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Understanding the context of distance students: Differences in on- and off-campus engagement with an online learning environment
Associate Professor Stuart Palmer@s_palm .
Institute of Teaching and LearningDeakin University, Australia
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Introduction
Distance education continues to thrive!
In part due to a complex relationship with online technologies
Much online learning research ignores the influence of demographic characteristics of system users
There are very real differences in demography, technology experiences and reasons for study between on- and off-campus students
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Context – Deakin University
Approximately 40,000 students
Approximately 30% off-campus
Mature and large-scale OLE implementation providing support to both on- and off-campus students
Previous investigations identified differences in the perceptions and use of elements of the OLE between on and off-campus students
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Methodology
DSO = Deakin Studies Online
In 2011 all coursework students were surveyed about:• demographic and background information;• place and mode of access to DSO;• perception of importance of, satisfaction with, and
frequency of use of, a range of DSO functions;• a number of overall DSO satisfaction measures; and• open-ended written comments about DSO
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Response rate & demographic informationPopulation Sample
Number of respondents 22760 1322
Gender
Female 59.5% 67.8%
Male 40.5% 32.2%
Faculty
Arts and Education 30.4% 30.1%
Business and Law 36.9% 28.6%
Health 19.8% 22.9%
Science and Technology 12.9% 16.9%
Other - 1.5%
Campus
Geelong – Waurn Ponds 12.1% 14.1%
Geelong – Waterfront 5.8% 7.5%
Melbourne – Burwood 50.3% 43.5%
Warrnambool 3.2% 3.5%
Off-campus 28.6% 31.4%
Mean enrolment duration 2.24 years 2.42 years
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Place of access to DSO
Primary place of access Other places of access
17.0% 0.2%
82.3%93.6%
0.7% 6.2%
0%
20%
40%
60%
80%
100%
On-campusstudents
Off-campusstudents
Other
Home
On-campus
75.2%
8.2%
22.8%17.1%20.5%
68.6%
0%
20%
40%
60%
80%
On-campusstudents
Off-campusstudents
On-campus
Home
Other
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Mode of access to DSO
Primary mode of access Other modes of access
29.5%
69.8%
0.6% 0.1%
Desktop
Laptop
Tablet
Smartphone
Other †
58.5%
44.0%
25.4%30.5%
5.9% 5.9%
29.1%
16.6%
1.8% 1.1%0%
20%
40%
60%
On-campusstudents
Off-campusstudents
Desktop
Laptop
Tablet
Smartph.
Other
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Mean importance and satisfaction ratings for DSO functions
1. Accessing unit guide and other unit information 11. Submitting assignments
2. Accessing unit lecture, tutorial or lab notes etc 12. Receiving feedback on assignments
3. Interacting with unit learning resources 13. Working collaboratively in a group
4. Using the unit calendar 14. Reviewing unit progress
5. Reading unit announcements 15. Using the e-portfolio
6. Contacting teachers via internal unit messaging 16. eLive synchronous communication tool
7. Contacting students via internal unit messaging 17. iLecture class lecture recording
8. Reading contributions to online discussions 18. Other iLecture recoding (eg podcasts etc)
9. Contributing to online discussions 19. Deakin’s social software
10. Completing online quizzes/tests 20. Turnitin plagiarism/originality assessment
Importance:1 = not important; 3 = neutral; and 5 = very important
Satisfaction:1 = not satisfied; 3 = neutral; and 5 = very satisfied
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1. Accessing unit guide and other unit information 11. Submitting assignments
2. Accessing unit lecture, tutorial or lab notes etc 12. Receiving feedback on assignments
3. Interacting with unit learning resources 13. Working collaboratively in a group
4. Using the unit calendar 14. Reviewing unit progress
5. Reading unit announcements 15. Using the e-portfolio
6. Contacting teachers via internal unit messaging 16. eLive synchronous communication tool
7. Contacting students via internal unit messaging 17. iLecture class lecture recording
8. Reading contributions to online discussions 18. Other iLecture recoding (eg podcasts etc)
9. Contributing to online discussions 19. Deakin’s social software
10. Completing online quizzes/tests 20. Turnitin plagiarism/originality assessment
3.00 3.25 3.50 3.75 4.00 4.252.5
3.0
3.5
4.0
4.5
5.0
20
19
18
17
16
15
14
13
1211
9
8
6
5
4
3
1
Satisfaction
Impo
rtan
ce
♦ N.S.D. • On-campusOff-campus
10
1. Accessing unit guide and other unit information 11. Submitting assignments
2. Accessing unit lecture, tutorial or lab notes etc 12. Receiving feedback on assignments
3. Interacting with unit learning resources 13. Working collaboratively in a group
4. Using the unit calendar 14. Reviewing unit progress
5. Reading unit announcements 15. Using the e-portfolio
6. Contacting teachers via internal unit messaging 16. eLive synchronous communication tool
7. Contacting students via internal unit messaging 17. iLecture class lecture recording
8. Reading contributions to online discussions 18. Other iLecture recoding (eg podcasts etc)
9. Contributing to online discussions 19. Deakin’s social software
10. Completing online quizzes/tests 20. Turnitin plagiarism/originality assessment
3.00 3.25 3.50 3.75 4.00 4.252.5
3.0
3.5
4.0
4.5
5.0
20
18
17
15
14 6
5
Satisfaction
Impo
rtan
ce
♦ N.S.D. • On-campusOff-campus
11
1. Accessing unit guide and other unit information 11. Submitting assignments
2. Accessing unit lecture, tutorial or lab notes etc 12. Receiving feedback on assignments
3. Interacting with unit learning resources 13. Working collaboratively in a group
4. Using the unit calendar 14. Reviewing unit progress
5. Reading unit announcements 15. Using the e-portfolio
6. Contacting teachers via internal unit messaging 16. eLive synchronous communication tool
7. Contacting students via internal unit messaging 17. iLecture class lecture recording
8. Reading contributions to online discussions 18. Other iLecture recoding (eg podcasts etc)
9. Contributing to online discussions 19. Deakin’s social software
10. Completing online quizzes/tests 20. Turnitin plagiarism/originality assessment
3.00 3.25 3.50 3.75 4.00 4.252.5
3.0
3.5
4.0
4.5
5.0
19
1613
1211
9
8
4
3
1
Satisfaction
Impo
rtan
ce
♦ N.S.D. • On-campusOff-campus
12
1. Accessing unit guide and other unit information 11. Submitting assignments
2. Accessing unit lecture, tutorial or lab notes etc 12. Receiving feedback on assignments
3. Interacting with unit learning resources 13. Working collaboratively in a group
4. Using the unit calendar 14. Reviewing unit progress
5. Reading unit announcements 15. Using the e-portfolio
6. Contacting teachers via internal unit messaging 16. eLive synchronous communication tool
7. Contacting students via internal unit messaging 17. iLecture class lecture recording
8. Reading contributions to online discussions 18. Other iLecture recoding (eg podcasts etc)
9. Contributing to online discussions 19. Deakin’s social software
10. Completing online quizzes/tests 20. Turnitin plagiarism/originality assessment
3.00 3.25 3.50 3.75 4.00 4.252.5
3.0
3.5
4.0
4.5
5.0
Satisfaction
Impo
rtan
ce
♦ N.S.D. • On-campusOff-campus
13
1. Accessing unit guide and other unit information 11. Submitting assignments
2. Accessing unit lecture, tutorial or lab notes etc 12. Receiving feedback on assignments
3. Interacting with unit learning resources 13. Working collaboratively in a group
4. Using the unit calendar 14. Reviewing unit progress
5. Reading unit announcements 15. Using the e-portfolio
6. Contacting teachers via internal unit messaging 16. eLive synchronous communication tool
7. Contacting students via internal unit messaging 17. iLecture class lecture recording
8. Reading contributions to online discussions 18. Other iLecture recoding (eg podcasts etc)
9. Contributing to online discussions 19. Deakin’s social software
10. Completing online quizzes/tests 20. Turnitin plagiarism/originality assessment
3.00 3.25 3.50 3.75 4.00 4.252.5
3.0
3.5
4.0
4.5
5.0
19
15
13
4
Satisfaction
Impo
rtan
ce
♦ N.S.D. • On-campusOff-campus
14
1. Accessing unit guide and other unit information 11. Submitting assignments
2. Accessing unit lecture, tutorial or lab notes etc 12. Receiving feedback on assignments
3. Interacting with unit learning resources 13. Working collaboratively in a group
4. Using the unit calendar 14. Reviewing unit progress
5. Reading unit announcements 15. Using the e-portfolio
6. Contacting teachers via internal unit messaging 16. eLive synchronous communication tool
7. Contacting students via internal unit messaging 17. iLecture class lecture recording
8. Reading contributions to online discussions 18. Other iLecture recoding (eg podcasts etc)
9. Contributing to online discussions 19. Deakin’s social software
10. Completing online quizzes/tests 20. Turnitin plagiarism/originality assessment
3.00 3.25 3.50 3.75 4.00 4.252.5
3.0
3.5
4.0
4.5
5.0
16
1211
9
8
3
1
Satisfaction
Impo
rtan
ce
♦ N.S.D. • On-campusOff-campus
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Mean frequency of use for DSO functions
1 = never; 2 = less than once/week; 3 = once/week; 4 = once/day; and 5 = multiple times/day
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Mean frequency of use for DSO functions
1 = never; 2 = less than once/week; 3 = once/week; 4 = once/day; and 5 = multiple times/day
1.0
1.5
2.0
2.5
3.0
3.5
4.0
1 2* 3 4* 5* 6 7 8 9 10* 11* 12* 13* 14* 15* 16 17 18 19* 20*
Mea
n fr
eque
ncy
rati
ng
DSO Function
On-campus Off-campus
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Mean frequency of use for DSO functions
1 = never; 2 = less than once/week; 3 = once/week; 4 = once/day; and 5 = multiple times/day
1.0
1.5
2.0
2.5
3.0
3.5
4.0
2* 4* 5* 10* 11* 12* 13* 14* 15* 19* 20*
Mea
n fr
eque
ncy
ratin
g
DSO Function
On-campus Off-campus
2. Accessing unit lecture, tutorial or lab notes etc
4. Using the unit calendar
5. Reading unit announcements
10. Completing online quizzes/tests
11. Submitting assignments
12. Receiving feedback on assignments
13. Working collaboratively in a group
14. Reviewing unit progress
15. Using the e-portfolio
19. Deakin’s social software
20. Turnitin plagiarism/originality assessment
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Overall satisfaction with DSO
StatementOn-campus
Off-campus Significance
DSO enhances my learning 4.25 4.33F1314 = 2.34p > 0.12
DSO is reliable and available when I need it 3.93 4.21F1314 = 23.85p < 2x10-6
I am satisfied with the level of support I received in using DSO in my studies 3.82 3.93
F1314 = 2.95p > 0.08
1 = strongly disagree; 3 = neutral; and 5 = strongly agree
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Conclusions
In some ways, on- and off-campus students are becoming more alike …
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Conclusions
In some ways, on- and off-campus students are becoming more alike …
… but, there were still significant differences between on- and off-campus student engagement with the OLE
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Conclusions
In some ways, on- and off-campus students are becoming more alike …
… but, there were still significant differences between on- and off-campus student engagement with the OLE
These differences challenge the institution to understand the reasons for them …
22
Conclusions
In some ways, on- and off-campus students are becoming more alike …
… but, there were still significant differences between on- and off-campus student engagement with the OLE
These differences challenge the institution to understand the reasons for them …
… and also challenge the value of one-size-fits-all institutional policies and templates for the use of OLEs
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Thank you for your time
Presentation: http://myqr.co/IvMW