Background and Purpose

1. A “Skype-Buddy” Model for Blended Learning by Linda Coggin and Carmen MacharaschwiliFall 2010

2. Background and Purpose

3. Review of the Literature Garrison & Cleveland-Innes (2005) examined the effect of online interaction and its impact on student satisfaction. Samsonov (2010) conducted a pilot study with three homebound students using Skype. Newman (2007) looked at using current VoIP technology to add synchronous voice communication to an online course Blau and Caspi (2008) examined the differences between audio conferencing (using Skype with audio only component) and traditional face-to-face learning .

4. Roblyer and Wiencke (2004) found that the degree of interaction among participants in distance education classes contributes to both student achievement and satisfaction. • “Interaction Equation” • Our research adds to the “interaction equation” by creating the partnering relationship. • Specifically, we examined a virtual version of blended learning as a means to increase interaction among the distance learner, professor, and classmates. • New: Chronicle of Higher Education- 1/30/11 Indiana University web cam/guest speakers issues for professors

5. Inquiry Questions Question 1: How does using Skype in a blended learning environment shape participants’ (distance student and proxy student) engagement in the classroom (virtual and traditional) classroom?

6. Inquiry Questions Question 2: What are the satisfactions, benefits, challenges, and surprises for other students and instructors in a traditional classroom when Skype is used to include a distance student in full class and small group work in the classroom?

7. Participants

8. Data • Chat notes • Field notes • Interviews • Survey • Audio

9. Survey results

10. Themes from the Chat Notes Linda Coggin: I made you bigger I never thought of that! ? Carmen Macharaschwili: Can you move the camera more on him? Technological Carmen Macharaschwili: I have to go in about 20 minutes if not sooner--babysitter issues! My hubby called and can’t take the kids to soccer Personal Carmen Macharaschwili: I can't hear her at all Linda Coggin: she said keep traditional literacy Information Participation Linda Coggin: What are other interesting points or questions Carmen Macharaschwili: teacher as learner rather than all-out authority figure

11. Results: Proxy Student (Linda) Quotes from Chat/Field notes/interviews 26% of chat messages were personal Another 12% were comments about class just to me or about our project “Do you carry her around everywhere?” “I don’t have time for my mind to wander because I don’t just think about how I am receiving information. I think how Carmen might be ‘seeing’.” 16/22 notes that I coded as challenges in the first 5 classes were about physical placements “it is still difficult to chat, I wish the camera was on the back of the laptop!!!” “At break I immediately started hooking up the computer. Dr. M. said “Could I get you anything?” I think he was joking since I was working during break. But, when I hooked up everything came up immediately!!” • Satisfaction • Personal Connection • Contributing to another’s learning • Benefits • Engagement in class as more responsible for content • Challenges • Physical placement of camera/mic, chat • Surprise • Using technology • Community of class

12. Surprises-Class Community “It was really just like another person being there (ref. to small group discussion) “I put computer in group… and they took care of it. [9/22/10 5:32:06 PM] Carmen Macharaschwili: did you just say that when I spoke people huddled in? [9/22/10 5:32:23 PM] Carmen Macharaschwili: I noticed and it felt awkward! [9/22/10 5:32:49 PM] Linda Coggin: yes, I thought it was kind of neat to include you [9/22/10 5:33:29 PM] Carmen Macharaschwili: yes, I like being included and I was excited to participate, but I didn't know if it was my perception that people were huddling because of the camera. I also would like to know if everyone could see me or just the ones I could see [9/22/10 5:34:19 PM] Linda Coggin: I don't think everyone could see you, I thought it was more about hearing

13. Results: Distance Student (Carmen) Quotes from Chat/Field notes/interviews YAY I felt like I was contributing to the class! Dr. Mikulecky stopped and said hi to  me when he was talking. I got to hear Mikulecky’s anecdotal input from his experience and knowledge-- like the survey done in Canada for example, or about the futurist, gavfly CWR: Even with all of these readings/resources it helps me A LOT to have the creator talk about it—this could be equated to the opportunity to talk to an author after reading a book like some k-12 online schools use Dog barking—can’t hear Linda Coggin: sorry this is hard to see notes and keep you turned Without Linda, I didn’t feel as if I was interacting. Just listening in. Huge difference today • Satisfaction: • Acknowledged as class participant, able to gain and contribute • Benefit • Information gained from Skype that I couldn’t get online • Challenges • Distractions-home, technical, concern for Linda • Surprises • Emotional connection

14. THEMES Technology “Translating” class “I like the richness of reality intruding, you know?” Distraction Participation graduate work-opportunities/knowledge class-committees/peers/professors/guest speaker experts Access Personal Spontaneous conversation Professional Contact/Committees Connections

15. Discussion • Limitations • Limited exploratory study • Researcher-participants • EDGE OF KNOWLEDGE • Case study • BUDDY • Doctoral Students Chronicle of Higher Education 1/30/11

16. Discussion • Main points • Engagement/motivation • Access • Benefits outweigh the challenges • Personal connections • “Carmen participated in my small group discussion. It was really like just another person being there.” Linda’s Field note • “This is a situation where those who cannot make it to class are missing out! Even with all of these readings/resources it helps me A LOT to have the creator talk about it—this could be equated to the opportunity to talk to an author after reading a book like some k-12 online schools use”Carmen’s field notes • “… can I see how she thinks on her feet? How she reacts to other people’s questions? How she participates in a group or is part of a community and SKPYE does that.” Professor Interview

17. Discussion • Fractured Space • Perceptions of classmates • Extend the study • Broaden-Dr. Samuelson’s class! • Non-researcher-participant • Forms of blended learning • Digital generation • Protocols

18. Recommendations Protocols • Tech • Microphone, speakers, camera, placement, uploads of materials, mute function, etc. • Professor/Class • Awareness • Consciously include distance student • Patience with tech adjustments • Provide presentations and links ahead of time • Everyone must speak up! • Semi-circle placement in classroom Buddies must support each other • Periodic check ins and tests before, during, and after class • Responsibility of proxy student • Fine-line b/w productive and distracting *We want to develop a protocol for future participants.

19. Someone get a Skype Buddy for this student!