Tools to Learn : Tools to Learn : Students’ Perception of Students’ Perception of Communication Tools in Communication Tools in

Distance EducationDistance Education

Bastien Sasseville, PhD EdBastien Sasseville, PhD EdMagalie Morel, MA EdMagalie Morel, MA Ed

Université du Québec à RimouskiUniversité du Québec à Rimouski

2525thth Conference on Distance Teaching and Learning Conference on Distance Teaching and LearningMadison, Wisconsin, August 4-7, 2009Madison, Wisconsin, August 4-7, 2009

SummarySummary

Research contextResearch contextData collection and analysisData collection and analysisStudent’s perception of communication Student’s perception of communication

toolstools TelephoneTelephone E-MailE-Mail Web ForumWeb Forum MailMail

DiscussionDiscussionConclusion : Tips for practiceConclusion : Tips for practice

RESEARCH CONTEXTRESEARCH CONTEXT

Integrating support practises into DE is an essential part Integrating support practises into DE is an essential part of the educational specifications of a course of the educational specifications of a course

This is most important as many courses are now This is most important as many courses are now developed in a socioconstructivist perspective, in which developed in a socioconstructivist perspective, in which learning is the result of the interactions between tutor learning is the result of the interactions between tutor and pupils and between peers.and pupils and between peers.

Thus, the success of a learning process is related to the Thus, the success of a learning process is related to the presence and quality of technical and pedagogical presence and quality of technical and pedagogical support as well as the specific support mechanisms support as well as the specific support mechanisms employed for managing the actions of the various employed for managing the actions of the various people involved and promoting interactions between people involved and promoting interactions between actors of the learning situationactors of the learning situation

RESEARCH CONTEXTRESEARCH CONTEXT

Most institutions in Quebec now provide support to Most institutions in Quebec now provide support to their students in order to help the learning process. their students in order to help the learning process.

This support allows for the emotional and social This support allows for the emotional and social dimensions of DE learning to be taken into dimensions of DE learning to be taken into consideration by favouring interactions between peers consideration by favouring interactions between peers or with the tutor. or with the tutor.

Thus, it is necessary to consider the interactions Thus, it is necessary to consider the interactions between actors in DE in order to grasp how these between actors in DE in order to grasp how these interactions can make learning easier. interactions can make learning easier.

It is also necessary to understand how the course’s It is also necessary to understand how the course’s proposed communications tools impact this support proposed communications tools impact this support system.system.

DATA COLLECTIODATA COLLECTIONN

Three interviews with three participants per selected Three interviews with three participants per selected course : an initial interview at the beginning of the course : an initial interview at the beginning of the process, a second one during the middle, and a final process, a second one during the middle, and a final interview at the end of the course, thus collecting interview at the end of the course, thus collecting data during the evolution of the learning process, data during the evolution of the learning process, which in turn covered the entire support which in turn covered the entire support phenomenon. phenomenon.

The interview procedure was based on an The interview procedure was based on an ethnographical type process.ethnographical type process.

According to this process, the interviews are a series According to this process, the interviews are a series of conversations with which the researcher of conversations with which the researcher progressively addresses new elements in order to progressively addresses new elements in order to help the people being questioned elaborate their help the people being questioned elaborate their point of view.point of view.

DATA ANALYSYSDATA ANALYSYS

Two methods : an inductive grid and an analytical grid Two methods : an inductive grid and an analytical grid developed by the research team. developed by the research team.

Data was first analysed in an inductive manner, with the Data was first analysed in an inductive manner, with the goal of appropriating the content of the interview, allowing goal of appropriating the content of the interview, allowing us to emphasize the main themes that the participants us to emphasize the main themes that the participants mentioned during the interviews. mentioned during the interviews.

Next, interviews were analysed with the GIREFAD analysis Next, interviews were analysed with the GIREFAD analysis grid. This grid presents a typology of learning support. Five grid. This grid presents a typology of learning support. Five aspects are considered : cognitive, socioaffective, aspects are considered : cognitive, socioaffective, motivation, metacognition and psychomotor. motivation, metacognition and psychomotor.

NVivo software was used to code the analytical units within NVivo software was used to code the analytical units within categories.categories.

Means of communication in the Means of communication in the DE courses targeted by the DE courses targeted by the

studystudy

The students were registered in four courses: The students were registered in four courses: psychology and art history (both college level) as well psychology and art history (both college level) as well as general history and mathematics (both secondary as general history and mathematics (both secondary level).level).

The physical support for the course was offered in The physical support for the course was offered in paper with textbooks and workbooks sent in the mail. paper with textbooks and workbooks sent in the mail. Means of communication varied. The tutor could be Means of communication varied. The tutor could be contacted by phone, mail and email. In the case of the contacted by phone, mail and email. In the case of the college courses, a Web forum allowed the students to college courses, a Web forum allowed the students to communicate with the tutor as well as their peers.communicate with the tutor as well as their peers.

Contact by phone occurred according to an availability Contact by phone occurred according to an availability schedule established in advance by the tutor. Email schedule established in advance by the tutor. Email contact could be done at any time.contact could be done at any time.

Student’s perception of Student’s perception of communication toolscommunication tools

The means of communication used in the DE The means of communication used in the DE courses influence the relationship that is courses influence the relationship that is established between the learner and the tutor. established between the learner and the tutor.

If the means suit them, the students then know If the means suit them, the students then know that they can have easy access to support, which that they can have easy access to support, which allows them to progress in their learning. allows them to progress in their learning.

The students are relatively satisfied with the The students are relatively satisfied with the proposed means of communication, but certain proposed means of communication, but certain methods are more appreciated than others or methods are more appreciated than others or some times judged as less useful.some times judged as less useful.

TelephoneTelephone

Students use the telephone the most, at Students use the telephone the most, at both the secondary and college levels. both the secondary and college levels.

It’s the preferred means of It’s the preferred means of communicating with the tutor. communicating with the tutor.

The telephone allows for a quick and The telephone allows for a quick and direct contact with the tutor, without an direct contact with the tutor, without an intermediaryintermediary

TelephoneTelephone

But there were some problems But there were some problems

In math, it is difficult to explain a mathematical In math, it is difficult to explain a mathematical notion without visual supportnotion without visual support

Also, some students simply do not appreciate this Also, some students simply do not appreciate this means of communicationmeans of communication

As such, students sometimes hold back from As such, students sometimes hold back from using the telephone because they believe that using the telephone because they believe that they are bothering their tutorthey are bothering their tutor

TelephoneTelephone

The tutor’s use of an answering machine seems to The tutor’s use of an answering machine seems to act as a block to phone use.act as a block to phone use.

Some students felt that the time allotted for support Some students felt that the time allotted for support over the telephone is not sufficient. In certain over the telephone is not sufficient. In certain courses, like collegiate psychology, it is not even courses, like collegiate psychology, it is not even possible to use the phone because the student possible to use the phone because the student support methods offered do not integrate phone support methods offered do not integrate phone contact.contact.

Students who have an irregular work schedule felt Students who have an irregular work schedule felt left out because the tutor’s availability does not left out because the tutor’s availability does not always correspond to their needs. always correspond to their needs.

Despite some inconveniences, students appreciate Despite some inconveniences, students appreciate hearing the tutor’s voice, which creates a more real hearing the tutor’s voice, which creates a more real contact. contact.

E-MailE-Mail

To most of student’s, E-mail has many advantagesTo most of student’s, E-mail has many advantages

It’s quick because it allows for a response from the tutor It’s quick because it allows for a response from the tutor within approximately 48 hours within approximately 48 hours

It’s possible to send more than one message per day It’s possible to send more than one message per day without the student feeling like they are bothering the without the student feeling like they are bothering the tutortutor

It’s possible to send documents that can help increase It’s possible to send documents that can help increase comprehension of course contentcomprehension of course content

It’s possible to better explain, in writing, the difficulties It’s possible to better explain, in writing, the difficulties encountered when completing different learning activities.encountered when completing different learning activities.

E-MailE-Mail Everyone agrees that e-mail is more impersonal. Everyone agrees that e-mail is more impersonal. Some students preferred it this way; they felt more Some students preferred it this way; they felt more

comfortable remaining anonymous. They also felt that comfortable remaining anonymous. They also felt that evaluations are fairer because there was no personal evaluations are fairer because there was no personal bias present.bias present.

The main problem with e-mail is that certain students, The main problem with e-mail is that certain students, and this is the case for many of them in high school, and this is the case for many of them in high school, don’t have the necessary equipment. don’t have the necessary equipment.

This aspect inhibits students from establishing This aspect inhibits students from establishing frequent contact with their tutors and hinders the frequent contact with their tutors and hinders the creation of a learning community among peers. creation of a learning community among peers.

For some tutor, it is difficult to plan exercises or For some tutor, it is difficult to plan exercises or meetings on the Web as part of the learning meetings on the Web as part of the learning environment.environment.

Web ForumWeb Forum College students have access to a discussion forum by College students have access to a discussion forum by

way of the available course platform. They didn’t seem way of the available course platform. They didn’t seem to have an interest in working with this method. to have an interest in working with this method. Actually, the students interviewed told us that Actually, the students interviewed told us that discussion forums aren’t very lively which does not discussion forums aren’t very lively which does not spark their interest. spark their interest.

The forum was not used to exchange information about The forum was not used to exchange information about the subject matter but rather to obtain information the subject matter but rather to obtain information concerning the final exam or other related information.concerning the final exam or other related information.

In addition, it seems that the forum was not used often In addition, it seems that the forum was not used often enough by the students because the messages are enough by the students because the messages are relatively oldrelatively old

Web ForumWeb Forum Forums remain incorrectly used by both the tutor and Forums remain incorrectly used by both the tutor and

the students. Contacts made on forums are too often the students. Contacts made on forums are too often of a utilitarian nature and do not incite the creation of of a utilitarian nature and do not incite the creation of a true learning community. a true learning community.

In addition, the learning process is perceived as an In addition, the learning process is perceived as an individual process so the participants do not individual process so the participants do not immediately see the necessity in exchanging with immediately see the necessity in exchanging with others about their experience. others about their experience.

Forums have to be lively and animated in order to Forums have to be lively and animated in order to keep the participants interested. Otherwise, they do keep the participants interested. Otherwise, they do not feel that their needs are being taken into not feel that their needs are being taken into consideration.consideration.

MailMail Mail is the central means of communication in distance Mail is the central means of communication in distance

education at the secondary level. In fact, students education at the secondary level. In fact, students must send in their assignments using traditional must send in their assignments using traditional postal services. This moment is also an opportunity postal services. This moment is also an opportunity for students to obtain information or additional for students to obtain information or additional explanations from the tutor by writing their questions explanations from the tutor by writing their questions at the end of each one of their assignments. at the end of each one of their assignments.

Mail seems to have limited efficiency when it comes to Mail seems to have limited efficiency when it comes to the support that a student may obtain. In fact, the support that a student may obtain. In fact, feedback about assignments is much slower than in feedback about assignments is much slower than in the case of a course where the Internet is used, in the case of a course where the Internet is used, in which case the frequency of exchanges is maximized which case the frequency of exchanges is maximized and the feedback time, accelerated. and the feedback time, accelerated.

MailMail

Mail only seems to be useful at the beginning when Mail only seems to be useful at the beginning when the student first receives their course materials. the student first receives their course materials.

This is the means by which the learner receives all This is the means by which the learner receives all the necessary documentation and information about the necessary documentation and information about their course, which allows them, from this moment their course, which allows them, from this moment on, to commit to the process and use the other on, to commit to the process and use the other communication tools offered. communication tools offered.

From then on, with the exception of the mailings From then on, with the exception of the mailings scheduled for the course, mail is largely ignored as a scheduled for the course, mail is largely ignored as a means of communication. means of communication.

Impact on supportImpact on support

Support is one of the most important elements affecting a Support is one of the most important elements affecting a student’s success or failure in a course. The means of student’s success or failure in a course. The means of communication used contributes to this support in different communication used contributes to this support in different respects.respects.

E-mail and the telephone are the most useful means of E-mail and the telephone are the most useful means of communication in the support system. E-mail is practical communication in the support system. E-mail is practical because students can write their tutor at any moment and because students can write their tutor at any moment and they know that they will receive, in most cases, a quick and they know that they will receive, in most cases, a quick and efficient answer. efficient answer.

Writing is the preferred way for most students because they Writing is the preferred way for most students because they do not feel at ease communicating orally with their tutor. E-do not feel at ease communicating orally with their tutor. E-mail reduces the uneasiness that students feel, an uneasiness mail reduces the uneasiness that students feel, an uneasiness caused by shyness, a fear of being judged or a fear of caused by shyness, a fear of being judged or a fear of bothering the tutor.bothering the tutor.

Impact on supportImpact on support As far as the telephone is concerned, it is a good As far as the telephone is concerned, it is a good

means of communication for quickly solving a means of communication for quickly solving a problem. For some students, it is easier to speak problem. For some students, it is easier to speak with their tutor in order to rapidly obtain help with with their tutor in order to rapidly obtain help with their course. But they will do so mostly in a moment their course. But they will do so mostly in a moment of crisis (deadline, very bad grade, etc)of crisis (deadline, very bad grade, etc)

However, no matter how the students choose to However, no matter how the students choose to enter into communication with their tutor or with enter into communication with their tutor or with their peers, they justify the use of one or the other their peers, they justify the use of one or the other means (telephone or e-mail) in the same manner : it means (telephone or e-mail) in the same manner : it is easier for them to communicate verbally or in is easier for them to communicate verbally or in writing. Therefore, the choice seems to be made not writing. Therefore, the choice seems to be made not only for practical reasons but also according to the only for practical reasons but also according to the students’ preferred means of interaction.students’ preferred means of interaction.

DiscussionDiscussion

Of all that emerges from our data, the Of all that emerges from our data, the communication tool that learners communication tool that learners consider to be the most useful is the one consider to be the most useful is the one that allows them to manage their that allows them to manage their communication the most efficiently, in communication the most efficiently, in keeping with the goal of supporting their keeping with the goal of supporting their learning.learning.

DiscussionDiscussion

In this perspective, the first contact with the tutor In this perspective, the first contact with the tutor is crucial and it is important that the learner be is crucial and it is important that the learner be provided with a means of communication that provided with a means of communication that makes this contact easy. makes this contact easy.

Secondly, the tutor’s feedback, by telephone, mail Secondly, the tutor’s feedback, by telephone, mail or e-mail, is essential. or e-mail, is essential.

It is imperative that this contact is made early in It is imperative that this contact is made early in order for the learner to understand that they can order for the learner to understand that they can get support and rapidly receive answers to their get support and rapidly receive answers to their questions. questions.

DiscussionDiscussion

Emotional support from the tutor remains an aspect Emotional support from the tutor remains an aspect that is greatly appreciated and corresponds to that is greatly appreciated and corresponds to students’ relatively high expectations. students’ relatively high expectations.

But, although students manifested a desire to receive But, although students manifested a desire to receive this kind of support, they will quickly abandon the this kind of support, they will quickly abandon the effort if they judge that the request has not been effort if they judge that the request has not been responded to adequately. responded to adequately.

In this respect, the telephone seems to create and In this respect, the telephone seems to create and maintain a stronger feeling of support for the learner. maintain a stronger feeling of support for the learner. E-mail, however, is impersonal and is not used except E-mail, however, is impersonal and is not used except in situations where content needs to be clarified.in situations where content needs to be clarified.

DiscussionDiscussion

As far as motivation is concerned, it seems to be As far as motivation is concerned, it seems to be maintained throughout the learning process but is maintained throughout the learning process but is barely linked to the proposed communication barely linked to the proposed communication method. method.

It is mostly affected by the course’s degree of It is mostly affected by the course’s degree of difficulty and by the results obtained for the first difficulty and by the results obtained for the first few activities. few activities.

Overall, learners do not seem to have trouble Overall, learners do not seem to have trouble adjusting their efforts in order to succeed. Most of adjusting their efforts in order to succeed. Most of them did at the end of their courses.them did at the end of their courses.

DiscussionDiscussionDE learners need to have more open learning DE learners need to have more open learning methods proposed to them, ones that allow a greater methods proposed to them, ones that allow a greater place for participation in a manner that stimulates place for participation in a manner that stimulates their involvement in the learning process. their involvement in the learning process.

In addition, the tutor’s involvement throughout the In addition, the tutor’s involvement throughout the learning process must be reviewed, so as to enable learning process must be reviewed, so as to enable the tutors to offer the learners a more constant the tutors to offer the learners a more constant presence. presence.

The tutors must be able to find methods that allow The tutors must be able to find methods that allow them to better identify the moments that the learner them to better identify the moments that the learner has difficulties as well as develop strategies to help has difficulties as well as develop strategies to help fulfill diverse expectations, especially concerning fulfill diverse expectations, especially concerning emotional and motivational support. emotional and motivational support.

DiscussionDiscussion

Multiplying the number of contacts, using various Multiplying the number of contacts, using various means of communication, seems to be a promising means of communication, seems to be a promising direction to take. direction to take.

The learning process must favour moments of The learning process must favour moments of communication so that they are not simply reduced to communication so that they are not simply reduced to punctual instances such as completing an activity or punctual instances such as completing an activity or having particular difficulties. having particular difficulties.

These moments of communication could be spread out These moments of communication could be spread out over the entire study period and come to develop over the entire study period and come to develop positive interactions as well as support the learner’s positive interactions as well as support the learner’s motivation in a more efficient manner.motivation in a more efficient manner.

Conclusion : Tips for Conclusion : Tips for PracticePractice

First contact is important in DE. Establish an open and First contact is important in DE. Establish an open and fruitful relationship from the start.fruitful relationship from the start.

Most students stated that it was the quality of their Most students stated that it was the quality of their relationship with the tutor that helped them complete relationship with the tutor that helped them complete their courses.their courses.

Telephone is a relationship oriented communication tool. Telephone is a relationship oriented communication tool. It should be used preferably for emotional support.It should be used preferably for emotional support.

Schedule for telephone contact must be as flexible as can Schedule for telephone contact must be as flexible as can be.be.

If you use an answering machine, state in the address the If you use an answering machine, state in the address the delay for call back.delay for call back.

Take some time to phone each student regularly to Take some time to phone each student regularly to inquire about his or her progress.inquire about his or her progress.

Conclusion : Tips for Conclusion : Tips for PracticePractice

E-mail is a content oriented communication tool.E-mail is a content oriented communication tool. It should be used for day-to-day quick exchanges.It should be used for day-to-day quick exchanges. It should be used preferably to solve problems, It should be used preferably to solve problems,

exchange written information about course content.exchange written information about course content.

Web Forum is a peer oriented communication tool.Web Forum is a peer oriented communication tool. It should be animated or moderated preferably by It should be animated or moderated preferably by

the tutor.the tutor. It should aim to stimulate exchanges between peers It should aim to stimulate exchanges between peers

and be up to date.and be up to date.

Mail is considered too slow to maintain a good Mail is considered too slow to maintain a good tutor/pupil relationship.tutor/pupil relationship.

Conclusion : Tips for Conclusion : Tips for PracticePractice

The use of communication tolls in DE The use of communication tolls in DE should always be linked to the intent of should always be linked to the intent of the communication and the preferred the communication and the preferred means of communication of the actors means of communication of the actors involved. (emotional support, content involved. (emotional support, content support, friendly exchanges or other)support, friendly exchanges or other)

ReferencesReferencesAlbero, B. (2000). Albero, B. (2000). L'autoformation en contexte L'autoformation en contexte

institutionnelinstitutionnel. Paris : L'Harmattan.. Paris : L'Harmattan. Barbot, M.J. & Camatarri, G. (1999). Barbot, M.J. & Camatarri, G. (1999). Autonomie et Autonomie et apprentissageapprentissage. Paris : PUF.. Paris : PUF. Deschênes A.J. & al. (2004). Le tutorat à distance : Qu'en Deschênes A.J. & al. (2004). Le tutorat à distance : Qu'en pensent les participants, les tuteurs et les concepteurs? pensent les participants, les tuteurs et les concepteurs? Distances et savoirs, 2Distances et savoirs, 2 (2-3), 233-254. (2-3), 233-254. Denis, B. (2003). Quels rôles et quelles formations pour Denis, B. (2003). Quels rôles et quelles formations pour les tuteurs intervenant dans des dispositifs de formation les tuteurs intervenant dans des dispositifs de formation à distance? à distance? Distances et savoirs, 1Distances et savoirs, 1 (1), 19-46. (1), 19-46. Paquelin, D. (2004) Le tutorat : accompagnement de Paquelin, D. (2004) Le tutorat : accompagnement de l'actualisation du dispositif. l'actualisation du dispositif. Distances et savoirs, 2Distances et savoirs, 2 (2-3), (2-3), 157-182.157-182. Visser, .L. & Visser, Y.L. 2000. Perceived and actual Visser, .L. & Visser, Y.L. 2000. Perceived and actual student support needs in distance education. student support needs in distance education. Quarterly Quarterly Review of Distance EducationReview of Distance Education. 1 (2), 109-117.. 1 (2), 109-117.

THANK YOUTHANK YOU Bastien SassevilleBastien Sasseville PhD EdPhD Ed

Girefad researcherGirefad researcher

Université du Québec à Université du Québec à RimouskiRimouski

300, Allée des Ursulines300, Allée des Ursulines Rimouski, QuébecRimouski, Québec Canada, G5L 3A1Canada, G5L 3A1

418-723-1986 ext.:1249418-723-1986 ext.:1249 bastien_sasseville@uqar.bastien_sasseville@uqar.

qc.caqc.ca

Magalie MorelMagalie Morel MA EdMA Ed

Girefad research assistantGirefad research assistant

Université du Québec à Université du Québec à RimouskiRimouski

300, Allée des Ursulines300, Allée des Ursulines Rimouski, QuébecRimouski, Québec Canada, G5L 3A1Canada, G5L 3A1

418-723-1986418-723-1986 magalie.morel@uqar.qc.cmagalie.morel@uqar.qc.c

aa