A Comparison of On-Line and Classroom Learning

1. A Comparison of On-Line and Classroom Learning Keith Sullivan Dalhousie University Halifax, Canada Keith Sullivan Dalhousie University

2. In Deloitte and Touché study All of the countries, except one, ranked staff expertise as the number one contributor to better customer service Over technology tools and better customer feedback.. The question for governments is how much more training should we provide and how to use the new information technology to do it? Introduction Keith Sullivan Dalhousie University

3. Factors requiring continuous learning for employees • 1. IT Improvements provide greater opportunities to gather, store and transmit knowledge • 2. Increase in number of jobs producing and manipulating knowledge • E.g. the Canadian Federal government estimates that 75% of the public servants are knowledge workers. • 3. Employee mobility increasing • Yearly turnover of 40 percent of the U.S. Workforce Keith Sullivan Dalhousie University

4. What is On-line Learning? • Online learning is a part of e-learning, but is web-based. Keith Sullivan Dalhousie University

5. What is known about the quality of on-line classes? • So far, not enough; • First, because most on-line programs are only a few years old, • Second, technology is changing so rapidly that each month brings new possibilities for teaching on-line. • Third, remember that we still don’t know the BEST way to teach in a regular classroom Keith Sullivan Dalhousie University

6. Studies • Some studies about on-line learning are developing a body of knowledge • e.g. MBA programs at Athabasca University and the University of Western Ontario • Findings indicate that distance students may actually learn more that the traditional classroom based students Keith Sullivan Dalhousie University

7. Learning is focused on the student not the teacher! Teachers have always had learners with different needs and the technologies available up until now have required teachers to use the “one-size fits all” methodologies. Dr Yapp is correct to emphasize the possibilities for personalization of education through technology. Two important questions: Is on-line learning an effective way for students to acquire new knowledge and skills? Can on-line education personalize learning? Director of Edmonton public school system Learning, not teaching, must be the major goal of on-line education Keith Sullivan Dalhousie University

8. How should students evaluate the quality of on-line education? • Instructor and Course Developer • Content and Course Requirements • Reputation of the Institution • Cost • Instructional Methods • This is major focus of my study and paper Keith Sullivan Dalhousie University

9. A study of on-line and traditional • To determine and compare the instructional methodologies used in both on-line and classroom based classes in two MPA programs. • To compare students’ perceptions of the effectiveness of the learning experiences in the two MPA programs. Keith Sullivan Dalhousie University

10. Background • Used three almost identical classes taught in both the Dalhousie MPAM (on-line) and MPA (classroom) by the same professors. • Used a random student sample of 30 classroom MPA and 30 on-line MPAM • 10 from each of the 6 classes • Students were interviewed by telephone by an MPA graduate student Keith Sullivan Dalhousie University

11. The Two MPA Programs Studied were at Dalhousie University, Halifax, Canada • Master’s of Public Administration • Classroom residential 18 class program • Each class is 13 weeks, three hours per week • Students mainly come directly from an undergraduate degree. • Master’s of Public Administration (Management) • On-line non-residential 14 class program • Each class is 12 weeks with a 2.5 day intensive in Halifax or Ottawa at the end of each class • Students must have at least five years of public administration experience, • Are generally older than the MPA students Keith Sullivan Dalhousie University

12. The study’s conceptual framework is the learning pyramid Average retention rate after 6 weeks Least Most Source: National Training Laboratories, Bethel Maine Lecture Reading Audio-Visual Demonstration Discussion Group Practice by Doing Teach others/Immediate Use Keith Sullivan Dalhousie University

13. From the conceptual framework lecturing equals low retention • Easy use of audio and video • A relatively new development for the internet, and it is exciting • However, the low retention rate for lecturing should make us cautious Keith Sullivan Dalhousie University

14. Were lectures a component of your class? The classroom based students had lectures and on-line students did not. Keith Sullivan Dalhousie University

15. How valuable was lecturing as a component of your class? Classroom students perceived lecturing as valuable while on-line students did not. Not Valuable = 1 Somewhat not valuable = 2 Neither not valuable or valuable = 3 Somewhat valuable = 4 Valuable = 5 Keith Sullivan Dalhousie University

16. From the Conceptual Framework, Reading Equals Low retention • Reading text on the screen was the first use of the internet for learning • HTML combined with the internet • Opportunity to link different sources of text around the world • Make this text readily available to learners around the world Keith Sullivan Dalhousie University

17. Reading: Low retention • Should the low retention rate for “text only reading” caution us against relying too heavily on this method of instruction? Keith Sullivan Dalhousie University

18. How valuable were reading materials as a component of your class? Both on-line and classroom classes required reading and students generally found reading valuable Not Valuable = 1 Somewhat not valuable = 2 Neither not valuable or valuable = 3 Somewhat valuable = 4 Valuable = 5 Keith Sullivan Dalhousie University

19. Audio-visual: Low retention • On-line learning software allows for the use of • power-point • pictures • video and audio • E.g. Centra, Wimba http://www.centra.com/ Keith Sullivan Dalhousie University

20. Were audio/visual aids a component of class? Both types of classes, with one on-line exception, used audio visual aids Keith Sullivan Dalhousie University

21. How valuable were audio/visual aids as a component of your class? With the exception of one classroom, audio visual aids were considered valuable Not Valuable = 1 Somewhat not valuable = 2 Neither not valuable or valuable = 3 Somewhat valuable = 4 Valuable = 5 Keith Sullivan Dalhousie University

22. Demonstration: medium retention • Use video streaming • Advantage of being able to be replayed by student Keith Sullivan Dalhousie University

23. Were demonstrations of course material a component of your course? Demonstrations were not used as much in the on-line classes although there was some confusion about their use. Keith Sullivan Dalhousie University

24. How valuable were demonstrations of course material as a component of your class? In both class settings, the students indicated that demonstrations were valuable. Not Valuable = 1 Somewhat not valuable = 2 Neither not valuable or valuable = 3 Somewhat valuable = 4 Valuable = 5 Keith Sullivan Dalhousie University

25. In a classroom setting, Advantage ?: a student can see body language and hear fellow group members, normally providing the richest communication environment. Problem ?: Personalities give certain people an advantage or disadvantage because prejudices based on irrelevant characteristics (e.g. Size, accent) can distort communication. Discussion Group: medium retention Keith Sullivan Dalhousie University

26. Accomplished through chat rooms or bulletin boards Asynchronous or synchronous while in-class discussions can only be synchronous Discussion Group: medium retention Keith Sullivan Dalhousie University

27. Were discussion groups a component of this class? Amazingly, discussion groups were used more in on-line classes than in classrooms Keith Sullivan Dalhousie University

28. How valuable were discussion groups as a component of this class? Discussion groups were seen as valuable for all classes Not Valuable = 1 Somewhat not valuable = 2 Neither not valuable or valuable = 3 Somewhat valuable = 4 Valuable = 5 Keith Sullivan Dalhousie University

29. Practice by doing: high retention • On-line provides opportunities for practice outside of class time. • On-line tests, chat-lines, bulletin boards and e-mail. • Can be frequent and revolve around the learners time and learning rate. • For example, an on-line program can have a practice test available 24/7 Keith Sullivan Dalhousie University

30. Was practice by doing a component of your class? On-line students felt they had more opportunities for practice-by-doing Keith Sullivan Dalhousie University

31. How valuable was practice-by-doing as a component of your course? On-line students felt practice-by-doing is valuable for a class Not Valuable = 1 Somewhat not valuable = 2 Neither not valuable or valuable = 3 Somewhat valuable = 4 Valuable = 5 Keith Sullivan Dalhousie University

32. Teaching others – high retention • Teach others: • Most people can identify with the amount of learning when required to stand before others and teach a concept Keith Sullivan Dalhousie University

33. Was teaching others a component of your class? Both on-line students and classroom students felt they were teaching others. Keith Sullivan Dalhousie University

34. How valuable was teaching others as a component of your class? Students in both types classes felt that teaching others was a valuable component (weaker in class 2). Not Valuable = 1 Somewhat not valuable = 2 Neither not valuable or valuable = 3 Somewhat valuable = 4 Valuable = 5 Keith Sullivan Dalhousie University

35. Immediate use; high retention • Immediate use: • Computer mediated learning (especially web learning) offers an exciting opportunity to move training closer to work • closer to facilitating learning in the context of work practice. • Therefore, is the regular classroom the “distance” learning Keith Sullivan Dalhousie University

36. Was “immediate use” a component of your class? Was perceived as a component in all on-line classes but not in two of the three classroom classes. Keith Sullivan Dalhousie University

37. How important is it that your class incorporate immediate use as a teaching method in the future? Somewhat valuable to two online and one classroom. Not Valuable = 1 Somewhat not valuable = 2 Neither not valuable or valuable = 3 Somewhat valuable = 4 Valuable = 5 Keith Sullivan Dalhousie University

38. Instructional Methods: Learning Pyramid Val = Valuable ? = Questionable Lecture Reading Audio-Visual Demonstration Discussion Group Practice by Doing Teach others Immediate Use Keith Sullivan Dalhousie University

39. Conclusion • That on-line education provides at least as powerful a learning experience as classroom experience. • Lectures are not an important component of on-line education. Keith Sullivan Dalhousie University