students experiences of different types of distance learning
TRANSCRIPT
Sami Suhonen 2016
Sami Suhonen 2016
1. Suhonen, S. (2016) Learning Analytics View to Students' Homework Activity in Engineering Physics. INTED2016 Proceedings, pp. 3998-4005.
2. Suhonen, S. (2016) Put Theory into Practice: Measurement Assignments in Physics Theory Courses. INTED2016 Proceedings, pp. 4478-4484.
3. Suhonen, S., Tiili, J. (2015) Students’ Online Activity on a Fully Online Introductory Physics Mechanics Course, Proceedings of SEFI2015 43rd Annual Conference, Orleans, France
4. Suhonen, S., Puranen, J., (2015) Enhancing Learning in Integrated Physics Laboratory Course: Physics, Mathematics and Communications, 43rd Annual SEFI Conference June 29 -July 2, 2015 Orléans, France
5. Tiili, J., Suhonen, S. (2015) Students’ Experiences on Modern Fully Online Introductory Mechanics Physics Course, Proceedings of SEFI2015 43rd Annual Conference, Orleans, France
6. Hockicko, Peter, and Juho Tiili. "Comparison of the Entering Students’ FCI Results–Tampere UAS and University of Žilina", Proceedings of SEFI2015 43rd Annual Conference, Orleans, France
7. Tiili, J., Manninen, R., Puranen, J., Suhonen, S., (2015) Development of Simple Public Assessment Sheet and its Use in Elementary Physics Laboratory Course, , Proceedings of SEFI2015 43rd Annual Conference,
8. Suhonen, S., Tiili, J.Combining good practices in fully online learning environment – introductory physics course, Proceedings of SEFI2014 42nd Annual Conference, Birmingham, UK
9. Tiili. J., Suhonen, S. Using video solutions and “hi-score-list” to increase and to monitor student’s homework activity, PTEE2014
10. Suhonen, S., Tiili, J. Enhancing scientific analyzing and reporting skills – integrated physics laboratory course, PTEE 2014
11. Tiili, J., Suhonen, S. (2014). Analysis of Analytics - Videoclip Watching Activity in Introductory Physics. Proceedings of SEFI 42nd Annual Conference, Birmingham, UK
12. Manninen, R., Tiili, J. Using pre-lecture assignments to enhance students' learning in introductory physics, PTEE2014
13. S. Suhonen, J. Tiili (2014) Simple Measurement Assignments as Activators in Elementary Engineering Physics, INTED2014 Proceedings, pp. 4057-4066.
14. Suhonen, S., Tiili, J. (2014), Active Engaging Video Assisted Physics Studies - Preliminary Results, World Conference on Educational Multimedia, Hypermedia and Telecommunications Vol. 2014, No. 1 (Jun 23, 2014) pp. 1636–1644
15. S. Suhonen, J. Tiili (2014) Simple Measurement Assignments as Activators in Elementary Engineering Physics, INTED2014 Abstracts
16. Tiili, J., Suhonen S. (2013) Combining Good Practices : Method to study Introductory Physics in Engineering Education, Proceedings of the SEFI annual conference 2013, Leuven, Belgium
Latest publications:
~ 100 Physics course implementations / year ~ 700 Students / year ~ 8 000 ECTS credits / year
Tampere University of Applied Sciences:
12 Bachelor’s Level Degree Programs in Engineering
Background
• 10 000 students• 3 campuses• 50 degree programs
Sami Suhonen 2016
TAMK
100 km
1 Student 11 Students
Group:• 31 Adult part-time
students• Mechanical
engineering• Living 4 km … 115 km
from TAMK
Spring 2016: 50 teaching days→ spend in their cars altogether:
• 130 000 km • 2000 h
Student group
Sami Suhonen 2016
A) Face-to-face teaching B) Face to face teaching streamed to distance learners (Adobe Connect)
C) Virtual classroom D) Asynchronous online course
Studying methods
Icon
s: h
ttp://
ww
w.ic
ons-
land
.com
Sami Suhonen 2016
Learning
Experience
LearningOutcomes
Learning Analytics
”Who, What, When?”
Research interests
Learning Experience
Google Forms questions:• Multiple choice• Rated (Likert Scale)• Open ended
25 answers (81 %)
Learning Analytics
MoodleWho?When?What?How long?What next?
Excel
Kur
ssi:
5N00
BC
71-
3035
Mek
aniik
ka
Kurs
si: 5
N00B
C71-
3035
Mek
aniik
ka
Data MiningFiltering
Categorizing
Moodle
Log File
Sami Suhonen 2016
Results
Sami Suhonen 2016
Results
Sami Suhonen 2016
4. Asynchronous online course
Results
Structure of the online implementation
Asynchronous Online Physics Courses
, Week 2
, Week 3
, Week 4
Asynchronous Online Physics Courses
Asyncronous + Moodle = One-directional?
Returningassignment
Personal feedback and commenting
NO
Support face to face
teaching
Material for online
implementations
VideosBlended
Online
1000 videosWatching:
350 000 min110 000 views Icons: www.icons-land.com
Asynchronous Online Physics Courses
Online Measurement AssignmentsA) Smart phone apps and sensorsB) Video analysis using smartphone C) Measurement presented as a video clip
Examples of Apps:- acceleration: ”Accelerometer Monitor”- position (GPS): ”Speed view”- angle (friction measurements): ”Angle Meter”
Asynchronous Online Physics Courses
A) Smart phone apps and sensorsB) Video analysis using smartphone C) Measurement presented as a video clip
Online Measurement Assignments
Asynchronous Online Physics Courses
A) Smart phone apps and sensorsB) Video analysis using smartphone C) Measurement presented as a video clip
http:
//yo
utu.
be/5
EoRC
dLa-
no
Online Measurement Assignments
Asynchronous Online Physics Courses
Sami Suhonen 2016
Results
Week exams and deadlines for measurement assignments Final exam
Results
Teacher’s online presence, care and interest are of greatest importance.
Results
Translation: ”It’s so nice that teacher helps and answers also here! Not everyone would bother… Thanks for that”
Agree! Cool. Thx.
• WhatsApp• Weekly video greetings• Moodle • …
If you could freely choose, which type of
course would you take?
Do you recommend teachers to arrange their courses as
asynchronous online courses?
Results
Sami Suhonen 2016
”Verkko-opetus puhtaasti siitä syystä että oma opiskeluaika sijoittuu hyvin pitkälti ilta-aikaan.”
”Koska saan omaan tahtiin opetella ja ymmärtää asioita. En tipu niin helposti kelkasta.”
”Etenkin jos toteutustapa sama kuin meidän Mekaniikan-jaksolla, jolloin opiskelu ei niin aikaan sidottua ollut, että paikalla piti olla tiettynä aikana vaan sai itse löytää itselleen sopivat ajat tehdä tehtäviä. Lisäksi opettajamme oli tehnyt loistavat videot, joista kyllä asiat ainakin henkilökohtaisesti sisäisti.”
”Lähiopetuksen etuina juuri aikaisemmin mainittu kysymisen helppous ja tehtäviin saisi pienemmällä vaivalla apua. Tässä vaiheessa täytyy mainita että verkko-opetuksessa itselle positiivisena apuna on että pystyy selaamaan nauhoitteita teoriasta uudelleen läpi ja näin ollen miettimään/kertaamaan juttuja itsenäisesti.”
”Nykyiseen tilanteeseeni sopii parhaiten verkko-opetus. Saan itse valita ajan koska opiskeluni suoritan.”
”Lähiopetus vaatisi töistä enemmän vapaata joka ei aina ole mahdollista. Ja käy aika pian lompakon päälle.”
”Joustavuus omien aikataulujen suhteen.”
”Saa suorittaa siihen aikaan vuorokaudesta kun itselle parhaiten sopii.”
”Lähiopetus olisi oppimisen kannalta itselleni helpompaa. Kiireellisen elämän takia Verkko-opetus on parempi vaihtoehto, koska verkko opetuksen voi katsoa nauhalta koska vaan.”
”Matkatyötä tekevälle ehdottomasti ainoa mahdollinen opiskelu tapa”
Study in the evening
Can study at your own pace
easier to find suitable times
awesome video clips
watch again and again
free to choose
cheaper
flexibility
Study anytime
ResultsWhy?
Sami Suhonen 2016
Summary
• Online and especially asynchronous learning is strongly preferred among adult learners
• Teachers’ online presence, interest and ”face” are very important in online courses.
• Evenings?• Weekends?
• Deadlines makes the students (and us all) to take actions…
