Technology Enhanced Learning (TEL): Exploring possibilities and tools for low-resource settings Challenges in implementing e-Learning programmes Linda Venter Department of Veterinary Tropical Diseases (DVTD) 1
Agenda • Introduction • Challenges for lecturers • Challenges for learners • Case study: Web-based MSc programme and CPD modules in Veterinary Tropical Diseases 3
Introduction • A team-based approach is required to successfully implement and support online learning: – Lecturers – Technology support – User-accessible help resources – Education consultancy / learning development support – Administrative support • There has to be commitment from everyone (above) involved • Role players are all dependent on each other • Lecturers and students face unique challenges during and after implementation 4
Challenges for lecturers • Pedagogical challenges: – It is a new way of lecturing, which requires training – Courses have to be re-designed for the e-learning environment and to accommodate different learning styles – One of the biggest challenges is to engage the learners online • Computer skills: – Adopting and using new technologies is a huge leap – Support is required to bridge the gap in computer/internet skills • Time management: – Lecturers often underestimate the time required to write complete, clear instructions – The volume of student communication could be overwhelming – Maintenance of e-learning courses - regular updates, e.g. web links 5
Challenges for lecturers • Technological challenges: – Low bandwidth, intermittent or slow internet access, intermittent power supply, out of date computers, etc. – Applies to lecturers as well as to students – There must be consideration for the technological constraints of students – flexibility in submission dates, etc. • Organizational resistance: – Could be a stumbling block in some cases – Buy-in and support by the Organization / Faculty / Management is essential 6
Challenges for learners • A steep learning curve: – New technologies can be bewildering and sometimes overwhelming for adult learners – May lack the required computer skills • Isolation: – The lack of social interaction can result in students becoming unmotivated and disengaged from their peers and the course content – Has to be counteracted with the use of applicable tools for interaction • Time management: – Many are professionals who study after hours – Field work may limit internet access – Underestimate the time commitment required 7
Challenges for learners • Technological challenges: – Low bandwidth, intermittent or slow internet access, intermittent power supply, out of date computers, etc. • Meta-cognitive skills and self-regulation: – Meta-cognition: learners’ awareness of their own knowledge, their ability to understand, control, and manipulate their own cognitive processes – Self-Regulation: learners’ ability to adjust their own learning processes in response to feedback regarding their current status of learning – Learners with good meta-cognitive skills are able to monitor and direct their own learning processes and are successful learners 8
Challenges for learners – To become self-directed learners, students must learn to: • assess the demands of the task • evaluate their own knowledge and skills • plan their approach • monitor their progress • adjust their strategies as needed – Students can be helped to develop meta-cognitive skills by: • being aware of what the student(s) know • providing learning objectives • emphasizing time-on-task • providing opportunities for self-assessment and reflection • providing opportunities for peer discussion • help students to change their strategy if necessary 9
Community of Inquiry framework Social presence Cognitive presence Learning Teacher presence Karen Swan, University of Springfield, Illinois. 10 http://www.uis.edu/colrs/research/coi.html
Guidelines for successful online facilitation • “ Welcome” or “Meet your classmates” discussion with photograph • State rules of communication – Netiquette • Use humour, but do not be sarcastic • Share experiences and beliefs - make the students perceive you as a real person • Make a video of yourself to introduce the course • Journal with students on a personal basis Karen Swan, University of Springfield, Illinois. 11 http://www.uis.edu/colrs/research/coi.html
Guidelines for successful online facilitation • Use graded discussions – develop rubrics to achieve your goals • Make students responsible for summarising discussions • Require students to incorporate discussions into assignments • Reward students for reading discussions as well as for posting • Facilitate student interaction but do not be overly present Karen Swan, University of Springfield, Illinois. 12 http://www.uis.edu/colrs/research/coi.html
Guidelines for successful online facilitation • Consider using synchronous communication • Use multiple representations – learning styles • Provide timely and supportive feedback • Provide important information on several places • Identify 5 big ideas and develop major activities around that • Develop forums and learning communities Karen Swan, University of Springfield, Illinois. 13 http://www.uis.edu/colrs/research/coi.html
Case study: Web-based MSc programme and CPD modules in Veterinary Tropical Diseases • The web-based Masters programme (Veterinary Tropical Diseases ) was implemented by the DVTD in 2006 • Modular approach – modules were also presented for CPD • Currently about 40 modules are presented each year, in 2 semesters • Educational model: – Online, distance education, supplemented with multimedia resources on CD/DVD – Contact sessions in some modules – Communication via e-mail and online discussions – Assessment: • Written assignments, PowerPoint presentations, online quizzes, graded discussions and graded chat sessions 14
Support for lecturers • The Department for Education Innovation (UP) provides an academic support service • Strategic focus is to promote and enhance education innovation • Provide education consultancy and support for e-learning: – pedagogical support – technical assistance – multimedia development – computer-based testing (CBT) • Graphic designers, photographers, video specialists and animators • Training for lecturers – formal training and short focussed training sessions • The e-learning manager (DVTD) provides full-time support for lecturers and students with computer- and skills-related problems 15
Support for students • An e-learning manager to provide full-time support • E-support help desk available for technical problems • Lecturers are encouraged to incorporate communication activities in their courses • Lecturers are flexible in scheduling due dates and other activities • Additional learning materials on CD/DVD are provided • Learner training resources website (www.click.up.ac.za) and step-by- step instructions (show pdf) mailed in advance • Two-week introductory period before the academic programme starts • Invitation to introduce themselves in the Discussions tool Constant involvement of the facilitator is the most powerful support for students! 16
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Feedback from students • Online module survey – 44 questions, 3 open-ended (survey) • Examples of positive feedback: • “ The module has a practical approach. The material was easily comprehensible. The lecturer was gentle and persuasive, very encouraging. The lecturer has an excellent disposition and this helped us to learn a great deal. Lecturers and facilitators were excellent .” • “I strongly commend the lecturer for his prompt response to discussions queries etc and quick marking of assignments - please keep up. The lecturer also directed discussions very well - excellent.” • “Perhaps too many assignments with too short a time for completion in some cases due to regular jobs/work schedule, but this module did have more credits than any others done to date. CD material excellent!” 29
References • http://education.calumet.purdue.edu/vockell/edPsybook/Edpsy7/edpsy7_ meta.htm • http://www.teachingprofessor.com/articles/improving- teaching/metacognitive-skills-for-self-directed-learners • Karen Swan, University of Springfield, Illinois. http://www.uis.edu/colrs/research/coi.html • Judith A Pirani, Supporting E-Learning in Higher Education. Educause Center for Applied Research. July 2004. • George Siemens, Peter Tittenberger, Handbook of Emerging Technologies for Learning. (March 2009). • Tan S. D. Anuwar Ali, Issues and challenges in implementing e-learing in Malaysia. • Manir Abdullahi Kamba Bayero, Problems, Challenges and Benefits of Implementing E-learning in Nigerian Universities: An Empirical Study University Kano. iJET – Volume 4, Issue 1, March 2009. 30
Thank you! Merci bien! Gracias! linda.venter@up.ac.za
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