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Online Courses as Effective Learning Environments or "Digital Diploma Mills": The Importance of Collaborative Learning
Keynote Address, Telelearning ‘99 Montreal Canada November
Copyright, Starr Roxanne Hiltz New Jersey Institute of Technology
Two views of Online courses A means of cutting the costs of “delivering”
educational materials to students, akin to previous use of instructional television. Post materials on the web; collect assignments; can handle thousands of students.
OR: A means of improving the quality of learning opportunities, by supporting learning communities in an anytime/anywhere environment (Learning Networks “TLN” or “ALN”)- require small classes mentored by skilled faculty members
Popular press: negative images of online courses Article title: “Wiring the Ivory
Tower: But will online courses lower standards?” Business Week, August 9, 1999
“No dorms, no sports fields, NO COSTLY PROFESSORS”
Cites UNext: Will spend $1 million a course for
video streamed lectures by “stars” Use part time instructors to answer
email and grade assignments NOT what is meant by LN!!
AFT/NEA Commissioned report on Distance Learning Asks, “What’s the difference” between
traditional and distance courses; argues there is no proof that distance/online is as good or better
Some Questions about “Differences” This Talk Will Cover: Is online collaborative learning superior to
the mass distribution of materials via the Web?
How do both models compare to traditional college level courses, in terms of process and outcomes?
What are some guidelines for maximizing the quality of research to answer these questions?
Background
Over the last 15 years, NJIT has constructed a series of computer-mediated communication systems tailored to support “anytime/ anywhere” interaction among students and instructors called “Virtual Classroom” [TM]
Used first in a variety of individual courses and then for full degree programs; and
Developed various evaluation instruments and approaches.
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Virtual ClassroomTM Project at NJIT 1993-1996 produced, delivered and evaluated
26 courses comprising the undergraduate majors in Information Systems and Computer Science, with Sloan Foundation support
Continuing: “From Virtual Classroom to Virtual University” 1997-2000 Expand the innovation to other schools
and departments and graduate degree programs
Theories for Studying Online Courses Pedagogical Theories: Objectivist (passive) vs.
Constructivist (active, collaborative) learning Media Effect theories (e.g., Media Richness,
Media Synchronicity) Group Interaction Theories (e.g., Adaptive
Structuration; Poole & DeSanctis) …LN’s are a social technology through which a
group may choose to faithfully or unfaithfully appropriate the structures provided by the technology, heuristic, environment, etc…
Premises of the NJIT studies: Online courses provide unique
opportunities to support collaborative (group based) learning
Collaborative learning is crucial to the effectiveness of online learning environments
Seminar: Students as Teachers Peer Writing Groups (Constructive Criticism) Group Projects Case study discussions Web “treasure hunts,” compilations Debates Construct an examNetworked classes
Some VARIETIES OF COLLABORATIVE LEARNING
The Research Process
… a series of interlocking choices in which we try simultaneously to maximize
several conflicting choices…
Key choices generalizability with respect to populations realism for the participants precision in control and measurement of variables
McGrath, 1982
Methodological Tradeoffs
Large sample surveys can maximize generalizability Laboratory Experiments can maximize precision of
control Field experiments can maximize realism Qualitative Methods can maximize depth of
understanding ( the “why”) “Triangulation” or multiple methods maximize overall
validity of results Replication of results in different settings provides
generalizability
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Questionnaire Data (1993- 1996 completed project) Total Responses (sometimes partial): Virtual Classroom + video: 698 VC + FtF: 463 No VC: 268 Question Form: Please compare online
classes to your previous experiences with “face to face” college - level courses. To what extent do you agree with the following statements...
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Taking Online Classes is More Convenient (73% agree)
37 36
17
74
0
5
10
15
20
25
30
35
40P
erce
nta
ge
(%)
Strongly A. Agree Neutral Disagree Strongly D.
N = 624
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Having the computerized conferencing system available provided better access to the professor(s). (65% agree)
29
42
17
84
05
1015202530354045
Per
cen
tag
e(%
)
Strongly A. Agree Neutral Disagree Strongly D.
N = 622, Mean= 2.2
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Did use of the system increase the quality of your education? (58% agree; +22% Same)
12
19
27
22
7
5
7
0
5
10
15
20
25
30P
erce
nta
ge
(%)
1 2 3 Unsure 5 6 7
Definitely Yes = 1 N = 617 Definitely Not = 7
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“Virtual Classroom Overall” Index Items included: 1. VC Increases Quality 2. Better learning 3. Learned More 4. Would not take another VC 5. Would have gotten more from a
traditional class 6. VC increases efficiency of learning
Chronbach’s Alpha = .85
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Correlations with VC Overall (Pearson’s) All significant at least at .01 level;
n= about 523 Collaboration Index .30 Better Access to Professor .46 Felt more involved in taking active
part .54
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Conclusions based on field trials
LNs DO tend to increase access to educational opportunities, efficiency (speed of completion) of the degree, and quality of educational experience as subjectively reported This is conditional on a number of factors, including active
participation by the student, and communicating/ collaborating with classmates
No Significant Differences in Course Grades between traditional and LN sections
Replication: Similar results from U. of Illinois, Drexel, SUNY, U. of Central
Florida, etc. E.g. Drexel: 95% felt they had better access to Prof
Vast majority of students report that LN courses are “better” in terms of access and learning
Student evaluations strongly correlated with amount on online interaction with professor and with other students
BUT: In terms of the relationship between
Collaborative Learning and the effectiveness of LNs, “correlation is not causation”
Triangulation: One course in the project, Computers and Society, was selected for a field experiment Effects of Computer-Mediated Communication on
Learning, Performance and Satisfaction: A Comparison of Groups and Individuals Solving Ethical Scenarios, A thesis by: Raquel Benbunan
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TASK SELECTION
Discussion and solution of computer ethics scenarios
Decision-making task, completed by writing a report on analysis and recommendations for action
Key knowledge in the course and on the final exam
RESEARCH METHODS
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EXPERIMENTAL DESIGN
MANUAL ONLINE
INDIV.IM 44 subjects IOL 42 subjects
GROUPSGFtF 28 subjects(5 groups)
GOL 22 subjects(5 groups)
Distribution of Subjects across Conditions
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Mean Final exam scores on ethics, (GPA as covariant)
Manual On-line
Individuals 71.83 64.64 68.23
Groups 73.97 70.19 72.08
72.90 67.42
Length of the Reports
Mean Words byCondition
Manual Online
Individuals 380 462 421
Groups 390 756 573
386 609 481
Model F = 8.98 p = .0001 ***Teamwork Effect F = 11.60 p = .0009 ***Online Effect F = 21.10 p = .0001 ***Interaction Effect F = 10.02 p = .002 **
** = Significant at p < .01; *** = Significant at p<.001
Triangulation: Faculty Views Semi-Structured Interviews with 20 NJIT Faculty
Those faculty who utilized group/collaborative
learning and obtained active participation in discussions online tend to perceive that students learn more online than in the traditional classroom; those who did not make online discussions and group work a central course activity did not
Replication: SUNY faculty- 47% felt online students learned more; 46% saw no difference; only a few thought the classroom performed better
Faculty Workload and Satisfaction- 100 SUNY faculty (1999)
Preparation time: 43% said “much more” and 41% said “more” than traditional classroom
Teaching time: 25% said “much more” and 39% “more”
Teacher-student interaction: 52% more or much more; 31% the same
Would they do it again: 99 yes
Summary and Conclusions:Summary and Conclusions: Each of the three NJIT studies has its methodological
weaknesses, but taken together they solidly support the conclusions that 1.L N courses can be as effective or more effective than
traditional classrooms, in terms of access and learning outcomes.
2. Collaborative learning designs are more effective for online learning than individuals working alone with materials posted online.
Data from other universities replicate the findings.
What’s the Difference? It’s the pedagogy, stupid!!
A Challenge We Share Answer the critics with data: Replicate,
Triangulate, INNOVATE
For More Info: Roxanne’s home page:
http://eies.njit.edu/~hiltz WWW.ALN.ORG
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