Supporting students online

Nigel Gibson

May, 2005

Objectives:• To look at the landscape

• To look at some of the theoretical underpinnings

• To discuss some of the techniques used in building online communities

• To introduce some of the characters we might meet

Writing on online learning• “If the conference gels, learners create a learning

community in which the individualism of traditional distance learning is left behind and learning once more becomes a social and interactive affair. In such a learning community, students are liable to learn as much from one another as from course materials or from the interjections of a tutor. The learning becomes not merely active, but interactive. Furthermore, the interaction is collaborative.”

(Rowntree, 1999)

Communities• Used to describe groups of people with

something in common:– Geography– Common interests

• Religion• Ethnicity

– Employment

• the people living in one particular area or people who are considered as a unit because of their common interests, background or nationality

Online communities• Online communities

– Some online communities are + 20 years old and have a stable “core” population around which other members might join and/or leave.

– They perform many of the social functions we might expect from any community

• Communities of practice– Some online groups are brought together by a

particular interest – a profession or a hobby. – They exchange news, advice and often swap job

opportunities

What is meant by “online”?• Materials on the Internet

• Discussions in news groups

• Emails

• A dedicated Virtual Learning Environment (VLE) such as FirstClass – this is referred to as computer mediated conferencing (CMC)

Online course types• Informational – Offering additional resources to support

a f2f course• Supplemental – Including student supportive features;

online forums, email support, chat sessions – all are optional

• Dependent – Much of the learning material delivered online but some f2f interaction too (tutorials). This mode is usually referred to as “Blended”

• Entirely web-basedFrom www.wlv.ac.uk/celt/oltips

What value can it bring?• Interactive – I watched a TV programme about

the Roman Games a few weeks ago, I’d love to have been able to ask Paula James some questions afterwards.

• As and when – no need to ring anyone or wait for the next tutorial

• Asynchronous – we don’t all need to be awake at the same time

• Peer support – Participants can discuss issues together, including those who might not be able to attend tutorials or self-help groups

So what do we do online?• Much as we do by telephone and in

tutorials• We support Open learners by helping

them assess their understanding of the course material

• We help them construct and test their knowledge

• We offer pastoral support as required

ComparisonsFace to face Online“Controlled” Less sense of tutor control

Dates and times are set Unscheduled although some agreement on levels of participation are usually agreed

Verbal discussions Discussions text based – permanent record available

Set agenda, items completed in a linear manner

Can work on multiple activities at once

Often little time for reflection Reflection can be high

Can be dominated by louder voices Equality of participation (other than technology issues)

From McConnell

Dependencies

Time dependent Time independent

Space dependent

Tutorials Learning resources

Space independent

Telephone support

Online chat

Video conferencing

Online support

Online materials

Salmon’s Five Stage Model

Just like…• Salmon’s model suggests stages similar to

those we’d see in a tutorial or day school– Tuckman’s Model

• A key difference may be time – it takes long to build groups online

• Another key difference is that online groups can achieve a greater level of cohesion

Access and motivationeModerator Participants

•Welcoming and encouraging (Seating and greeting)•Dealing with technical problems

•Nervous•Setting up the system and accessing it

Salmon’s Five Stage Model

Online socialisationeModerator Participants

•Familiarising participants with the environment•Bridging cultural, social and learning environments•Exploring similarities and differences

•Sending and receiving messages•Learning about their peers•“Revealing themselves”

Salmon’s Five Stage Model

Information exchangeeModerator Participants

•Facilitating tasks•Supporting use of materials

•Engaging•Sharing experiences

Salmon’s Five Stage Model

Knowledge constructioneModerator Participants

•Facilitation and admin •Testing understanding•Taking risks

Salmon’s Five Stage Model

DevelopmenteModerator Participants

•Providing links to additional resources

•Supporting each other•Reflection

Salmon’s Five Stage Model

eModerating Skills• Composing appropriate welcome messages• Coax reluctant participants to contribute• Nurture and keep the interaction moving• Encourage good practice• Summarise, archive and move the interaction on• Nip the occasional online spat in the bud

• Salmon and Giles (1997)

• The moderators role changes as the group matures

The dominant teaching theory is..

• Constructivism– Teaching for learning– Student centred

• CMC is particularly poor for didactic delivery – web based materials are far better at that

Constructing knowledge• Constructivism is a philosophy of learning founded on

the premise that, by reflecting on our experiences, we construct our own understanding of the world we live in. Each of us generates our own "rules" and "mental models," which we use to make sense of our experiences. Learning, therefore, is simply the process of adjusting our mental models to accommodate new experiences.

http://www.funderstanding.com/constructivism.cfm

Socrates did it!• Socrates liked to work with students. His

approach essentially consisted of leading them through a series of questions in order to promote critical thinking. On one occasion, the philosopher purportedly led a group of students to a difficult conclusion through his Socratic method. Socrates then pointed out that, since he had reported no facts, the students must have known the conclusion all along. • http://www.cdli.ca/~elmurphy/emurphy/cle.html

To make it work• The group needs to feel comfortable

• Create a safe environment

• Prepared to take risks

Runners and riders• “Lurkers” – Vicarious learners, those who read

but don’t contribute. Are they participating?• Flamers – Often unwittingly start “flame wars” by

posting something which upsets others• Energy Monsters – Will post messages to get a

reaction. This might be a flame or a plea for sympathy or something completely off topic.

• Each needs handling in a slightly different way – just as they would f2f

Who is out there (Sub degree)?• Learn Direct

– A natural feeder for the OU?

• NTIs– Government funding to promote specialist online

learning prepared and delivered through FEIs/HEIs

• FEIs are providing multi-mode/blended courses:– FD In Hospitality – Canterbury College– HNC in Engineering – South Kent College– This arena is expanding

Who is out there (Degree)?• UK eUniversity

– Crashed and burned but not because of the lack of market but for the opposite reason!

• Current HEIs offering online provision include:

The OU

Sheffield Hallam

Liverpool University

University of Portsmouth

Oxford Brookes

University of Essex

University of Hertfordshire

University of Greenwich

London University - Institute of Education

University of Lancaster

Writers on online learning• Race P (1989), The Open Learning Handbook, London. Kogan

Page• Rowntree D (1992), Exploring Open and Distance Learning.

London. Kogan Page• Salmon G and Giles K (1997), “Moderating Online”,

http://www.emoderators.com/moderators/gilly/MOD.html• Salmon G (2000), E-Moderating: The Key to Teaching and

Learning Online. London. Kogan Page• Shank P and Sitze A (2004), Making sense of online learning, San

Francisco, Pfeiffer• Weller M (2002), Delivering Learning on the Net, London, Kogan

Page

Summary• Supporting students online uses similar skills to

working face to face• It also uses some different techniques• It can be time consuming but the time required

isn’t constant, it changes as the group matures and as different tasks are required

• It can be great fun and is certainly an excellent way of learning more about your own subject

Q&A• Thank you

• If you have any queries please don’t hesitate in contacting me: ng264@tutor.open.ac.uk