Synchronicity in Distance Learning Catherine Flynn, Program Coordinator School of Arts - PowerPoint PPT Presentation

Loading...

PPT – Synchronicity in Distance Learning Catherine Flynn, Program Coordinator School of Arts PowerPoint presentation | free to download - id: 1088b0-YTRkY



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Synchronicity in Distance Learning Catherine Flynn, Program Coordinator School of Arts

Description:

The 9th Annual Sloan-C International Conference on Asynchronous Learning ... American Imago. ( Winter 2002): 59-75. Carrell, Lori J. and Kent E. Menzell. 2001. ... – PowerPoint PPT presentation

Number of Views:59
Avg rating:3.0/5.0
Slides: 19
Provided by: sloancon
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Synchronicity in Distance Learning Catherine Flynn, Program Coordinator School of Arts


1
Synchronicity in Distance LearningCatherine
Flynn, Program CoordinatorSchool of Arts
SciencesKaplan College Online Campus
  • The 9th Annual Sloan-C International Conference
    on Asynchronous Learning Networks (ALN)
  • The Power of Online Learning Implications for
    Teaching and Learning
  • November 14-16, 2003Orlando, Florida

2
Synchronicity in Distance Learning The role of
real-time components in faculty satisfaction and
retention, and effective implementation of
training programs for synchronous teaching
3
DISTANCE LEARNING PROGRAMS Asynchronous Fragmen
ted Largely Individual
4
The Kaplan Model
  • Asynchronous Synchronous
  • Extensive use of Instant Messaging
  • Highly dynamic course curriculum

5
Overall Research Premise
  • Maximum benefit is derived from distance learning
    programs that blend asynchronous and synchronous
    components into curriculum delivery.

6
Search of the Literature
  • Distance Learning Pedagogy
  • Connecting the dots
  • Building the links
  • Faculty Satisfaction
  • Tapping strengths
  • Building connections
  • Enriching the experience

7
Abstract
  • Synchronous components incorporated into distance
    learning programs significantly enhance faculty
    satisfaction and overall sense of achievement.

8
Exploratory Survey
  • Establish connection between synchronous
    components and faculty satisfaction in online
    learning at Kaplan College
  • 85 survey invitations 40 respondents to date
  • Kaplan College Online Campus School of Arts
    Sciences
  • 7 different disciplines
  • Full and part time faculty members

9
Exploratory Research Questions
  • Will the survey produce a positive link between
    synchronous seminars at Kaplan and faculty
    satisfaction?
  • Will the results produce a positive link between
    student achievement and understanding of course
    content and synchronous seminars?
  • Will the results produce a body of evidence to
    support continued use of synchronous seminars at
    Kaplan, and extensive expansion of the current
    training program ?

10
Research Interview Questions
  • Faculty were asked to respond to the following
    statements using a five-point Likert scale
    Strongly Agree Agree Somewhat Agree Disagree
    Strongly Disagree.
  • The weekly seminars are an important pedagogical
    tool in the courses I teach.
  • The seminars improve student understanding of
    course content.
  • The seminars are an enjoyable part of teaching at
    Kaplan.
  • I continue teaching with Kaplan in large part due
    to the seminars.

11
Initial Research Findings
  • Initial survey results indicate the following
  • Weekly seminars are an important pedagogical tool
    in the Kaplan online courses taught (64 strongly
    agree 18 agree)
  • Synchronous seminars improve student
    understanding of course content (64 strongly
    agree 18 agree)

12
Further Findings
  • Seminars are an enjoyable part of teaching at
    Kaplan for 85 of those who responded.
  • More than half the respondents agree or strongly
    agree that they continue teaching with Kaplan in
    large part due to the seminars.

13
CONCERNS
  • Inadequate technical support
  • Inadequate technology for some courses
  • Insufficient training for students faculty
  • Excessive socializing and insufficient focus on
    the seminar topic

14
The Kaplan Model
  • Far too little attention has been paid to the use
    of synchronous components to enhance and
    complement asynchronous elements. The Kaplan
    Model establishes a solid pedagogical position
    that blends the best of onground and online in a
    fully virtual classroom.

15
Future Research Student Assessment
  • A comparable study should be done to assess
    student perspective on the use of synchronous
    components in distance learning.

16
Future Research Cost Benefit Analysis
  • This study is focused primarily on the
    pedagogical benefits of synchronous components.
    The cost of real-time seminars is significant and
    future research should focus on cost-benefit
    analysis of the seminar component.

17
Relevant Articles
  • Cambray, Joseph. 2002. Synchronicity and
    emergence. American Imago. (Winter 2002)
    59-75.
  • Carrell, Lori J. and Kent E. Menzell. 2001.
    Variations in learning, motivation, and perceived
    immediacy between live and distance education
    classrooms. Communication Education. 50, no. 3
    (July) 230240.
  • Hitch, Leslie P. and Pamela MacBrayne. 2003. A
    model for effectively supporting eLearning. The
    Technology Source. Mar/Apr 2003.
  • Roblyer, M.D. and Leticia Ekhaml. 2000. How
    interactive are your distance courses? A rubric
    for assessing interaction in distance learning.
    DLA Proceedings. Callaway, GA June 7-9, 2000.

18
CONCLUSIONS
  • Synchronous components in distance courses at
    Kaplan College significantly enhance learning
    outcomes and faculty satisfaction however,
    training, technical support and technological
    advancements are barriers to growth and
    development.
About PowerShow.com