Download - Background and Purpose
Review of the Literature Garrison & Cleveland-Innes (2005) examined the
effect of online interaction and its impact on student satisfaction.
Samsonov (2010) conducted a pilot study with three homebound students using Skype.
Newman (2007) looked at using current VoIP technology to add synchronous voice communication to an online course
Blau and Caspi (2008) examined the differences between audio conferencing (using Skype with audio only component) and traditional face- to- face learning .
Roblyer and Wiencke (2004) found that the degree of interaction among participants in distance education classes contributes to both student achievement and satisfaction.
“Interaction Equation” Our research adds to the “interaction
equation” by creating the partnering relationship.
Specifically, we examined a virtual version of blended learning as a means to increase interaction among the distance learner, professor, and classmates.
New: Chronicle of Higher Education- 1/30/11Indiana University web cam/guest speakers
issues for professors
Inquiry Questions
Question 1: How does using Skype in a blended learning environment shape
participants’ (distance student and
proxy student) engagement in the
classroom (virtual and traditional) classroom?
Inquiry Questions
Question 2: What are the satisfactions,
benefits, challenges, and surprises for
other students and instructors in a
traditional classroom when Skype is used to
include a distance student in full class
and small group work in the classroom?
Linda Coggin: I made you bigger I never thought of that! ?Carmen Macharaschwili: Can you move the camera more on him?
Technological
Carmen Macharaschwili: I have to go in about 20 minutes if not sooner--babysitter issues! My hubby called and can’t take the kids to soccer
Personal
Carmen Macharaschwili: I can't hear her at allLinda Coggin: she said keep traditional literacy
Information
Themes from the Chat Notes
ParticipationLinda Coggin: What are other interesting points or questionsCarmen Macharaschwili: teacher as learner rather than all-out authority figure
Results: Proxy Student (Linda)
Satisfaction Personal Connection Contributing to another’s
learning Benefits
Engagement in class as more responsible for content
Challenges Physical placement of
camera/mic, chat Surprise
Using technology Community of class
Quotes from Chat/Field notes/interviews
26% of chat messages were personal Another 12% were comments about class just to me or about our project
“Do you carry her around everywhere?”
“I don’t have time for my mind to wander because I don’t just think about how I am receiving information. I think how Carmen might be ‘seeing’.”
16/22 notes that I coded as challenges in the first 5 classes were about physical placements “it is still difficult to chat, I wish the camera was on the back of the laptop!!!”
“At break I immediately started hooking up the computer. Dr. M. said “Could I get you anything?” I think he was joking since I was working during break. But, when I hooked up everything came up immediately!!”
Surprises-Class Community “It was really just like another person being there (ref. to small group
discussion) “I put computer in group… and they took care of it. [9/22/10 5:32:06 PM] Carmen Macharaschwili: did you just say that
when I spoke people huddled in? [9/22/10 5:32:23 PM] Carmen Macharaschwili: I noticed and it felt
awkward! [9/22/10 5:32:49 PM] Linda Coggin: yes, I thought it was kind of neat
to include you [9/22/10 5:33:29 PM] Carmen Macharaschwili: yes, I like being
included and I was excited to participate, but I didn't know if it was my perception that people were huddling because of the camera. I also would like to know if everyone could see me or just the ones I could see
[9/22/10 5:34:19 PM] Linda Coggin: I don't think everyone could see you, I thought it was more about hearing
Results: Distance Student (Carmen)
Satisfaction: Acknowledged as class
participant, able to gain and contribute
Benefit Information gained from
Skype that I couldn’t get online
Challenges Distractions-home,
technical, concern for Linda
Surprises Emotional connection
Quotes from Chat/Field notes/interviews
YAY I felt like I was contributing to the class! Dr. Mikulecky stopped and said hi to me when
he was talking. I got to hear Mikulecky’s anecdotal input from
his experience and knowledge-- like the survey done in Canada for example, or about the futurist, gavfly
CWR: Even with all of these readings/resources it helps me A LOT to have the creator talk about it—this could be equated to the opportunity to talk to an author after reading a book like some k-12 online schools use
Dog barking—can’t hear Linda Coggin: sorry this is hard to see notes
and keep you turned Without Linda, I didn’t feel as if I was
interacting. Just listening in. Huge difference today
Technology
“Translating” class
“I like the richness of reality intruding, you know?”
Distraction
Participation graduate work-opportunities/knowledge class-committees/peers/professors/guest speaker experts
Access
Personal
Spontaneous conversation
Professional Contact/Committees
Connections
THEMES
Discussion
Limitations
Limited exploratory study Researcher-participants
EDGE OF KNOWLEDGE Case study BUDDY Doctoral Students
Chronicle of Higher Education 1/30/11
Discussion
Main points Engagement/motivation Access Benefits outweigh the
challenges Personal connections
“Carmen participated in my small group discussion. It was really like just another person being there.” Linda’s Field note
“This is a situation where those who cannot make it to class are missing out! Even with all of these readings/resources it helps me A LOT to have the creator talk about it—this could be equated to the opportunity to talk to an author after reading a book like some k-12 online schools use”Carmen’s field notes
“… can I see how she thinks on her feet? How she reacts to other people’s questions? How she participates in a group or is part of a community and SKPYE does that.” Professor Interview
Discussion
Fractured Space Perceptions of classmates
Extend the study Broaden-Dr. Samuelson’s
class! Non-researcher-participant Forms of blended learning Digital generation Protocols
RecommendationsProtocols
Tech Microphone, speakers, camera, placement,
uploads of materials, mute function, etc.
Professor/Class Awareness
Consciously include distance student Patience with tech adjustments Provide presentations and links ahead of time Everyone must speak up! Semi-circle placement in classroom
Buddies must support each other Periodic check ins and tests before, during, and
after class Responsibility of proxy student Fine-line b/w productive and distracting
*We want to develop a protocol for future participants.