The Learning Technology ConsortiumIndiana University ● Virginia Tech ● University of Delaware ●
University of Florida ● University of Georgia ● University of North Carolina ● University of Notre Dame ● University of Pittsburgh ● Wake
Forest University
Changes in the Classroom: Practice and Predictions
Diane J. Davis, University of PittsburghRobin G. Wingard, University of Pittsburgh
Barbara B. Lockee, Virginia Tech
Copyright © Diane J. Davis, Robin G. Wingard, and Barbara B. Lockee, 2002
Research Goals
● Purpose: To learn from faculty with experience using the Web for instruction:● How does its use change what
happens in the classroom?
● What is the impact of any changes?
● What is the Web’s potential for enhancing instruction?
● What support services are needed to facilitate reaching that potential?
Faculty Population● Identified by LTC Representatives
● “Experienced” Web Users: having taught a Web-enhanced course for no less than four (4) semesters
● Using “rich” Web instruction: • content (text, graphics, audio or video)• interaction (activities, quizzes, etc.) and• communication (e-mail, discussion, and/or group
work)
● “Reflective”: able to articulate thoughtful, reflective insights into teaching and learning in their classrooms
● Variety in disciplines
Faculty Population…
● Population Identified● N Recommended = 73
● N Responses to Survey = 56
● N Interviews to Date = 38
● See Handout For● Number by Institution and Rank
● Teaching Experience
● Academic Areas
● First Use of Web for Courses
Methodology
● Online Survey (56 Respondents)
● Interview (38 to date)
● Analysis: Both quantitative and qualitative data
● Ongoing Study
Agenda● Introduction and Purpose of the Study
Diane Davis
● How does use of the Web to enhance courses change what happens in the classroom? What is the impact of that change? Robin Wingard
● How do faculty continue to use the Web and, more importantly, what do they see as its potential for enhancing instruction? Barbara Lockee
● Summary and Recommendations for Further Analysis and Study Diane Davis
Faculty Goals
● Distribution of Course Materials
● Flexible Student Access to Content and Resources
● Convenience for Faculty
● Expanded Resources on the Web
● Course Organization Tool
● Use of Visuals and Simulations
● Individualizing Instruction to Address Students’ Needs
Changes in Classroom Activities
● Decreased Lecturing
● Increased Interaction and Discussion
● Higher Levels of Student Engagement
● Heightened Expectations for Students
● Increased Sophistication of Classroom Presentations
Changes in Classroom Activities
● Expanded Resources
● Increased Comfort Level and Continuity
● Quizzing Moved to Online
● Improved Course Planning and Organization
● Higher Level Teaching and Learning
Things That Don’t Change
● Pedagogical Change Less than Expected
● New Teaching Strategies Seldom Introduced, e.g. discussion, group work.
● Academic Testing Remains in Classroom
Summary
Changes in the Classroom have:
● Spanned a Continuum in Scope and Degree
● Been Modest in Relation to Expectations
Future of Web-enhanced Instruction
● Individual faculty plans
● How might expansion impact their instruction
● Support services needed
● Future of role of web for instruction
Plans to continue or expand use?
* One non-response**Many added “and hope to
expand…”
Will Continue
Will Expand
Will NotContinue
or Expand
23** 13 1
Plan to incorporate in other courses?
Will Add Web
Components
Will NotAdd Web
Components
Already Use Web in All Courses
18 0 19
How will expansionimpact classroom activities?
● F2F time will be spent more efficiently
● Less time spent on reinforcement in class, with additional external practice
● Increase in active learning
● More interaction, discussion
● Decrease “in-seat” hours
What support services needed?
● Most responses related to technical support
● Improved connectivity and equipment in classrooms
● More training, but again technical not pedagogical
● Sharing of faculty experiences
● Showcasing of best practices
● Many compliments in this area!
Future potential of web?
● Impairs students’ writing style (more fragmented)
● Afraid it will become primary source of information
● Ten respondents expressed concern for DE as a replacement for F2F teaching
Future potential role of web?●Increased instructor effectiveness
(better prepared, organized)
●New dimensions to learning through media
●Increased sharing/collaboration between faculty
●Replace paper materials (texts, manuals)
●Increased discussion/interaction in classroom
●Expanded research options
●Support for new instructional approaches
Summary and Recommendations
● Faculty are reporting less change than we anticipated
● Changes reported have potential for significant impact on student learning● Increased interaction among
students and between students and instructors
● Higher expectations and higher level instruction
● Better organized courses● Better prepared faculty and students
Summary and Recommendations
● Need for ongoing training and support related to learning theory and pedagogical principles