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

Tools to Learn : Students’ Perception of Communication Tools in Distance Education Bastien Sasseville, PhD Ed Magalie Morel, MA Ed Université du Québec à Rimouski 25th Conference on Distance Teaching and Learning Madison, Wisconsin, August 4-7, 2009

Summary Research context Data collection and analysis Student’s perception of communication tools • Telephone • E-Mail • Web Forum • Mail Discussion Conclusion : Tips for practice

RESEARCH CONTEXT • Integrating support practises into DE is an essential part of the educational specifications of a course • This is most important as many courses are now developed in a socioconstructivist perspective, in which learning is the result of the interactions between tutor and pupils and between peers. • Thus, the success of a learning process is related to the presence and quality of technical and pedagogical support as well as the specific support mechanisms employed for managing the actions of the various people involved and promoting interactions between actors of the learning situation

RESEARCH CONTEXT • Most institutions in Quebec now provide support to their students in order to help the learning process. • This support allows for the emotional and social dimensions of DE learning to be taken into consideration by favouring interactions between peers or with the tutor. • Thus, it is necessary to consider the interactions between actors in DE in order to grasp how these interactions can make learning easier. • It is also necessary to understand how the course’s proposed communications tools impact this support system.

DATA COLLECTION • Three interviews with three participants per selected course : an initial interview at the beginning of the process, a second one during the middle, and a final interview at the end of the course, thus collecting data during the evolution of the learning process, which in turn covered the entire support phenomenon. • The interview procedure was based on an ethnographical type process. • According to this process, the interviews are a series of conversations with which the researcher progressively addresses new elements in order to help the people being questioned elaborate their point of view.

DATA ANALYSYS • Two methods : an inductive grid and an analytical grid developed by the research team. • Data was first analysed in an inductive manner, with the goal of appropriating the content of the interview, allowing us to emphasize the main themes that the participants mentioned during the interviews. • Next, interviews were analysed with the GIREFAD analysis grid. This grid presents a typology of learning support. Five aspects are considered : cognitive, socioaffective, motivation, metacognition and psychomotor. • NVivo software was used to code the analytical units within categories.

Means of communication in the DE courses targeted by the study • The students were registered in four courses: psychology and art history (both college level) as well as general history and mathematics (both secondary level). • The physical support for the course was offered in paper with textbooks and workbooks sent in the mail. Means of communication varied. The tutor could be contacted by phone, mail and email. In the case of the college courses, a Web forum allowed the students to communicate with the tutor as well as their peers. • Contact by phone occurred according to an availability schedule established in advance by the tutor. Email contact could be done at any time.

Student’s perception of communication tools • The means of communication used in the DE courses influence the relationship that is established between the learner and the tutor. • If the means suit them, the students then know that they can have easy access to support, which allows them to progress in their learning. • The students are relatively satisfied with the proposed means of communication, but certain methods are more appreciated than others or some times judged as less useful.

Telephone • Students use the telephone the most, at both the secondary and college levels. • It’s the preferred means of communicating with the tutor. • The telephone allows for a quick and direct contact with the tutor, without an intermediary

Telephone • But there were some problems • In math, it is difficult to explain a mathematical notion without visual support • Also, some students simply do not appreciate this means of communication • As such, students sometimes hold back from using the telephone because they believe that they are bothering their tutor

Telephone • The tutor’s use of an answering machine seems to act as a block to phone use. • Some students felt that the time allotted for support over the telephone is not sufficient. In certain courses, like collegiate psychology, it is not even possible to use the phone because the student support methods offered do not integrate phone contact. • Students who have an irregular work schedule felt left out because the tutor’s availability does not always correspond to their needs. • Despite some inconveniences, students appreciate hearing the tutor’s voice, which creates a more real contact.

E-Mail • To most of student’s, E-mail has many advantages • It’s quick because it allows for a response from the tutor within approximately 48 hours • It’s possible to send more than one message per day without the student feeling like they are bothering the tutor • It’s possible to send documents that can help increase comprehension of course content • It’s possible to better explain, in writing, the difficulties encountered when completing different learning activities.

E-Mail • Everyone agrees that e-mail is more impersonal. • Some students preferred it this way; they felt more comfortable remaining anonymous. They also felt that evaluations are fairer because there was no personal bias present. • The main problem with e-mail is that certain students, and this is the case for many of them in high school, don’t have the necessary equipment. • This aspect inhibits students from establishing frequent contact with their tutors and hinders the creation of a learning community among peers. • For some tutor, it is difficult to plan exercises or meetings on the Web as part of the learning environment.

Web Forum • College students have access to a discussion forum by way of the available course platform. They didn’t seem to have an interest in working with this method. Actually, the students interviewed told us that discussion forums aren’t very lively which does not spark their interest. • The forum was not used to exchange information about the subject matter but rather to obtain information concerning the final exam or other related information. • In addition, it seems that the forum was not used often enough by the students because the messages are relatively old

Web Forum • Forums remain incorrectly used by both the tutor and the students. Contacts made on forums are too often of a utilitarian nature and do not incite the creation of a true learning community. • In addition, the learning process is perceived as an individual process so the participants do not immediately see the necessity in exchanging with others about their experience. • Forums have to be lively and animated in order to keep the participants interested. Otherwise, they do not feel that their needs are being taken into consideration.

Mail • Mail is the central means of communication in distance education at the secondary level. In fact, students must send in their assignments using traditional postal services. This moment is also an opportunity for students to obtain information or additional explanations from the tutor by writing their questions at the end of each one of their assignments. • Mail seems to have limited efficiency when it comes to the support that a student may obtain. In fact, feedback about assignments is much slower than in the case of a course where the Internet is used, in which case the frequency of exchanges is maximized and the feedback time, accelerated.

Mail • Mail only seems to be useful at the beginning when the student first receives their course materials. • This is the means by which the learner receives all the necessary documentation and information about their course, which allows them, from this moment on, to commit to the process and use the other communication tools offered. • From then on, with the exception of the mailings scheduled for the course, mail is largely ignored as a means of communication.

Impact on support • Support is one of the most important elements affecting a student’s success or failure in a course. The means of communication used contributes to this support in different respects. • E-mail and the telephone are the most useful means of communication in the support system. E-mail is practical because students can write their tutor at any moment and they know that they will receive, in most cases, a quick and efficient answer. • Writing is the preferred way for most students because they do not feel at ease communicating orally with their tutor. E-mail reduces the uneasiness that students feel, an uneasiness caused by shyness, a fear of being judged or a fear of bothering the tutor.

Impact on support • As far as the telephone is concerned, it is a good means of communication for quickly solving a problem. For some students, it is easier to speak with their tutor in order to rapidly obtain help with their course. But they will do so mostly in a moment of crisis (deadline, very bad grade, etc) • However, no matter how the students choose to enter into communication with their tutor or with their peers, they justify the use of one or the other means (telephone or e-mail) in the same manner : it is easier for them to communicate verbally or in writing. Therefore, the choice seems to be made not only for practical reasons but also according to the students’ preferred means of interaction.

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

Discussion In this perspective, the first contact with the tutor is crucial and it is important that the learner be provided with a means of communication that makes this contact easy. Secondly, the tutor’s feedback, by telephone, mail or e-mail, is essential. It is imperative that this contact is made early in order for the learner to understand that they can get support and rapidly receive answers to their questions.

Discussion • Emotional support from the tutor remains an aspect that is greatly appreciated and corresponds to students’ relatively high expectations. • But, although students manifested a desire to receive this kind of support, they will quickly abandon the effort if they judge that the request has not been responded to adequately. • In this respect, the telephone seems to create and maintain a stronger feeling of support for the learner. E-mail, however, is impersonal and is not used except in situations where content needs to be clarified.

Discussion • As far as motivation is concerned, it seems to be maintained throughout the learning process but is barely linked to the proposed communication method. • It is mostly affected by the course’s degree of difficulty and by the results obtained for the first few activities. • Overall, learners do not seem to have trouble adjusting their efforts in order to succeed. Most of them did at the end of their courses.

Discussion DE learners need to have more open learning methods proposed to them, ones that allow a greater place for participation in a manner that stimulates their involvement in the learning process. In addition, the tutor’s involvement throughout the learning process must be reviewed, so as to enable the tutors to offer the learners a more constant presence. The tutors must be able to find methods that allow them to better identify the moments that the learner has difficulties as well as develop strategies to help fulfill diverse expectations, especially concerning emotional and motivational support.

Discussion • Multiplying the number of contacts, using various means of communication, seems to be a promising direction to take. • The learning process must favour moments of communication so that they are not simply reduced to punctual instances such as completing an activity or having particular difficulties. • These moments of communication could be spread out over the entire study period and come to develop positive interactions as well as support the learner’s motivation in a more efficient manner.

Conclusion : Tips for Practice • First contact is important in DE. Establish an open and fruitful relationship from the start. • Most students stated that it was the quality of their relationship with the tutor that helped them complete their courses. • Telephone is a relationship oriented communication tool. It should be used preferably for emotional support. • Schedule for telephone contact must be as flexible as can be. • If you use an answering machine, state in the address the delay for call back. • Take some time to phone each student regularly to inquire about his or her progress.

Conclusion : Tips for Practice • E-mail is a content oriented communication tool. • It should be used for day-to-day quick exchanges. • It should be used preferably to solve problems, exchange written information about course content. • Web Forum is a peer oriented communication tool. • It should be animated or moderated preferably by the tutor. • It should aim to stimulate exchanges between peers and be up to date. • Mail is considered too slow to maintain a good tutor/pupil relationship.

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

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

Bastien Sasseville PhD Ed Girefad researcher Université du Québec à Rimouski 300, Allée des Ursulines Rimouski, Québec Canada, G5L 3A1 418-723-1986 ext.:1249 bastien_sasseville@uqar.qc.ca Magalie Morel MA Ed Girefad research assistant Université du Québec à Rimouski 300, Allée des Ursulines Rimouski, Québec Canada, G5L 3A1 418-723-1986 magalie.morel@uqar.qc.ca THANK YOU

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