Differences in Expectations of Online Learning

PBL Activity – Differences in Expectations of Online Learning

Among Middle School Students

Nick Peruski

Rekha Desai

Stephannie Suddenorf

Eastern Michigan University

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Differences in Expectations of Online Learning

Introduction

The concept below illustrates typical seventh grader’s expectations in a

traditional classroom setting.

Discovery

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Differences in Expectations of Online Learning

72 seventh graders were surveyed about their opinions on online learning,

the results can be found below. A sample of the survey used can be found in

Appendix A.

As can be seen in the graphs below, a majority (78%) of our participants

were 12 years old and Caucasian. We did have 10 students (13.8%) elect to not

disclose their racial background. The students in our survey were almost split

right down the middle, with about 50% being female and 49% being male. 100%

of our students reported being in the seventh grade.

When asked whether or not our participants have taken an online course

in the past, a majority of students reported that they had not. This is not a

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Differences in Expectations of Online Learning

surprise since the students surveyed were in middle school, in a traditional public

school. The graph below shows how students responded.

Students were asked what their expectations were for an online

learning environment.  Students were permitted to check multiple

boxes.  The graph entitled “Online Expectations” (see below) shows

that students perceived the top three methods of instruction in an

online class to be through the use of video, chatting and a textbook.

We found it informative that two of the three top instructional choices

that students selected are used infrequently in online learning.

Students were asked what their expectations were for an online

learning environment.  Students were permitted to check multiple

boxes.  The graph entitled “Online Expectations” (see below) shows

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Differences in Expectations of Online Learning

that students perceived the top three methods of instruction in an

online class to be through the use of video, chatting and a textbook.

We found it informative that two of the three top instructional choices

that students selected are used infrequently in online learning.

Lastly, students reported their overall preference of taking a class online,

using a 5-point Likert scale. A 5 was a highly favorable response, while a 1 was

a highly unfavorable response. Students were mostly neutral toward the idea of

taking an online class, which is to be expected since most of them have yet to

experience one first hand. The table below displays the student responses.

Conclusion

The concept map below displays, based on our data, an average seventh

grader’s expectations are for an online course.

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Differences in Expectations of Online Learning

We learned through our discovery process that our group of middle school

students had little to no experience with online learning.

How to Evaluate and Utilize the Data

Our PBL activity did no have a “problem”, in the traditional sense. We

were engages in an investigative activity. We knew what our students’ patterns

of expectations and preferences were, in regards to a classroom environment.

We then needed to uncover what students’ patterns of expectations and

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Differences in Expectations of Online Learning

preferences were in an online learning environment. Once we ascertained what

their expectations were, we needed to determine how to best adjust their

expectations to better prepare them in a 21st century, digital learning

environment.

Many of the students had no prior experiences with learning online. We

decided that the best way to equip them with 21st century skills would be to begin

to give them that experience. The instructor(s) would need to change the

primary mode of instruction. Possible changes could include integrating the use

of educational websites such as Khan Academy to supplement instruction and

foster independent learning. Other changes would require the instructor to

change his/her lesson planning to integrate technology into the lessons, in a

manner, which teaches students to use technology as a tool in learning.

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Differences in Expectations of Online Learning

Appendix A

Below is a sample of the survey that was given to students.

Appendix B - Reflection

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Differences in Expectations of Online Learning

I don’t typically enjoy group projects, especially in an online course. One

person tends to do most of the work, and that was the case with this project. Our

group didn’t respond to emails in a timely manner. One of my member’s child

was sick, which was a large hindrance on her involvement.

I created the survey and gave it to my classes. I compiled the data and

inputted it into excel. Using excel, I created the graphs used in our project. I

also put together the parts of the report that used the data that I collected.

Stephannie used Bubbl.us to create both of the concept maps. Rekha added the

evaluation and utilization of the data part in the report. Although we were a

dysfunctional group, we still did come together and complete the project. We did

all of our communication through email.

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Differences in Expectations of Online Learning

Appendix C – Group Ratings

Rekha Desai: 1 – Rekha had a sick child. She waited for Stephannie and

I to complete most of the work. Also, she only

completed a task when it was given to her.

Stephannie Suddenorf: 2 – Stephannie returned emails and kept in

contact with regularity. She volunteered to create the

concept maps.

Nick Peruski: 3 – I completed much of the assignment and acted as a

task-master, keeping the assignment moving.

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