Self paced learners; expectations and concerns about social
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Transcript of Self paced learners; expectations and concerns about social
Self-paced Learners’ Self-paced Learners’ Expectations and Concerns Expectations and Concerns
About Social Software About Social Software
Terry Anderson, PhD and ProfessorTerry Anderson, PhD and ProfessorAthabasca UniversityAthabasca University
Centre for Distance EducationCentre for Distance Education
Adem Akbiyik, Visiting ScholarAdem Akbiyik, Visiting ScholarSakarya University – TurkeySakarya University – Turkey
www.sakarya.edu.trwww.sakarya.edu.tr
The Canadian Network for Innovation in Education (CNIE)The Canadian Network for Innovation in Education (CNIE)May 16, 2011 – Hamilton, OntarioMay 16, 2011 – Hamilton, Ontario
• Social networking tools in Social networking tools in educationeducation
• Purpose of the studyPurpose of the study• MethodologyMethodology• Findings & EvaluationFindings & Evaluation• Demonstration of QDA MinerDemonstration of QDA Miner• Your comments & QuestionsYour comments & Questions
Presentation OverviewPresentation Overview
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• Growing Interest in Social SoftwareGrowing Interest in Social Software– The term social software refers to a set of The term social software refers to a set of
network tools designed specifically to network tools designed specifically to support sharing, collaboration, socializing support sharing, collaboration, socializing and resulting in the development of and resulting in the development of multiple forms of social capital (Jones & multiple forms of social capital (Jones & Thomas, 2007). Thomas, 2007).
– profiles, wikis, blogs, posting walls, artefact profiles, wikis, blogs, posting walls, artefact tagging, web conferencing, calendaring and tagging, web conferencing, calendaring and other network-based toolsother network-based tools
Social Networking Tools in Education
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• Growing Interest in Social SoftwareGrowing Interest in Social SoftwareAnderson et all (2010);Anderson et all (2010);
– Widely used in entertainment and social Widely used in entertainment and social
applications,applications,
– Growing interest in their use in formal Growing interest in their use in formal
education applications,education applications,
– Distance education and especially self-Distance education and especially self-
programming models may be the biggest programming models may be the biggest
beneficiaries of the use of these tools.beneficiaries of the use of these tools.
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Social Networking Tools in Education
• Growing Interest in Social Growing Interest in Social SoftwareSoftware
Anderson (2006);Anderson (2006);
– EducationalEducational social software allows social software allows
individuals to meet, work together, and individuals to meet, work together, and
share insights, ideas and artefacts, thus share insights, ideas and artefacts, thus
affording learners the opportunity to affording learners the opportunity to
meet each other and forge learning meet each other and forge learning
relationships .relationships .5Self-paced Learners’ Expectations and Concerns About Self-paced Learners’ Expectations and Concerns About
Social SoftwareSocial Software
Social Networking Tools in Education
- Little is known about students’ interest, Little is known about students’ interest, expectations and expertise using these expectations and expertise using these tools.tools.
- The purpose of this study is to determine The purpose of this study is to determine self-paced learners’ expectations and self-paced learners’ expectations and concerns about educational social software.concerns about educational social software.
- In this study the qualitative results of an In this study the qualitative results of an online questionnaire (n=967) completed by online questionnaire (n=967) completed by undergraduate students enrolled in self-undergraduate students enrolled in self-paced distance education programming are paced distance education programming are presented.presented.
The purpose of the studyThe purpose of the study
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- Two open-ended questions gathered the Two open-ended questions gathered the positive and negative expectations or positive and negative expectations or concerns about social networking use concerns about social networking use
- Received 574 responses,Received 574 responses,
- Coded and analyzed by using QDA MinerCoded and analyzed by using QDA Miner(a qualitative/quantitative analysis software)(a qualitative/quantitative analysis software)
- The coding scheme was inductively The coding scheme was inductively developed by the researchers using a developed by the researchers using a grounded theory approach.grounded theory approach.
MethodologyMethodology
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Demographic Features - Demographic Features - GenderGender
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Demographic Features – Age Demographic Features – Age RangeRange
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Demographic Features – Work Demographic Features – Work StatusStatus
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How many DE courses have you taken How many DE courses have you taken before?before?
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Code Categories - ConcernsCode Categories - Concerns
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Code Categories - Code Categories - Expectations Expectations
ConcernsConcerns & & ExpectationsExpectations About Social About Social SoftwareSoftware
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ConcernsConcerns About Social About Social SoftwareSoftware
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ExpectationsExpectations About Social About Social SoftwareSoftware
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ConcernsConcerns by Genderby Gender
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ConcernsConcerns by Genderby Gender
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FemaleFemale MaleMale Student's FStudent's F P valueP valueC2.2(skill)C2.2(skill) 12.80%12.80% 4.10%4.10% 7.0337.033 0.0010.001C5(privacy)C5(privacy) 7.80%7.80% 13.40%13.40% 2.3512.351 0.0960.096C1.1(peer)C1.1(peer) 4.40%4.40% 1.70%1.70% 1.661.66 0.1910.191C6(noconcern)C6(noconcern) 11.80%11.80% 16.90%16.90% 1.0381.038 0.3550.355C3.2(flexibility)C3.2(flexibility) 17.20%17.20% 15.70%15.70% 0.6380.638 0.5290.529C2.3(technicalproblems)C2.3(technicalproblems) 9.80%9.80% 10.50%10.50% 0.610.61 0.5440.544C3.1(waste)C3.1(waste) 10.20%10.20% 9.30%9.30% 0.440.44 0.6450.645C1.2(tutor)C1.2(tutor) 1.80%1.80% 1.20%1.20% 0.2760.276 0.7590.759C2.1(complexity)C2.1(complexity) 5.20%5.20% 7.00%7.00% 0.2730.273 0.7610.761C4.2(quality)C4.2(quality) 7.80%7.80% 8.70%8.70% 0.1570.157 0.8550.855C4.1(satisfied)C4.1(satisfied) 3.60%3.60% 3.50%3.50% 0.1060.106 0.8990.899C7(mandatory)C7(mandatory) 4.00%4.00% 4.10%4.10% 0.0860.086 0.9180.918C4.3(other)C4.3(other) 3.60%3.60% 4.10%4.10% 0.070.07 0.9330.933
ExpectationsExpectations by Genderby Gender
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ExpectationsExpectations by Genderby Gender
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FemaleFemale MaleMale Student's FStudent's F P valueP value
E4.1(ease)E4.1(ease) 13.90%13.90% 16.80%16.80% 3.9683.968 0.0190.019
E4.2(enrichment)E4.2(enrichment) 9.00%9.00% 15.50%15.50% 3.0473.047 0.0480.048
E1.1(peer)E1.1(peer) 27.80%27.80% 20.00%20.00% 1.3281.328 0.2660.266
E1.2(tutor)E1.2(tutor) 17.50%17.50% 12.90%12.90% 0.8790.879 0.4160.416
E5(noexpectation)E5(noexpectation) 6.20%6.20% 8.40%8.40% 0.6760.676 0.5090.509
E3.1(transaction)E3.1(transaction) 4.90%4.90% 5.80%5.80% 0.2330.233 0.7920.792
E2.1(simplicity)E2.1(simplicity) 10.00%10.00% 10.30%10.30% 0.1960.196 0.8220.822
E3.2(flexibility)E3.2(flexibility) 10.80%10.80% 10.30%10.30% 0.1630.163 0.8500.850
Privacy Concern Privacy Concern by Ageby Age
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- Concern about skillsConcern about skills – females were higher than – females were higher than males, males,
- Expectation of improvement in learning and Expectation of improvement in learning and success of students success of students – males were higher than – males were higher than females,females,
- Expectation of content enrichment Expectation of content enrichment – males were – males were higher than femaleshigher than females
- As age increases, As age increases, concern about the concern about the confidentialityconfidentiality of students’ personal information of students’ personal information but also plagiarism and privacy tend to increase. but also plagiarism and privacy tend to increase.
• Particular attention should be paid to the Particular attention should be paid to the concerns of female and older students.concerns of female and older students.
ConclusionConclusion
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- Despite the fact that there are some concerns Despite the fact that there are some concerns
about social softwareabout social software, these tools have the , these tools have the
potential to improve self-paced learning.potential to improve self-paced learning.
- The flexibility of being able to study at times The flexibility of being able to study at times
that suit learners’ lifestyles should be that suit learners’ lifestyles should be
maintained while practising social software maintained while practising social software
applications.applications.
ConclusionConclusion
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• Anderson, T. (2006) Anderson, T. (2006) Proceedings of the Open & Distance Learning Proceedings of the Open & Distance Learning Association of AustraliaAssociation of Australia: Distance learning - Social software's killer app? : Distance learning - Social software's killer app? Adelaide: ODLAA. Adelaide: ODLAA.
• Anderson, T., Poellhuber B., & McKerlich, R. (2010) Self-paced Learners Anderson, T., Poellhuber B., & McKerlich, R. (2010) Self-paced Learners Meet Social Software: An Exploration of Learners’ Attitudes, Expectations Meet Social Software: An Exploration of Learners’ Attitudes, Expectations and Experience. and Experience. Online Journal of Distance Learning Administration,13 (4). Online Journal of Distance Learning Administration,13 (4). http://www.westga.edu/~distance/ojdla/Fall133/anderson_poellhuber_mhttp://www.westga.edu/~distance/ojdla/Fall133/anderson_poellhuber_mcKerlich133.htmlcKerlich133.html
• Jones, N., & Thomas, P. (2007). Inter-organizational collaboration and Jones, N., & Thomas, P. (2007). Inter-organizational collaboration and partnerships in health and social care; The role of social software. partnerships in health and social care; The role of social software. Public Public Policy and Administration, 22Policy and Administration, 22, 289-302. , 289-302.
ResourcesResources
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