1.5 Practical lessons from a virtual environment: the use of Adobe Connect for international and professional learning
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1.5 Practical lessons from a virtual environment: the use of Adobe Connect for international and professional learning
- 1. Click to edit Master title style Practical Lessons from a virtual environment – The use of Adobe Connect for International and Professional learning Rebecca Page-Tickell School of Business and Law
- 2. Click to edit Master title style Scenario • Webinars are lessons / seminars / lectures conducted synchronously via the internet. • Typically one or two lecturers to many students • Numbers can vary up to 90 + students • Interactive – use of voice, video, polls, powerpoint, whiteboard, videoclips, breakout rooms, discussion charts, upload & download of articles, student contributions etc • Part of blended learning – supported by a range of asynchronous materials e.g. VLE, facebook page, forums, library, e-mail as well as some face to face input.
- 3. Click to edit Master title style Student Groups International foundation students preparing to start a law degree Professional HR students studying CIPD intermediate qualification Higher Apprentices studying work based CIPD intermediate qualification
- 4. Click to edit Master title style Providers of on-line learning tools
- 5. Click to edit Master title style
- 6. Click to edit Master title style Research activity 1. Literature review to identify generic lessons 2. Questionnaire via e-mail and follow up interviews with lecturers experienced in the use of webinars for each of these groups • n=14 3. Feedback data plus interviews with students • Feedback review n=c50 • Interviews n=6
- 7. Click to edit Master title style Relationship between Lecturer and Student “Distance education requires a qualitatively new pedagogy built on a unique relationship between the instructor and the learners” (Huang, 202, pg. 27). - Relationship building needs to be more deliberate planned for, supported using a range of tools e.g. facebook, skype, plus face to face meetings - Engagement during sessions must be tenaciously fought for with polls, rich questions, occasional silence etc.
- 8. Click to edit Master title style Lecturer - Student Relationship Can seem more equal to the lecturer, particularly if they can see the lecturer but not the other way around. Can seem more distant when there are no comments. I found it hard to establish a relationship with students – I don’t think you really get the closeness that you get face to face If I had a question I had to text – I didn’t have direct access to the lecturer You can’t see everything that is happening in the classroom so it’s difficult to get a general feeling of what’s going on – no sense of the vibe. Before teaching webinars I was worried there would be no connection – but I felt a good bond with the class very early on With everyone typing I finally think of something to say and then the conversation has moved on – a number of times I’ve said sod it and deleted the comments I was about to submit.
- 9. Click to edit Master title style Constructivism in Webinars • Social context created through the ‘vibe’ of the webinar is critical in building the confidence to analyse, infer, deduce, justfy etc. A good lecturer brought herself down to the level of the student – In class you do not need to assert your knowledge – you need to recognise your audience. Some of the lecturers made me think if I’m in a webinar then I am restricted as the conversation is really only with one person – in the class I can have a really good debate, but I am learning less as there is no chance to discuss properly
- 10. Click to edit Master title style Constructivism in Webinars Knowledge is created and explored through collaboration I find them more useful to watch the recorded lesson back rather than participate in the online classroom live. Students use it to clarify and ask questions
- 11. Click to edit Master title style Constructivism in Webinars Pre-authentication – making the materials as relevant and like the real world as possible • Much adaptation of materials to cultural values e.g. discussing families within the paradigm of polygamy • Professional materials authenticated by use of CIPD resources we now have specialists in the subject which has made an incredible difference! online courses should be more 'teaching'. How to handle this type of situation, options to deal with this issue in the business
- 12. Click to edit Master title style Andragogy Perspectives (Knowles 1998) Self-directed learning Prior experience of the learner Motivation to learn Orientation to Learning Readiness to Learn Learners need to know
- 13. Click to edit Master title style Lessons learned • Webinars can be BORING! Engagement must be fought for • The social side of the classroom is easy to underestimate • Students on webinars are usually in their own homes – with the temptation of TV, radio, food, drink, chat, books, magazines, even housework etc……….. • Technology is DIFFICULT and SCARY – but can be used for flexibility and individualising materials • To engage students a range of pace, depth and activities needs to be used e.g. • Polls, in the news..,
- 14. Click to edit Master title style Lessons Learned • It is essential in the early stages to go slowly and carefully demonstrate the features • Plan more carefully for threshold concepts / e.g. have a range of layouts available to address potential points of • Provide a scaffolding so that features are used sparsely initially with a slow build-up • Then at the beginning of every session – check that all students are OK, can hear and see you • Expect the technology to be disrupted e.g. in high winds / storms, when the system is overloaded etc.
- 15. Click to edit Master title style Overall Conclusion… It’s all about the blend!
- 16. Click to edit Master title style References • Bliuc,A., Ellis,E., Goodyear,P. and Piggott, L. (2010) Learning through face-to-face and online discussions: Associations between students’ conceptions, approaches and academic performance in political science British Journal of Educational Technology Vol41 (3): 512- 524 • Huang,H-M (2002) Toward constructivism for adult learners in online learning environments. British Journal of Educational Technology Vol33 (1): 27-37 • Knowles M S, Holton III E F and Swanson R A (1998) The adult learner (5th ed) Gulf, Texas. • McBrien J.L. & Jones, P. (2009) Virtual spaces: employing a synchronous online classroom to facilitate student engagement in online learning The International Review of Research in Open and Distributed Learning, Vol10 (3) • Vygotsky L S (1978) Mind in society Harvard University Press, Cambridge. • Wang,S and Hsu,H (2008) Use of the webinar (Elluminate) to support training: The effects of Webinar-learning implementation from Student-trainers perspective Journal of Interactive Online Learning Vol 7 (3):175-194
Notes de l'éditeur
- There are three different student groups – each of which present different challenges. International students, mostly from Bangladesh studying a foundation year for a law degree – significant level of support provided through LCLS the local law school who provide face to face support. Also VLE has discussion materials , forums etc to provide a range of learning experiences. Professional HR typically HR assistants and officers – taking their first professional course. Tend to be supported by their employer, but may be quite isolated with a sense of increased pressure to succeed. Tutor support is available – most of the materials are accessed through the VLE plus 2-3 webinars per module. Higher Apprentices, who are often one of a group working with their employer and have a more significant tutor relationship with face to face visits. The challenges these students face varies as does the purpose of the webinars.