Bill Osterholt

EDU 654.70_Methods for Online Teaching & Learning

Dr. Jayme Linton

March 22, 2017

Literature Review for Synchronous Learning

       This literature review compares three articles on synchronous learning: “The Learning Experience: Training Teachers Using Online Synchronous Environments”, “Every Picture Tells a Story: The Power of 3 Teaching Method”, and “Considering High School Students’ Experience in Asynchronous and Synchronous Distance Learning Environments: QoE Prediction Mode.” These studies involved synchronous distance learning from different educational environments, but as a group, they came to some of the same conclusions.                                                                            

      All three started with the same premise: the authors of “The Learning Experience” state: E-learning is now established and growing practice due to the advancement in information technology (Woodcock, 21).  The authors of “Considering High School Students’ Experience” assert that distance education has emerged due to a need for access learning when face to face education is not possible (Malinovski, 92). In “Every Picture Tells a Story,” the authors take this one step further by stating the need to go beyond flipped classrooms. Students become more engaged when they are creating rather than just receiving knowledge. They also make the point that an important element is the student’s motivation (Kates, 189). Stated another way the attitude of the student and the environment is important and essential for success (Kates 208).           

      One drawback acknowledged by the studies is synchronous learning can be more intimidating, although some studies point to increased communication, better focus, and a higher rate of completion of tasks (Woodcock, 24). On the positive side, synchronous learning can provide real time teacher-student interaction, closely matching face-to-face classrooms (Kates, 190).  The authors of “Considering High School Students’ Experience” study revealed the main element to successful online classes is students’ motivation (Malinovski, 97). Kates makes a great point: this pedagogical approach recognizes the individuality of learners.                                             

     All the studies offer empirical to support their claims. With charts and statistics, the research papers provide data and verification to the individual strategies put forth in their study. For example, Woodcock employed a survey containing items to encourage pre-service teachers with learning experience with online platforms. Their sample was 53 students from Australia (Woodcock, 22). Kates’ article introduces a digital learning platform called Power of 3 Discussion Starter Technique. The basis to this idea is a collaborative circle. The teacher is the facilitator providing guidance, motivation, clarification, and feedback (Kates, 193). Malinovski and his collaborators sought to identify factors which influence high school students’ quality experience while understanding the analyses of this shows a division between extrinsic and intrinsic motivators (Malinovski, 106).
         In summary, the studies come to similar conclusions as well. Woodcock maintains that the online learning platform is very good for learning and understanding. Participants rated online and face-to-face classrooms as equal (Woodcock, 25). Kates’ asserts the students felt great, confident, and their method was more exciting than PowerPoint. Further, collaborative work is the core of human experience. Using this method, students take ownership of their learning and find things out for themselves enhancing their prior knowledge, also known as scaffolding (Kates, 192-3). Malinovski advises all virtual schools to incorporate distance learning while striving to facilitate student-centered environments (Malinovski, 107).                        

     One vital element is proficiency in technology and ease of use. Woodcock asserts the need for teachers to feel competent with technology and their ability to implement its use. They must be involved in the learning process (Woodcock, 5). Malinovski maintains the importance of usability because it does influence the user's experience (Malinovski, 5).                                                     

     The studies reinforce the premise that online instruction is valuable, exciting and the future of education. Although the subjects of the papers were different, they included the same basic premise and conclusions.

                                                  

Reference

Kates, F. R., Byrd, M. D., & Haider, M. R. (2015). Every Picture Tells a Story: The Power of 3 Teaching Method. Journal Of Educators Online, 12(1), 189-211.

Malinovski, T., Vasileva, M., Vasileva-Stojanovska, T., & Trajkovik, V. (2014). Considering High School Students' Experience in Asynchronous and Synchronous Distance Learning Environments: QoE Prediction Model. International Review Of Research In Open And Distance Learning, 15(4), 91-112.

Woodcock, S., Sisco, A., & Eady, M. (2015). The Learning Experience: Training Teachers Using Online Synchronous Environments. Journal Of Educational Research And Practice, 5(1), 21-34.

Student Attrition: An Argument for Synchronous Learning Online

Rosemary R. Reigle

The purpose of this study was to determine how online instructors make use of synchronous tools, and whether the use of these tools is correlated with retention. One hundred twenty randomly selected instructors from community colleges, public and private colleges, and universities were questioned. Results indicated most instructors do not use synchronous lectures, webcams, or meeting platforms. In addition, there was a higher percentage of incompletes with those that did use these tools.

     She begins her study by stating a high attrition rate has a major negative impact. She cites the problem with students who drop classes tend to not pay their student loans. This has a negative effect on the institution and possible denial of another student to obtain federal aid. She cites two studies by Carr and Adkins & Nitch which state that dropout rates can be as high as 50%. The reasons are many and complex, ranging from difficulty in using technology to personal crises. One area she tries to address is how to keep students engaged in the learning process.

     She addresses several points of interest:

·         Most online students are in the 30-49 age bracket. She feels this group needs instant gratification. One way to address this is weekly synchronous learning sessions.

·         Synchronous learning may prevent cognitive overload.

·         There are challenges for new students in an online environment: technical access, text-based discussions, multiple conversations, information overload, and isolation.

     At the time of the study, this is the number of instructors using synchronous methods:

·         89.1% of the respondents did not use synchronous learning.

·         85.8% never used a webcam in their online courses.

·         81.7% did not use meeting delivery platforms.

·         91.7% did not require students to attend synchronous lectures, and those that authorized more than 4 incompletes, none required such attendance.

     The numbers suggest few instructors make use of synchronous technology. Those that do, however, are less likely to lose students. 80% of the instructors who held weekly synchronous lectures that students were required to attend did not authorize any incompletes.

     In summary, the author states, “Improving student retention in online classes is an essential component of maintaining quality online programs and retaining federal financial aid.” Instructors need to be encouraged to implement some of the available technology. Synchronous lectures provide classroom interaction which will boost retention.

Reigle, R. R. (2010). Student Attrition: An Argument for Synchronous Learning Online.

     

Successful Distance Learning: Teaching via Synchronous Video

Mary Frances Grasinger

This article describes an experience teaching curriculum designed for students of educational administration, using synchronous video to teach students at both a distant and a classroom setting.

     The author poses the question: How does pedagogy change when two classrooms are involved and students are at a distant location? She states, “I was curious to see if some of my favorite teaching strategies would work and what adaptations would be needed.”  She further stated that she was assisted by a trained technician, so she was able to concentrate on content in this new medium. Students worked independently to research topics. She expressed the processing of collected information from the students was one of the most enjoyable aspects of the class.

      At the beginning of the course, she reviewed the course syllabus, handouts, and class assignments. She explains the role of a teacher at the beginning of instruction is to act as a motivator, as well as to set the expectation of regular participation and student interaction with statements such as, “we learn this together”, “we learn from each other.” Students worked in small groups of 4 or 5 and could see the quality of work by their peers. In addition, she used a guided inquiry method using a document camera. Students remarked that the questions on the document camera provided a focus and a cognitive framework. One problem that was experienced was a short lag time between the spoken word and the reception at a distant site. Another effective tool was using a whiteboard which provided continuous visual focus.

      In summary, she provided a list of essential tools and methods:

·         Technician—It is important to have a technician so that the teacher can concentrate on the learning techniques.

·         Document camera—Books and pictures are easily displayed. In addition, flare pens work well for displaying information.

·         Whiteboard—The board is good for visual display, charting, and mapping.

·         Recording –A video provides a record for the students.

·         Lighting and microphones-- Proper illumination is required for visual clarity. Students should use on /off buttons on their microphones to eliminate background noise.

·         Instructional—Instructor on occasion should provide face to face classes.

·         Orientation—This provides challenge, support, structure, and opportunity to discuss course syllabus.

·         Role of Instructor – Instructor models and shapes research.

·         Student’s role – Participate as an active communicator.

·         Feedback – Online students appreciate timely and thorough feedback.

    

     Students reacted positively to the course with a rating of 4.9 on a five-point scale.  In addition, when questioned on whether they would recommend the course, the reply was 4.42 out of 5. One big point was the elimination of travel time. The sound delay was brought up, although the students said they were getting use to this.

     Ms. Grasinger was encouraged by these results and the ease of using the technology. She stated she would use distance learning again. “With slight modification – I could use familiar teaching strategies.”

Grasinger, M. F. (1999). Successful Distance Learning: Teaching via Synchronous Video. College Teaching, 47(2), 70-73.                                     

Thematic Analysis of the “Games” Students Play in Asynchronous Learning Environments

Thalia MacMillian – Empire State College

Michele Forte – SUNY Empire State College

Cynthia Grant – Concordia University Chicago

This study examines the dynamics of the student-student relationship with the asynchronous online classroom. Based on the results, strategies have been discovered to demonstrate techniques which instructors can use. Creating awareness among students of potential issues, diversity of students, and ways to facilitate intellectual growth are the summary focus.

     The authors’ introduction points to how technology is improving lives. The use of technology and online classes had increased at the time of the study to over 6 million students, one-third of all college students. The introduction goes on to point out that some instructors feel they should employ traditional pedagogies, while others feel the environment needs a new set of skills. The online asynchronous classroom has benefits as well as challenges. The social, cognitive, and affective presence of students has potential to effect course discussions both positively and negatively.

     One particular challenge is the inability of the asynchronous instructor to provide immediate feedback.  In order to be an effective class, there needs to be a sense of a safe environment. In addition, a sense of ownership and control is necessary. The authors attempt to determine what type of interactions are the most positive in online asynchronous learning. One essential component is the students need to interact with other students and this needs to be expressed by the instructor.

     In conclusion, the authors point out several conclusions and suggestions:

·         If students pay too much attention to each other, they may lose track of the discussion prompt.

·         One way to avoid this is by establishing instructor presence.

·         Instructors should probe to elicit ongoing dialogue.

·         Socratic questions is a method to explore students’ perspectives.

·         Instructors should prompt for contextual meaning.

·         Provide consistent formative feedback.

·         Provide a rubric for discussion boards.

     An instructor who is actively engaged in the class can gather valuable insights into the needs of the students. He should keep in mind that as the instructor he is the content expert. It is the instructor's charge to provide a safe and effective online teaching and learning experience.

MacMillan, T., Forte, M., & Grant, C. (2014). Thematic Analysis of the "Games" Students Play in Asynchronous Learning Environments. Journal Of Asynchronous Learning Networks, 18(1),

     

Group Learning Environment

Linking Synchronous and Asynchronous Learning

Toshihiro Hayashi, Yoshinari Nakanishi and Yukuo Hayashida

Saga University

The study discusses the transition in computer based education from individual to group learning. In addition, the authors are developing an education system – Leaning Environment with Agent or LEA.

     The learning style using computer based educational systems has changed from individual to group, cooperative, and collaborative environments. Asynchronous learning is accomplished by using communication tools such as electric mail, electric bulletin boards, and web conferences. Students in an asynchronous class do not have the burden of managing their schedules to a fixed class time. This the authors point out is what makes asynchronous classes superior.

     Group learning utilizes discussions amongst the students. In group learning, students can use the knowledge of others as a resource. This leads to the conclusion that a student can learn more effectively in a group learning environment.

     LEA is the system and model the authors present to bridge the gap between synchronous and asynchronous learning. An essential point in the success of the system is the students’ personal understanding of their own learning skills, and in this model, understanding the skills of others in the group. The model promotes a shared virtual space and the use of student agents. An agent supports students, asks questions, and participates in the group when the student they are working with is absent.

     LEA is an intensly collaborative supportive environment. It involves a complex structure of groups, fields, subfields, and the main hall. This is also a reflection of the Japanese highly organized response to learning. In theory, this sounds very positive. It would be interesting to see this plan in action with American students.

Hayashi, T., Nakanishi, Y., & Hayashida, Y. (1998). Group Learning Environment Linking Synchronous and Asynchronous Learning.