Sendra E., Romero G., Díaz J.R. Escuela Politécnica Superior de Orihuela

1. EVOLUTION OF VIRTUAL INTERACTIONS AMONG TEACHERS AND STUDENTS IN A MIXED LEARNIG AGRICULTURAL SCIENCE MASTER Sendra E., Romero G., Díaz J.R. Escuela Politécnica Superior de Orihuela Universidad Miguel Hernández de Elche

2. Introduction Web-based learning has several advantages such as: • interactivity, • flexibility and • multi-site study, whereas teaching and learning activities are separated in time and space. The introduction of on-line interactions in the teaching activity has the challenge of selecting the appropriate evaluating system for specific skills and indicators of the learning process. A quantitative assessment may provide a basis for the introduction of planning appropriate evaluation systems for specific skills and indicators and to help in designing learning communities.

3. Objectives • The aim of the present study was to quantitatively analyze the evolution of interactions among faculties and students in the last three academic years of the Master, bearing in mind that this information is to be used in the quality improvement system of the teaching program.

4. Methodology • Course outline • The Official Masters Degree in Bio-agriculture, Rural Development and Agro-turism (Master en Agroecología, Desarrollo Rural y Agroturismo, MADRA) of the Universidad Miguel Hernández was started in 2007 using a mixed learning environment: 75% on-line, using MoodleTM, and 25% face-to-face. It is a one year program comprising 60 ECTS, distributed in two semesters. Topics were grouped in eight taught modules (of different credit load) with the ninth module being a company training stage (3 credits) and the tenth being a research project (6 credits). Non virtual activities are grouped in five workshops scheduled on October, November, March, April and May. • e-Learning system • MoodleTM (GNU, GENERAL PUBLIC LICENSE Version 1.9, Free Software Foundation, Inc. http://fsf.org/) course management system was used; it is an open source virtual learning environment, VLE). Both teaching staff and students have been trained in the use of the system, and the University provides a technical support team and helpdesk.

5. Methodology • Type of interactions and assessment • Three types of interactions have been assessed in the present study: (i) quiz, (ii) writing assignments and (iii) opened forums (asynchronous chats). • To evaluate student interactions through the platform, the total number of (i) attempts to answer the quiz, (ii) delivered assignments, and (iii) forum participation have been counted (include faculties entries). • Afterwards, ratio number of interactions vs number of students has been calculated. Data was collected by means of the record function of the system. At this point, a quantitative assessment (frequency counts) is being used to evaluate interactions. • The information was collected from first semester courses during 3 consecutive years (2008-2009, 2009-2010 and 2010-2011). • The title of the courses has been changed by identification letters (from A to I), all courses were of 3 credits.

6. Results and discussion Quiz tests are being used in 60 per cent of the courses, and regarding total number of quiz, it did not experienced quantitative relevant changes during three consecutive years. However, students’ attempts to answer had increased over the years. Usually, this type of activity is used for student self-evaluation and in some courses also for evaluation purposes. The information presented in the table does not reflect if faculties have increased or changed the questions on each quiz, neither if the type of quiz had been changed.

7. Results and discussion Most courses request the delivery of writing assignments, which are mainly used as evaluation activities. The number of requests of writing assignments has increased (not linearly) over the years, and, consequently, the number of delivered assignments.

8. Results and discussion We were not able to collect data on number of total entries (students that may have read the forum but not taken part on it). The record engine of the system was not able either to differentiate faculty entries from student entries. So, at this time, we are not able to indicate if the faculty is the center of all web forum discussions or the number of student-student interactions points to a truly learning community. Results presented in table 3 point to a shy increase in opened forum by faculties but a clear increase in forum participation. All courses had opened forum all studied years, however forum participation was unevenly distributed by course, clearly indicating different faculties` strategies and aim or ability to involve students in web forum discussions.

9. Results and discussion • There is a clear trend to increase the number of interactions over the years, from a total of 50 interactions in the first semester in course 2008-2009 to 77 in course 2010-2011. • The most increased type of interaction was the number of participation in forums/opened-forum, followed by quiz-attempts/opened-quiz and assignments-delivery/writing-assignment. • The increase in student interactions may be related to the enhanced skills of faculties and students in working in MoodleTM platform, communicating in e-learning environments and motivating students.

10. Results and discussion • We aim to engage most faculties in using web forum, in planning communities of learners and providing some basis on forum participation assessment. • Peer interaction during the learning process, in which the faculty is a facilitator instead of a knowledge giver would be the desired environment. (Moller ,1998) [1] . • Hrastinski (2008) [2] concluded that “Online learner participation is a process of learning by taking part and maintaining relations with others. It is a complex process comprising doing, communicating, thinking, feeling and belonging, which occurs both online and offline”. • Rovai (2007) [3] emphasized the need to generate a social presence in the virtual classroom by the faculties, as well as avoid becoming the center of all discussions, promote student-student interactions as well as attend to social equity issues. This author has also presented a rubric for the assessment of online discussions, including items such as: quantitative measures, content of the messages, the introduction of questions to promote discussion, collaboration in student-to-student interactions, tone (ability to conduct themselves appropriately in professional relationships) and mechanisms (grammar, spelling and format). • Consequently all those aspect should be included in assessment strategies.

11. Conclusions and remarks • The use of an on-line environment has been successfully introduced in the learning practices of a Masters Degree in Agricultural Science. • The evaluation of quantitative indicators of student participation reflects an increase in faculty and student interactions through the e-learning MoodleTM system, especially web forum participation. • Further studies are needed in order to complete the assessment of the interactions, the design and introduction of qualitative assessment of web forum participations will be the next task to be introduced in the quality improvement system of the teaching program of the Master.

12. References • Moller, L. (1998). Designing communities of learners for asynchronous distance education. ETR&D, Vol 46, pp 115-122. • Hrastinski, S. (2008). What is online learner participation? A literature review. Computers & Education, Vol. 51, pp 1755-1765 • Rovai, A.P. (2007). Facilitating online discussions effectively. Internet and Higher Education, Vol. 10, pp 77-88.