of Independence impedes web-based learning </p><p>Nepali Undergrads:???</p><p>FFT February 2004</p></li></ul>