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Transcript of Help I Need Somebody! A study into the effectiveness of Instant Messaging for tutorial and pastoral...
![Page 1: Help I Need Somebody! A study into the effectiveness of Instant Messaging for tutorial and pastoral support By Dominic Gore and Matthew Northall University.](https://reader035.fdocuments.in/reader035/viewer/2022062718/56649ea75503460f94baa2cb/html5/thumbnails/1.jpg)
Help I Need Somebody!A study into the effectiveness of Instant Messaging for tutorial and pastoral support
By Dominic Gore and Matthew Northall University College Birmingham
Tuesday 9th April 2013
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C_M_U_E_ _E_I_T_D C_M_U_I_A_I_N
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1. I X V I D M U X X O A P M X
2.E M G X V I T T R A I U L C
3.E O X B C M A B Q Z A P O C
4.R M C T A N O T O P M O E D
A little fun before we begin... Can you guess the word?
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Presentation Contents• Project Timeline – Pre and Post 2011• Why CMC? – A Conceptual Framework and the
Technology• How it was implemented – Theoretical
Underpinning• Methodology and Evidence – How the data was
gathered and Analysed• Impact on Learning – Student Feedback and
Engagement• Future Development and Next Steps
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Project Timeline -Pre and Post 2011
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• UCB invested in what was the Wimba Suite of tools in December 2009.
• The Blackboard Collaborate Instant Messenger Research project was initialised following the identification of a need to adapt to changing avenues to communication within Higher Education.
• The initial pilot commenced in February 2010, however further iterations and developments have paved the way for more in-depth usage of the tool focussing primarily on this research to date
• The tool was initially rolled out to students and staff in the School of Education and Community
• It was intended to be used as a pastoral teaching and learning tool.
Pre - 2011
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• HE and FE students undertaking courses often come with a wide variety of backgrounds, often have diverse professional and personal experiences, and regularly arrive with an array of additional commitments outside of the educational process.
• It was agreed that the use of Computer Mediated Communication and more specifically Instant Messaging could be the most convenient method of addressing this array of communication requirements
• Allows opportunities to communicate in non-conventional modes and also present methods to overcome the limitations presented by time constraints, distance and/or geographical barriers.
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• BA (Hons) Education and ICT group
• 22 students progressing from the FdA Education and ICT Programme
• BA ‘top-up’ being completed in 3 semesters instead of 4 so need to provide a module taught solely online
• Original Teaching and Learning Online module has been reconceptualised from a blended learning to a ‘learn anytime’ online module
• Blackboard Collaborate Instant Messenger was used predominately as time constraints and other factors forced the 22 students to receive both academic and pastoral support online.
Post - 2011
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Why CMC? -A Conceptual Framework and the Technology
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Existing Conventional
Communication pathways
Existing Un-conventional
Communication pathways
Tutorial Support
Student Academic and Pastoral tutorial
requirements
Social Influence on
Communication
Computer/Unconventional Communication
Anxiety
Expectations Emergent from
CommunicationsIntention to Participate
Conceptual Model
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Blackboard Collaborate Instant Messenger – The Technology• Provided a medium to experiment/research the effectiveness
of CMC for tutorial support
• UCB has already invested in Blackboard Collaborate, so the tool was already available for deployment
• Provided a medium to ensure educational directives were met
• Integrated into existing systems i.e. UCB Online (Blackboard Learn)
• Staff and student development was in place to ensure effective usage and monitoring
• Group, individual and Office Hours used to conduct academic and pastoral support
• No need to utilise 3rd party applications such as Microsoft Lync, Facebook Messenger etc.
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How it was Implemented – A Theoretical Underpinning
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Hybrid Theoretical Framework
1
2
3
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Methodology and Evidence – How the data was gathered and analysed
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• Methodological design underpinned by critical analysis of frameworks, readings and researcher’s positionality. Sultana (2007)
• Triangulation in the form of structure interviews and structured questionnaires
• Corbetta (2003) suggests “structured interviews are interviews in which each respondent is asked the same questions, using the same structure and the same wording”
• Parity between the 2 sets of data collection methods Schaffer and Kipp (2009)
• Tools pre-coded. Pre-coding has been described as a method ‘…of conceptualizing research data and classifying them into relevant and purposeful categories for the purpose of data analysis and interpretation’ (Singh, 2007).
• First and second level data analysis undertaken.
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Preliminary Empirical Evidence
• 91% of the group (20) described themselves as ‘highly efficient’ in the use of ICT
• 81% (16) were of the belief that the BBIM tool had multiple-benefits
• Over 60% of students organised or contributed towards online ‘self-help’ sessions and reported positively upon these experiences
• About 86% (19) of the students identified social influence as a key factor in their behavioural usage intention
• Over 95% (21) highlighted that the academic centric nature of the tool made it easy to use
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• Up to 50% of the students (from a cohort of mature P/T learners) identified that they would prefer traditional tutorial methods than electronic ones
• About 72% of students reported what might be described as a contradiction between ‘Rules’ and ‘Division of Labour.’
• A contradiction could be found between the ‘Object’ and ‘Tools’ element of the system
However and somewhat contradictory…
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Can you suggest any reasons as to why students have mixed attitude towards CMC?
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25% 25%25%25%1. Prefer the
interaction of speaking f2f
2. Apprehensive with the technology
3. Prefer a multi-model approach
4. Other – (If selected please
document via post-it notes)
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Analysis, Revisions to Tool, Deployment and Implications for Practice • It is somewhat surprising that such a significant number of the respondents saw
the tool favourably?
• The structure of IM conversations (in terms of Conversation Analysis) is borrowed from face-to-face conversations with adjacent pairs like questions and answers.
• Reviewed in accordance with E-Learning to focus on group work
• Development by the students forming ‘Communities of Inquiry’
• Use of a wider set of embedded tools including the ‘Collaborate Suite’ which allowed learners to communicate synchronously and interact with learning objects in real time
• Training event for staff organised in September 2011; intention to become ‘rolling program’
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• Research findings included contradictions in the activity system between ‘Rules’ and ‘Division of Labour.’
• Anytime screencast tutorials will be made available to learners to help overcome contradictions and barriers
• Aid in troubleshooting and reducing of initial anxiety and allow for revision and consolidation of existing knowledge
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• A further contradiction within the activity system was between the ‘Object’ and ‘Tools’ elements
• Students were concerned that they were unable to retain what was said during online tutorials
• It is of vital importance that we as practitioners avoid assuming that learners will have knowledge of the use of all aspects of the tool
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Impact on Learning – Student Feedback and Engagement
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• Demonstration of the Blackboard Collaborate IM tool for personal tutorials.
• Student studying on the BA (Hons) Education and ICT programme
The Student Voice
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Future Developments – Next Steps
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• Further use of the tool is planned with current cohort of students and also new program areas
• Future deployment will include a series of screencasts and/or face-to-face tutorials showing how to correctly utilise all aspects of the Bb IM tool
• Plans to push the software out to a wider variety of learners across the other 4 school discipline areas
• There are plans to use Blackboard Collaborate Instant Messenger along side Collaborate Web Conferencing to support overseas dissertation students – A pilot of this is currently underway this semester
• Introduction of Blackboard Mobile Learn in December 2012, has given rise to students engaging in course content via smart devices
• Aim to revise/refocus the use of the Collaborate tools within a mobile context