Teaching with Technology

In this final article on Geography in Higher Education the discussion centers around a blended learning first year geography course. A study at the University of Auckland, New Zealand, looked at how e-learning has affected learning behavior; why certain e-learning elements were more successful than others and how Information & Communications Technologies were recognized to complement learning. Blended learning combines a mixture of traditional classroom instruction with e-learning where classes are given on campus. A survey conducted over a two year period, focused on first year geography students and found that traditional lectures were still preferred over e-learning because of the “extra detail given in class by the instructor as well as the ability to identify nuances in course content”. The same results occurred concerning if they had a choice between attending tutorials in class, or online. Additionally, the ability of the lecturer/instructor was critical to the value of attending the lecture for obvious reasons including that some instructors are both more popular with students as well as perceived as just better at getting the information across. Answers to follow-on questions reversed the trend towards the popularity of the traditional classroom and showed increased support for e-learning because it provides greater choices to student who had to juggle study, work, family, and personal activities. The students were definitely more comfortable researching, conducting and submitting work on line after completing a blended course. Also looked at were ways of communication between instructors and students outside of class hours. Text messaging between the two parties, although offered was not utilized in the end due to the fact that it was perceived as “to personal”, meaning that texting was used for close personal relationships not with a professor or, that it was too informal a way to communicate with a professor. The use of email fared better because of the ability to better express ones thoughts and opinions in a larger format. The report summarized the findings on how blended learning caters to a range of learning styles or expectations. First, traditional lectures and face-2-face personal contact is still the preferred method to learning, however, students appreciate the choices in flexibility offered in a blended classroom setting. Second, the range of options available is starting to alter the way students view the learning environment given the variety of e-learning tools and technology that is available. Third, students are learning about what is an acceptable form of social construct surrounding the use of technology; how prior experience plays in their decision on technology use or simply if it doesn’t meet basic needs or is too informal. All in all, I believe the article solidified what we learned in CTCH 603 and supported what most of us came to as a conclusion regarding e-learning… a little is good, a lot doesn’t always work.

Kathryn F. Winsted

Marketing Education Review (spring 2010)

This was about as flimsy of a Journal Article as I have ever read, however it does have a point of view and an online project approach that is defensible. With the need to engage students in learning while keeping them “entertained” she surmises, as have many teachers, that the “chalk and talk” of lecture is no longer enough to keep their attention. She adds that the “prevailing philosophy in teaching today is that faculty should be doing more facilitating of learning than imparting knowledge.”  While students expect to actively participate the benefit of this involvement can lead to “increased understanding and retention” (Wolfe & Luethge 2003).  An interactive discussion can lead to a higher order of learning.

The author uses debate as her forum to engage the students and aid in a more in-depth academic experience. She includes the forum in both traditional and on line classes, using much the same application. She feels debate provide a number of elements that help achieve a higher level of learning and that the practice of “argument” is a career skill.

Although the guidelines are similar for each “location”, there are some unique to the online:

• She emphasizes the importance of picking a topic with clear opposing sides and assigning students to a side randomly. Students must also take extreme positions so they can more strongly support their arguments.
• In order to keep the debates manageable online the class is divided into groups of 4 to 6 people-half of each assigned to a position. A discussion board is uses for posting
• Students must respond to one other persons post before making a new point
• If there are not enough post challenges, she will add a question
• Debates conclude after 6-10 days upon which students can submit their actual position
• Professor can grade easily as there is a trail of information-feedback is also provided

Case selection is important, as you do not want something whose results are to well known. Searching the topic’s prior to assigning them will also provide an idea of the information the students will find as they begin to research. It’s also important to provide the “ending” as students like to know what “really happened.”

In her experience students come to class better prepared, post “more frequently and more eloquently” when in a debate and tend to get “highly involved” in the subject, all outcomes one hopes to achieve.  While she focuses on marketing cases, it seems a debate can be an easily adapted tool for many classes. I would also venture that an online debate could take place as an assignment for a traditional class-with the “results” being reviewed in a live forum.  Whatever the format, it does appear that the students are more engaged when debating and therefore tend to retain more and learn at a deeper level, goals of most educators.