The Learning Technology ConsortiumIndiana University ● Virginia Tech ● University of Delaware ●

University of Florida ● University of Georgia ● University of North Carolina ● University of Notre Dame ● University of Pittsburgh ● Wake

Forest University

Changes in the Classroom: Practice and Predictions

Diane J. Davis, University of PittsburghRobin G. Wingard, University of Pittsburgh

Barbara B. Lockee, Virginia Tech

Copyright © Diane J. Davis, Robin G. Wingard, and Barbara B. Lockee, 2002

Research Goals

● Purpose: To learn from faculty with experience using the Web for instruction:● How does its use change what

happens in the classroom?

● What is the impact of any changes?

● What is the Web’s potential for enhancing instruction?

● What support services are needed to facilitate reaching that potential?

Faculty Population● Identified by LTC Representatives

● “Experienced” Web Users: having taught a Web-enhanced course for no less than four (4) semesters

● Using “rich” Web instruction: • content (text, graphics, audio or video)• interaction (activities, quizzes, etc.) and• communication (e-mail, discussion, and/or group

work)

● “Reflective”: able to articulate thoughtful, reflective insights into teaching and learning in their classrooms

● Variety in disciplines

Faculty Population…

● Population Identified● N Recommended = 73

● N Responses to Survey = 56

● N Interviews to Date = 38

● See Handout For● Number by Institution and Rank

● Teaching Experience

● Academic Areas

● First Use of Web for Courses

Methodology

● Online Survey (56 Respondents)

● Interview (38 to date)

● Analysis: Both quantitative and qualitative data

● Ongoing Study

Agenda● Introduction and Purpose of the Study

Diane Davis

● How does use of the Web to enhance courses change what happens in the classroom? What is the impact of that change? Robin Wingard

● How do faculty continue to use the Web and, more importantly, what do they see as its potential for enhancing instruction? Barbara Lockee

● Summary and Recommendations for Further Analysis and Study Diane Davis

Faculty Goals

● Distribution of Course Materials

● Flexible Student Access to Content and Resources

● Convenience for Faculty

● Expanded Resources on the Web

● Course Organization Tool

● Use of Visuals and Simulations

● Individualizing Instruction to Address Students’ Needs

Changes in Classroom Activities

● Decreased Lecturing

● Increased Interaction and Discussion

● Higher Levels of Student Engagement

● Heightened Expectations for Students

● Increased Sophistication of Classroom Presentations

Changes in Classroom Activities

● Expanded Resources

● Increased Comfort Level and Continuity

● Quizzing Moved to Online

● Improved Course Planning and Organization

● Higher Level Teaching and Learning

Things That Don’t Change

● Pedagogical Change Less than Expected

● New Teaching Strategies Seldom Introduced, e.g. discussion, group work.

● Academic Testing Remains in Classroom

Summary

Changes in the Classroom have:

● Spanned a Continuum in Scope and Degree

● Been Modest in Relation to Expectations

Future of Web-enhanced Instruction

● Individual faculty plans

● How might expansion impact their instruction

● Support services needed

● Future of role of web for instruction

Plans to continue or expand use?

* One non-response**Many added “and hope to

expand…”

Will Continue

Will Expand

Will NotContinue

or Expand

23** 13 1

Plan to incorporate in other courses?

Will Add Web

Components

Will NotAdd Web

Components

Already Use Web in All Courses

18 0 19

How will expansionimpact classroom activities?

● F2F time will be spent more efficiently

● Less time spent on reinforcement in class, with additional external practice

● Increase in active learning

● More interaction, discussion

● Decrease “in-seat” hours

What support services needed?

● Most responses related to technical support

● Improved connectivity and equipment in classrooms

● More training, but again technical not pedagogical

● Sharing of faculty experiences

● Showcasing of best practices

● Many compliments in this area!

Future potential of web?

● Impairs students’ writing style (more fragmented)

● Afraid it will become primary source of information

● Ten respondents expressed concern for DE as a replacement for F2F teaching

Future potential role of web?●Increased instructor effectiveness

(better prepared, organized)

●New dimensions to learning through media

●Increased sharing/collaboration between faculty

●Replace paper materials (texts, manuals)

●Increased discussion/interaction in classroom

●Expanded research options

●Support for new instructional approaches

Summary and Recommendations

● Faculty are reporting less change than we anticipated

● Changes reported have potential for significant impact on student learning● Increased interaction among

students and between students and instructors

● Higher expectations and higher level instruction

● Better organized courses● Better prepared faculty and students

Summary and Recommendations

● Need for ongoing training and support related to learning theory and pedagogical principles

Changes in the Classroom

Questions and Suggestions?

Diane J. DavisRobin G. WingardBarbara B. Lockee