This document analyzes the potential influences of online teaching on traditional face-to-face teaching. A survey was conducted of teachers before and after they implemented e-learning courses. Before e-learning, teaching methods focused more on memorization and comprehension, with expositive methods and intermediate guidance. After developing e-learning courses and receiving coaching, the post-e-learning survey found teachers were using more diverse teaching materials, higher-level learning tasks involving application and analysis, and maintained variety in evaluation methods. However, the sample size was small and without pedagogical advising, online teaching may not inherently influence face-to-face methods.

1. WHAT ARE THE INFLUENCES OF
ONLINE TEACHING ON FACE-TO-
FACE TEACHING ?
S. Bachy - M. Liégeois
UCL - Belgium
International Conference on Education and New Learning Technologies
Barcelona (Spain), 1st - 3rd of July 2013
1samedi 29 juin 2013

2. International
Conference on
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of July 2013 Sylviane Bachy - 2013
Presentation
• Context
• Method
• Result
• Discussion
2samedi 29 juin 2013

3. International
Conference on
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Context
2008-2010
University Certificates
International Relations
20 ECTS
3samedi 29 juin 2013

4. International
Conference on
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After eLearning
Pedagogical transfer ?
@
4samedi 29 juin 2013

5. International
Conference on
Education and
New Learning
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Barcelona
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of July 2013 Sylviane Bachy - 2013
Influences ?
The objective of this
communication is to analyze
the potential repercussions
of e-learning on the
traditional courses
5samedi 29 juin 2013

6. International
Conference on
Education and
New Learning
Technologies
Barcelona
(Spain), 1st - 3rd
of July 2013 Sylviane Bachy - 2013
Method
• Survey (Bachy & col. 2008) in pre (2008) and
post (2012) eLearning
• Topics : pedagogical method, learning tasks,
teaching material and ways of evaluation
6samedi 29 juin 2013

7. International
Conference on
Education and
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Barcelona
(Spain), 1st - 3rd
of July 2013 Sylviane Bachy - 2013
Pre-elearning Analysis
* cluster Prégent (1990), De Ketele & Roegiers (1993), Bloom (1956), Samuelowicz & Brain (2002)
Method
Material
Tasks
Evaluation
Expositive
Intermediate
level of guid.
Low level of
learn. task
Application
Individual
Low level of
guidance
Intermediate
Restitution
Collaborative
High level of
guidance
High level
Integration
7samedi 29 juin 2013

8. International
Conference on
Education and
New Learning
Technologies
Barcelona
(Spain), 1st - 3rd
of July 2013 Sylviane Bachy - 2013
Method
Material
Tasks
Evaluation
Expositive
Intermediate
level of guid.
Low level of
learn. task
Application
Individual
Low level of
guidance
Intermediate
Restitution
Collaborative
High level of
guidance
High level
Integration
Biggs & col (1999) constructivist alignment model - an alignment between
pedagogic objectives, methods and evaluations .
This analysis shows a gap between the objectives expressed by the teachers
(developing analytical skills in international relations) and the mobilized pedagogic
methods.
According to Bloom’s taxonomy, they mostly induce low-level cognitive tasks.
Pre-elearning Analysis
8samedi 29 juin 2013

9. International
Conference on
Education and
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Barcelona
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of July 2013 Sylviane Bachy - 2013
Online Transfer
9samedi 29 juin 2013

10. International
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Design and coaching
• Regarding each learning outcome,
identification : resources, activities,
interactions, feedback and assesment -
Horizontal construction
• Animation : tutoring, virtual interaction,
debates on the forums...
10samedi 29 juin 2013

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Teacher’s perception
11samedi 29 juin 2013

12. International
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Online transfer ?
• Survey 4 years after starting the certificates,
• same questions 2008 - 2012 : methods,
tasks, teaching material, evaluation
12samedi 29 juin 2013

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13samedi 29 juin 2013

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Teaching material
High =
Exercises,
Learning path
Intermediate
= PPT,Textbook
Bas = Papers,
book chapters
New : websites, video, songs (Youtube)
14samedi 29 juin 2013

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Learning Tasks
High : Evaluation /
meta-reflexion
Intermediate :
Application / analysis
Low :
memorisation /
comprehension
15samedi 29 juin 2013

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Methods of evaluation
Same methods
with enhanced
diversity
16samedi 29 juin 2013

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Post-elearning analysis
Method
Material
Tasks
Evaluation
Expositive
Intermediate
level of guid.
Low level of
learn. task
Application
Individual
Low level of
guidance
Intermediate
Restitution
Collaborative
High level of
guidance
High level
Integration
17samedi 29 juin 2013

18. International
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Constructivist alignment model Biggs & col (1999)
Consistency
Method
Material
Tasks
Evaluation
Expositive
Intermediate
level of guid.
Low level of
learn. task
Application
Individual
Low level of
guidance
Intermediate
Restitution
Collaborative
High level of
guidance
High level
Integration
Post-elearning analysis
18samedi 29 juin 2013

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Validation
• Student’s survey
• External survey : ESPO/UCL «some teachers
from the survey show more creativity, in a large
auditorium they incorporate active learning».
These teachers are those who take part to
CRI@C and C@GEP.
19samedi 29 juin 2013

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Conclusion - Influences ?
YES
20samedi 29 juin 2013

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Discussion
• Only 7 teachers (Small sample : co-existence
on face-to-face & elearning courses)
• According with TPACK (Mishra & Koelher
2006, Archambault & Barnett 2010, Hofer
and al. (2011) - Using technology do
modifies teaching methods
• Transfer of teaching skills without
intervention of the pedagogical advisor
21samedi 29 juin 2013

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Thank you !
22samedi 29 juin 2013