Stage I and II Research into Innovative

Pedagogical Practices Online

IPPO TeamIPPO Stage I team members were:

James Henri, Albert Chieng, Alvin Kwan, Sandra Lee, Felix Siu, Teddy So and Sue Trinidad with RA Lai Ming

IPPO Stage II team members are: James Henri, Bob Fox, Alvin Kwan, Sandra Lee, Felix Siu,

Teddy So and Sue Trinidad with RA Lau Fai Kim

Division of Information & Technology Studies, Faculty of

Education University of Hong Kong, Hong Kong

ippo@cite.hku.hk

Overview• To give an overview of the Innovative

Pedagogical Practice Online (IPPO) research project Stage I and Stage II

• To present research data

• To share our experiences of using ILN to support various pedagogical practices

The IPPO project Stage I

The objectives of this study were to:

1. Identify the characteristics and motivation factors of full-time teachers undertaking part-time tertiary study.

2. Trial a range of innovative and flexible pedagogies in selected modules to determine their effect on academic performance and participation.

3. Compare the efficacy of flexible learning with traditional face-to-face instructional approaches

4. Determine other factors that influence learning progress

5. Design and pilot an instrument that will enable instructors to gain information on motivation and lifestyle factors

The IPPO project Stage IIThe objectives of this study were to: 1. To gather data from new 1st year cohort of the

characteristics and motivation factors of full-time teachers.

2. Gather second set of data and compare the data of 2nd and 3rd cohorts undertaking part-time tertiary study to see if anything has changed.

3. To involve other staff members of the Division of I&TS4. Continue trialing a range of innovative and flexible

pedagogies in selected modules to determine their effect on academic performance and participation.

5. Compare the efficacy of flexible learning with traditional face-to-face instructional approaches and factors that influence learning progress

Four research questions have directed the study

What are the characteristics of full time students enrolling in the part-time B.Ed. programmes?

What adjustments do students make to their lifestyle on entering and progressing through the programme?

What are these student perceptions towards using various modes of flexible delivery compared to a traditional face-to-face approach?

How do the introduction of variations in content delivery and pedagogy impact on performance and motivation?

Methodology• An online questionnaire comprising closed and

open questions benchmarking – learning style, – motivation, – work and lifestyle habits

• Investigating factors affecting studying such as time for travelling to and from lectures.

• In order to study whether students’ learning styles and time usage was related to factors such as age, teaching position and teaching experience, a one-way Anova was applied to analyse the collected data.

• Telephone and focus group interviews to validate results from questionnaire.

Methodology• Interventions into practice, addressing the

benchmarking, were conducted within an action

research paradigm.

The Action Research Cycle

Student Data from Stage I163 students (110 from the B.Ed. [ITE] group and 53

from the B.Ed. [LIS] group) completed an online questionnaire

• 77% return rate• Males (35%) and females (65%)• 79% of them ordinary teachers• 17% panel heads. • 76% of the respondents were in the age of 26-40 • 40% of the age group of 26-30 • 39% of the respondents had 6-10 years teaching

experience • 28% of respondents had 2-5 years teaching • 27% had 11-20 years of teaching experience

Student Data from Stage II121students (71 from the B.Ed. [ITE] group and 50

from the B.Ed. [LIS] group) completed an online questionnaire

• 75.6% return rate• Males (32.2%) and females (67.8%)• 85.1% of them ordinary teachers• 12.4% panel heads. • 76.9% of the respondents were in the age of 26-40 • 43.8% of the age group of 26-30 • 32.2% of the respondents had 6-10 years teaching

experience • 30.6% of respondents had 2-5 years teaching • 27.3% had 11-20 years of teaching experience

Travels 45-60 minutes to get to HKU and 61-75 to get home

6-10 years of teaching experience

Spends 5-10 hours per week managing home and family

Works 46-50 hours per week

31-35 years of age

The Most Common CharacteristicsFrom Stage I

Spends 2-4 hours preparing for

university class each week

Has zero children

Spends 5-8 hours per week on leisure

Travels 46-60 minutes (31.4%)to get to HKU and 61-75 to get home (28.9%)

6-10 years of teaching experience (32.2%)

Spends <5 hours per week managing home and family(33.9%); 5-10 hours (32.2%)

Works 46-50 hours per week (24.8%)

26-30 years of age (37.2%)

The Most Common CharacteristicsFrom Stage II

Spends 2-4 hours preparing for

university class each week (32.2%); 5-8

hours (32.2%)

Has zero children (77.7%)

Spends 5-8 hours per week on leisure (27.3%)

Student Data from Stage I

Internet Access at Home (95%)

31% had sole access

36% needed to share the access with another family member

21% share with two other persons. The data showed that most of the students did not have any access problems to the Internet.

Student Data from Stage II

Internet Access at Home (95%)

31.4% had sole access

38.8% needed to share the access with another family member

16.5% share with two other persons. The data showed that most of the students did not have any access problems to the Internet.

Student Data Stage I

Type of Internet Access• 85% broadband Internet at home

Level of IT Competency • 90% IIT

IT Level Frequency Percent Valid Percent

Cumulative Percent

Advanced IT 9 5.5 5.6 5.6

Upper-intermediate IT

68 41.7 42.0 47.6

Intermediate IT 70 42.9 43.2 90.7

Beginning IT 10 6.1 6.2 97.0

None 5 3.1 3.1 100.0

Not replied 1 0.6    

Student Data Stage II

Type of Internet Access• 86% broadband Internet at home

Level of IT Competency • 53.7% UIT

IT Level Frequency Percent Valid Percent

Cumulative Percent

Advanced IT 11 6.9 9.1 9.1

Upper-intermediate IT

65 40.6 53.7 62.8

Intermediate IT 33 20.6 27.3 90.1

Beginning IT 8 5.0 6.6 96.7

None 4 2.5 3.3 100.0

Not replied 1 0.6    

Using ILN to support various pedagogical practices within the

BEd [ITE] and BEd [LIS].

Staff Development and School Change

Research & Development in IT in Education

Educational Enquiry and Assessment

Used a social-constructivist approach to teaching and learning to encourage lifelong learning skills

Provided appropriate models, scaffolding and support assisting students to become more self-directed and self-reflective learners.

Used Task-based learning - “assessment tasks to drive the learning”.

ILN used to build a community of learners with two online sessions using synchronous (Chat) and asynchronous (Forum) communications, access to structured online materials and resources, the use of group-collaborative classroom tasks,

An e-journal was used to reflect on learning

Innovative practices

SNAPSHO

T

Concepts and Values in Education Module taught in a computer lab

One week break from class for reflection, after five weeks.

All materials online in ILN.

Length of assessment reduced to provide more time to focus on learning

A journal was used to track learning

Innovative practices

SNAPSHO

T

Locating Information

Library Advisory Services

Students were given a set of exercises and one hour at the end of sessions to complete the questions and independent learning tasks

A flexible and independent approach to teaching reference skills using asynchronous peer/teacher feedback

The innovative practice also reduced time in sessions by one hour for at least six weeks to test the efficacy of flexible learning and if students preferred flexible learning

Innovative practices

SNAPSHO

T

Introduction to Teacher Librarianship

Teacher Librarianship

Incorporated a six-week out-of-class period within the curriculum—for online and flexible learning

Time in which they had to complete set tasks and record learning on the ILN course room forum.

To establish whether the out of class tasks affected the time spent on studying the module as compared to the traditional ten weeks of 3-hour sessions.

Innovative practices

SNAPSHO

T

• B.Ed. students are sufficiently equipped in terms of facilities and have the skill set needed for them to use Internet effectively but the question is whether they really practice what they learn?

• Dealing with the Hong Kong education culture• Passive involvement• Spoon-feeding• Teacher knows best• Exams are the way to measure learning• Individualism• Fear of authority

Results from Stage I

Results from Stage I

• A surprising lack of technical skills. • Difficulty in solving problems, using higher

order thinking skills.

– Classes were cancelled due to SARS but students did not think to plan their own learning meetings through the technology

– Depend on using university or other facilities when they could not work at home

• Students choose group mates to economize time • there is a reliance on face-to-face meetings for

group project completion

• Students are ‘carrying’ weaker students• Students are using break time, and likely

class time to work on group projects.

Results from Stage I

Feedback for the module delivered entirely online, revealed some enthusiasm for this mode of delivery and a student said,– I think it's a new way of learning in this

information explosion age. It's so funny and save a lot of traveling time.

There were also many hesitations regarding the entirely online delivery mode.– …some participants like learning on campus,

while others like [learning] through Internet. However, I have a feeling, especially for "this module", that we need more interaction and sharing [of ideas] immediately.

Self-directed learningResults from Stage I

Results from Stage I

Students were asked if all class materials were online and face-to-face classes were optional, would they attend?

Evidence of lack of experience in flexible learning and reliance on class attendance to ‘enforce’ meeting attendance to complete group work.

One student said:Yes, because it’s more direct. And it will be more efficient for

doing…group work…members have some common time to meet. For the online case, it’d take a long time to come up with a time to go to the chat room. So I think for this kind of learning, it should either be that all people are required to go to the platform at the same time, or to go back to the lectures.

Students expressed needs.– Some were genuine.– Some were superficial, or

“decoy” issues.

Real needs:

Scaffolding to learnFace-to-face induction to technology and assessment models

Results from Stage I

• The literature indicates that self-directed learning requires opportunities for sharing amongst students but needs to be structured carefully and provide sufficient support to achieve outcomes (Li et al, 2000; Smith et al, 2000; Vogel et. al, 2002).

• Self-directed and collaborative learning is also central to this project and analysis of the use of the ILN to support learners.

Self-directed learningResults from Stage I

Conclusion

Results from the IPPO research project have enabled instructors to make informed decisions about student workload, assessment and course delivery options.

Using ILN has helped build environments in which students are able to construct knowledge to become lifelong learners.

Results from Stage I

Results from Stage II

Staff Development and School Change

Used a social-constructivist approach to teaching and learning to encourage lifelong learning skills

Provided appropriate models, scaffolding and support assisting students to become more self-directed and self-reflective learners.

Used Task-based learning - “assessment tasks to drive the learning”.

ILN used to build a community of learners with two online sessions using synchronous (Chat) and asynchronous (Forum) communications, access to structured online materials and resources, the use of group-collaborative classroom tasks.

An e-journal was used to reflect on learning

Innovative practices

SNAPSHO

T

BITE 1111 Sessions1. Schools as learning organizations2. Staff development and change3. Teacher evaluation and instructional improvement in

Hong Kong4. Teacher evaluation and instructional improvement PD

Models 5. What is your school like? ONLINE SESSION6. What is your school like? – Group Presentations 7. Technology Planning in Schools 8. Staff Development and School Change Issues9. Staff Development Directions ONLINE SESSION10. Conclusion and sharing of journals/learnings/findings

Linking Learning and Assessment

Assessment

Interaction

Construction

Learning

drives

is the vehicle forenables the outcome of

is demonstrated through

Assessment drives the learningAssessment Task 1: Group & Individual Task (groups of 4) 40%

• Part 1: What strategies does your school have in place to encourage staff development and school change?

• Each individual within the group of four is to gather data from your own school to present the current situation of the school. Each individual’s school data will be combined into a group table to compare and contrast four Hong Kong schools current situation.

• You are to gather data on school staff computer competency levels and give an account of what professional development has been conducted at your school. Have the Hong Kong Education Department surveys been completed? The school data will be compiled into the group table showing the picture of four Hong Kong schools. The composition of the table is negotiable but possible formats will be discussed in class. Then the group must compare and contrast this data to answer the questions “What strategies does your school have in place to encourage staff development and school change?” Each group’s effort will be judged on participation in the group and the team’s ability to gather, synthesise, analyse and evaluate information to form an accurate picture of the current situation. This will assist you in developing part 2 of the assessment task. Due Session 6 for class presentation and discussion with peers

• Assessment Task 1: Individual Task 60%• Part 2: What professional development plan will you develop for your school to encourage

staff development and school change? • Each individual is to devise a plan the school that they might follow to assist in professional

development and school change. This plan will be based on the data gathered in part 1. Format is negotiable but must build on part 1 of the assessment task 1 and show evidence of readings and research in the area of staff development and school change.

• Journal of Learning

Biggest problems (ranking in descending order)– Time and time management– Workload– Assignment including quantity– Family– School fees– Schedule of lecture or persistence

Self-directed learningResults from Stage II

Feedback for the learning used in this module:– Social constructivist model is effective. Group

learning gives us a chance to share, discuss and develop ideas. 

– this kind of learning model can help me reflect the things I learnt. 

– I prefer learning alone but i know that learning in groups help me sharing experiences with others. I learn to learn collaboratively in the future 

– Group work and group sharing. It is because I can learn somethings which I don't know. I also like the clear, objectives and guidelines, scaffolding and support that I feel every session is meaningful. 

Self-directed learningResults from Stage II

Feedback about type of learning:– I like group work since we can share much of the workload – I like to learn in groups.Group work make us learn from one

another. It also reduce our workload.– I prefer to self learning. 

– I fully understand and agree the benefits of collaborative learning. However, if it is put into practice, I came across many problems and faced with some inequality. For example, some classmates devoted little (because of lacking of ability or unwillingness) but they got a good mark! This happened again and again, making me tired to join group with some persons. However, finally, this person told others we are not friendly to her! In fact, it made some conflict between us. After all, I think if the tasks can be designed both in group and individual, it would be acceptable. 

Self-directed learningResults from Stage II

There are many hesitations regarding the online delivery mode:– If teacher can explain to me individually

when I don't understand. I need face to [face] teachers' lessons. It is because I can raise up my hand at once when I have problems.

– Language issue:- Group work and individual also have advantages. In group work, my classmates can give me more and share the work loads. By individual, I am no need to contact others that I can save a lot of time. The language problem. I need my classmates translated into Chinese language.   

Self-directed learningResults from Stage II

• Students choose group mates to economize time • there is a reliance on face-to-face meetings for

group project completion

• Students are ‘carrying’ weaker students• Students are using break time, and likely class

time to work on group projects.

Results from Stage II

There is no doubt the technology can be used to:

Support and scaffold learning for learners as demonstrated in the above social-constructivist approaches in lectures, computer labs and flexible online environments.

ILN—Learner Management System

Critical components of the part-time student’s flexible learning repertoire supported by ILN:– self-direction– student autonomy– motivation– applying learning to real world situations– sense of belonging and community

ILN supports students

• B.Ed. programme allows for ample opportunities to share in both the flexible and traditional environments.

• Staff have been able to work together as a team to better develop the learning environment for students based on their needs and to help mentor each other in IPPO (innovative pedagogical practices online).

• This research project has helped us better understand the needs of part-time students and how the ILN can support teaching and learning. See website http://www.cite.hku.hk/ippo

Further studiesConclusions

There is no doubt the technology can be used to:

Support and scaffold learning for learners as demonstrated in the above social-constructivist approaches in lectures, computer labs and flexible online environments.

ILN—Learner Management System

Critical components of the part-time student’s flexible learning repertoire supported by ILN:– self-direction– student autonomy– motivation– applying learning to real world

situations– sense of belonging and community

ILN supports students

• B.Ed. programme allows for ample opportunities to share in both the flexible and traditional environments.

• Staff have been able to work together as a team to better develop the learning environment for students based on their needs and to help mentor each other in IPPO (innovative pedagogical practices online).

• This research project has helped us better understand the needs of part-time students and how the ILN can support teaching and learning. See website http://www.cite.hku.hk/ippo

Further studiesConclusions

Thank You

-Q&A-

ReferencesLi, N. Lee, K. & Kember, D. (2000) Towards self

direction in study methods: The ways in which new students learn to study part-time. Distance Education, 21(1), 6-28.

Smith, I. Choi, S.H. & Cairncross, S. (2000) Does online flexible learning fulfill students’ need and expectations? Paper presented at ALT-C 2000 Programme. 11th-13th September IMIST, Manchester.

Vogel, D., Shroff, R., Lee, F., Kwok, S. & Combes, J. (2002). Student e-learning intrinsic motivation: A qualitative analysis. Paper presented at PACIS2002 The Next e-What? for Business and Communities, September 2-4, Tokyo, Japan.