A “Skype-Buddy” Model for

Blended Learning by Linda Coggin

and Carmen Macharaschwili

Fall 2010

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?

Participants

Data

Chat notesField notesInterviewsSurveyAudio

Survey results

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.

Someone get a Skype Buddy for this student!