Blended learning and online tutoring planning leaner support and activity design

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Blended Learning and Online Tutoring Planning Learner Support and Activity Design Janet Macdonald GOWER e-BOOK Blended Learning and Online Tutoring This page intentionally left blank Blended Learning and Online Tutoring Planning Learner Support and Activity Design Second Edition JANET MACDONALD © Janet Macdonald 2008 All rights reserved No part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior permission of the publisher Published by Gower Publishing Limited Gower House Croft Road Aldershot Hampshire GU11 3HR England Gower Publishing Company Suite 420 101 Cherry Street Burlington, VT 05401-4405 USA Janet Macdonald has asserted her moral right under the Copyright, Designs and Patents Act, 1988, to be identified as the author of this work British Library Cataloguing in Publication Data MacDonald, Janet, 1950– Blended learning and online tutoring : planning learner support and activity design – 2nd ed Blended learning Distance education Telecommunication in education I Title 371.3'58 ISBN-13: 9780566088414 Library of Congress Control Number can be obtained from the Library of Congress Printed and bound in Great Britain by TJ International Ltd, Padstow, Cornwall CONTENTS List of Figures List of Tables Acknowledgements Preface to Second Edition ix xi xiii xv Introduction Distance technologies: potential and pitfalls Blended learning and blended teaching strategies What this book contains Who this book is for A personal reflection 1 PART I APPROACHES TO BLENDED LEARNING Tutor-Mediated Support: Reflecting on Present Practice The SOLACE project Blending support strategies Supporting the group Supporting the individual student Convergence of campus-based and distance contexts Summarising contact with groups and individuals In summary 11 11 12 15 16 17 18 20 Tutors’ Perceptions of Effective Intervention What makes for good quality? Intervention quality and media choice Which qualities you value? In summary 21 21 26 28 30 vi BLENDED LEARNING AND ONLINE TUTORING Blended Learning and Pragmatism A survey of current practice Common components of blended learning The teaching and learning environment In summary 31 31 33 34 43 Blended Learning and Pedagogy The contribution of asynchronous support The contribution of face-to-face support Pedagogy meets pragmatism In summary 45 45 47 51 52 PART II ONLINE TUTORING Supporting Students Using Asynchronous Tools: Forums, Wikis and Blogs What tools are available? Models of asynchronous support Group size Summarising the options for asynchronous support Not working well? In summary 57 57 58 59 75 75 77 Handy Techniques for Moderators: Online Asynchronous Groups General techniques Techniques for particular tools 79 79 83 Supporting Students Using Synchronous Tools: Chat, Audio Conferencing and the Rest What tools are available? Models of synchronous support In summary 89 89 92 100 Handy Techniques for Moderators: Online Synchronous Groups 103 General techniques 103 Techniques for particular tools 105 CONTENTS vii PART III DEVELOPING INDEPENDENT LEARNERS: ACTIVITY DESIGN 10 The Experience of Blended Learning What are the practical implications? What makes a competent online learner? Does online learning suit all students? In summary 111 111 114 118 120 11 Course Design for Blended Learning Keeping students on course and in tune Constructive alignment and learning design The roles of assessment In summary 123 123 128 130 133 12 Developing E-Investigators Advantages of electronic resources How students come to be e-investigators? Deciding on relevance Searching for information Using resources appropriately In summary 135 135 136 140 140 143 147 13 Developing E-Writers Writing to understand: note-taking Writing assignments Practising for exam writing Collaborative writing In summary 149 149 153 158 159 160 14 Developing E-Communicators and Collaborators What is involved in online communication? Starting off Online collaborative learning In summary 161 161 162 164 174 15 Staff Development for Blended Learning Practical considerations for tutors Practical considerations for staff developers 172 177 178 viii BLENDED LEARNING AND ONLINE TUTORING Approaches to staff development In summary 180 166 Appendix Blended Learning Case Studies 189 Bibliography Index 193 199 LIST OF FIGURES Figure 4.1 Figure 6.1 Components of blended learning Use of a wiki for alumni support on an Open University course Figure 8.1 Online synchronous tools for teaching languages Figure 8.2 Librarians On Call The library runs a help service for enquirers using text chat Figure 10.1 The learner’s experience of e-learning Figure 11.1 Example learning contract 34 73 95 99 113 127 APPENDIX 1: BLENDED LEARNING CASE STUDIES 191 Study Institution No Country Course(s) Respondent Email 26 University of Glamorgan UK Enterprise Jones, Paul wpjones1@glam ac.uk 27 Australian Lutheran College, Adelaide Australia Pastoral People Kempe, Bob bob.kempe@alc edu.au 28 University of the West Indies The Republic of Trinidad & Tobago Various courses Kuboni, Olabisi – BSc Management Studies okuboni@dec.uwi.tt 29 University of Dundee UK Pre-registration nursing Lee, Karen k.e.lee@dundee ac.uk 30 University of Dundee UK Post-registration nursing Lee, Karen k.e.lee@dundee ac.uk 31 Foras Aiseanna Saothair Ireland Pneumatic Systems/Electrical Control/PLCs Mooney, Michael mmooney@iol.ie 32 Queen Margaret University UK Understanding Persistent and Chronic Illness Kath MacDonald kmacdonald@qmu ac.uk 33 Bolton Institute of Higher Education UK Leisure Computing Technology; Internet Communications and Networks; Computer Games Software Development Pickard, Poppy p.pickard@bolton ac.uk 34 Open University UK Management Studies Power, Bronagh b.m.power@open ac.uk 35 University of Sussex UK Education Pryor, John j.b.pryor@sussex ac.uk 36 City University London UK Higher Education – online tutoring Quinsee, Susannah S.Quinsee@city ac.uk 37 Hainan Radio & TV University China English Renner, Jean jeanrenner@ hotmail.com 38 University of Paisley UK Various courses Rodaway, Paul paul.rodaway@ paisley.ac.uk 39 London South Bank University UK Geology & Geological Material Sandford, Paul sandfopa@lsbu ac.uk 40 Griffith University Australia Adult and Vocational Education Searle, Jean J.Searle@griffith edu.au 192 BLENDED LEARNING AND ONLINE TUTORING Study Institution No Country Course(s) Respondent Email 41 University of Sydney Australia Medicine and dentistry Sefton, Ann anns@gmp.usyd edu.au 42 Aston University & Halmstad University UK and Sweden Various Courses Smedley, Jo j.k.smedley@aston ac.uk Vienna University of Economics and Business Administration Austria Tourism Staudacher, Veronika veronika staudacher@wuwien.ac.at 44 University of Lulea Sweden Distance Education – methodology and pedagogy Sterner, Rigmor rigmor.sterner@ telia.com 45 Oxford Brookes University UK Health & Social Care Practice Turner, Jill jvturner@brookes ac.uk 46 Open University, UK UK Learning in the Connected Economy Weller, Martin m.j.weller@open ac.uk 47 INHOLLAND University and Universität Duisberg, Essen Holland and International Germany Communication Management Westrik, Hanny Hanny.Westrik@ INHOLLAND.nl 48 University of Sydney Australia Wozniak, Helen hwozniak@usyd edu.au 43 Applied Sciences (Orthoptics) BIBLIOGRAPHY Baxter, J (2007) A Case Study of Online Collaborative Work in a Large First Year Psychology Class REAP International Online Conference on Assessment Design for Learner Responsibility, 29th–31st May, 2007 http://ewds.strath.ac.uk/REAP07 (accessed 10 September 2007) Biggs, J (2003) Teaching for Quality Learning at University (Buckingham; SRHE/OUP, second edition) Bowskill, N and Banks, S (2003) Informal learning and mentoring among tutors in online courses: an action research study Paper presented at AltC, Sheffield Britain, S (2004) A review of learning design: concept, specifications and tools A report for the JISC E-learning Pedagogy Programme http://www jisc.ac.uk/uploaded_documents/ACF1ABB.doc (accessed 23 May 2005) Candy, P (2000) Mining in Ciberia Researching information literacy for the digital age In C Bruce and P Candy (eds.) 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Making the Transition to E-learning: Strategies and Issues, pp 208–228 (Hershey, PA; Idea Group Publishing) Zhang, W and Perris, K (2004) ‘Researching the efficacy of online learning: a collaborative effort amongst scholars in Asian open universities.’ Open Learning, 19 (3), pp 247–264 This page intentionally left blank INDEX A access courses, Open University 100 accessibility 25–6 activity based learning 11,78 see also activity design activity design 109 affective issues 22, 162 application sharing 90, 96 archiving 83 assessment feedback opportunities 130–3 learning opportunities 131 learning outcomes 131 roles of 130–3 assessment-framed activity 61–3, 93–4 expectations 61 membership 61 purpose 60 tutor/moderator role 61, 94 workload 62 asynchronous forums 33, 57 small group models assessment framed activity 60–3 interactive resource 63–4 plenary group models 66–75 informal learning/socializing 74–5 queries and help 71 running commentary 67–8 structured activity 68 visiting expert 69 problems with 75 asynchronous support 45–7 examples 46–7 value 45–6 audio conferencing 90, 106–7 tuition 103 B bibliography, preparation 143 blended learning advantages case studies 189–92 common components 33–4 current practice survey 31–3 range of courses 32–3 respondents 189–92 examples 36–7 induction 124–5 and learning design 128 lifelong learning 33 meaning pragmatic concerns 41 student experiences 111–21 success factors 178 teaching/learning environments 34–42 tutor development 177–87 blogs 4, 27, 57 functions 58 small group activities 61 moderator skills 86 online communities for tutor development 183 break-out rooms 90, 107 C campus-based learning, ODL, convergence 17 campus-based staff 200 BLENDED LEARNING AND ONLINE TUTORING campus-based students case studies 36–7 courses for 39–41, 43 and distance students, courses for 39–41 CD-ROM use 36, 40, 113, 119 collaborative learning 115, 166–74 assessment 167–8 collaborative web page 172 drawbacks 167 group size 167 literature review 170 online debate 171 online discussion 169 peer review 170, 172–3 planning 165–7 reflection on quality of online messages 169 tasks 169–72 value 164 conferencing see forums; audio conferencing confidence building 22, 28 constructive alignment 128, 130 courses design, and constructive alignment 128–30 objectives, activities alignment 128 pre-course information, examples 124–25 study guides 125 study schedules 126 tutor development 180–83 D debates, online 171 dialogue in learner support 23 distance students and campus students, courses for 39–41, 43 case studies 38–9 courses for 37–41, 43 distance technologies 1–2 distributed learning dualism vs relativism 116 E e-communicators and collaborators, development 161–2 e-investigators, development 136–9 e-writers, development 149–60 electronic resources use 136–9 value 135–36 electronic scrapbook 157 email 2, 6, 11, 15, 17, 20, 33 enquiry based learning 61, 172 exam writing 158 explaining concepts 96–7 example 97 tutor/moderator role 96 F face-to-face contact 2–3, 20, 25, 33, 41 examples 36–7 value 35, 47–48, 51, 89 face-to-face support 47–51, 53, 117 examples 48–50 synchronous support, blending 92, 117 value 50–1 feedback checking 90 forms 132–3 principles 132 and reflection 131–2 focusing, for learner support 23–4 forums 4, 20 content 16 email alternative 59 good practice 166 icebreakers 79–80, 79, 98, 170 models 58–9, 76 success factors 77–8 tutor development 183–7 H hypertext writing 154–5 I icebreakers 81–2, 98, 170 independent study 117, 119–20 induction, blended learning 123–4 informal learning 18 examples 74, 75, 98 membership 74 networks, tutor development 184 purpose 71 INDEX tutor/moderator role 74, 98 information literacy meaning 136 success factors 136–7 training 139, 147 information overload 166 information resources appropriate use 143–46 evaluation 140, 141 search strategies 141–2 searching for 140 interactive resource examples 65–6 expectations 64 membership 64 purpose 63 tutor/moderator role 64 L learning contracts 125 example 127 learning design and blended learning 129 meaning 129 learning opportunities, and assessment 131 learning outcomes, and assessment 131 ‘Librarians on Call’ service 98–9 lifelong learners development of 129 as independent learners 117 lifelong learning 3, 38, 45 blended learning 33 literature review 170 M media choice 33 quality in intervention 26–30 mentoring peer groups 18 tutor development 183 mind maps 152–3 see also note-taking moderating archiving 83 icebreakers 82 preparation 103–4 summarising 84, 86, 105 techniques for 79–86, 103–107 201 threading 85 time management 83 weaving 84–5 welcoming 103 moderators role 64–74 , 94–100 motivation and milestones 100 N near synchronous 164 networked learning note-taking 149–52 see also mind maps O ODL (Open & Distance Learning), campusbased learning, convergence 17 online conferencing see forums online learning competency 114–7 independent, student views 119–20 pros and cons 1–2, stages 161 student development 116–7, 162–4 see also collaborative learning; information literacy online media 1, 2, 3, 20, 35 as adjunct 42 advantages 38 widespread use opinion polls 100 orientations to study 118 P paraphrasing 145 pedagogy, and pragmatism 51–2 peer assessment 18 mentoring 18 review, collaborative learning 171, 172–3 support groups 18 plagiarism 144–6 plenary forums 66–74 polling 100 practising skills 94–5 tutor/moderator role 94 pragmatism and pedagogy 51–2 PROWE project 186 202 BLENDED LEARNING AND ONLINE TUTORING Q quality in intervention 22–6 achievement of 28–9 contextual factors 29 media choice 29–30 reflection on 28 queries and help expectations 71 membership 71 purpose 71 tutor/moderator role 71 R reading lists, evaluation 140 reflection 4, 12 and feedback 131–2 on quality in intervention 28 on quality of online messages 169 SOLACE project 20, 21 relativism, vs dualism 116 resource based learning 61, 120, 143 resources, tutor development 180–1 reversion advice, student support 25 running commentary forum examples 68 expectations 68 membership 68 purpose 67 tutor/moderator role 68 S search strategies 140–1 seminars, tutor development 180 short queries 98–9 tutor/moderator role 99 small group activity 60 snail mail 15, 16, 19, 65 see also email SOLACE Project 11–5, 17, 57 purpose 11 as reflective tool 20, 21 structure 12 student contact logs 12–3 tutor development 183 staff development see tutor development student contact campus-based tutors 15 groups/individuals 18 online tutor logs 12–14 student support 16–17, 18–19 accessibility 25–6 affective issues 22, 50 confidence building 22 on demand 20 dialogic issues 23 focusing 23–4 individual needs 23 media choice 26–7 reflective issues 24 reversion advice 25 timeliness 24 students blended learning, experiences of 111–21 online learning development 116–17 study guides 125 independent 117, 119–20 orientations to 118 schedules 126 synchronised web browsing 90 synchronous conferencing constraints 91 examples 91 models assessment-framed activity 93–4 explaining difficult concepts 96–7 informal learning 97–8 motivation 100–1 polling 100 practising skills 94–5 short queries 98–9 timely reminders 99–100 synchronous support and choice 52 delivery problems 51–2, face-to-face contact, blending 92, 117 synchronous tools 90–1, 92, 93 T telephone see audio conferencing INDEX text chat 90, 97–98, 105–106 protocols 106 text messaging 99 timeliness, in learner support 24 timely reminders 98 tutor development approaches 180–186 blended learning 177–187 courses 181 mentoring 183 online communities 183 practical considerations 178 PROWE project 186 resources 180 seminars 190 workshops 168 tutorial, new meaning 92 V videoconferencing 90 visiting expert 69 W whiteboard 90 wiki 57, 61 appropriate writing 146 alumni support 72 collaborative writing 159, 169 functions 58 good practice guides 71 moderating techniques 87 note taking 151–152 staff development 183 workshops, tutor development 180 writing approaches to 149–160 appropriate 155 assignments 153 collaborative 159 electronic scrapbook 157 for exams 158 hypertext 155 mind maps 152 203 This page intentionally left blank If you have found this book useful you may be interested in other titles from Gower The Student Skills Guide 2nd Edition Sue Drew and Rosie Bingham 978-0-566-08430-0 How to Get Research Published in Journals 2nd Edition Abby Day 978-0-566-08815-5 70 Activities for Tutor Groups Peter Davies 978-0-566-08000-5 Winning Research Funding Abby Day Peters 978-0-566-08459-1 Your Student Research Project Martin Luck 978-0-566-08213-9 Supervision: Insights into Supervising Research Degrees in Art and Design Carole Gray and Julian Malins 978-0-566-08719-6 For further information on these and all our titles visit our website – www.gowerpub.com All online orders receive a discount GOWER .. .Blended Learning and Online Tutoring This page intentionally left blank Blended Learning and Online Tutoring Planning Learner Support and Activity Design Second Edition... Cataloguing in Publication Data MacDonald, Janet, 1950– Blended learning and online tutoring : planning learner support and activity design – 2nd ed Blended learning Distance education Telecommunication... good quality? Intervention quality and media choice Which qualities you value? In summary 21 21 26 28 30 vi BLENDED LEARNING AND ONLINE TUTORING Blended Learning and Pragmatism A survey of current