The Use of Whiteboards in Synchronous Online Drop-In Tutorials in Distance Delivered Courses

1. The Use of Whiteboards in Synchronous Online Drop-In Tutorials in Distance Delivered Courses Lawton Shaw Centre for Science

2. Outline • Background & Review • The Pilot Project • Demonstration • Student Survey Results • Conclusions • Acknowledgments

3. Challenges in Tele-tutoring

4. Challenges in Tele-tutoringLearning Styles • Auditory, Visual, Kinesthetic Learning Styles How does a strong visual or strong kinesthetic learner actually learn much over the phone?

5. Challenges in Tele-tutoringSemiotics, or How the story is told Semiotics: “the study of signs and symbols in various fields” (Oxford dictionary) • Many academic disciplines are communicated through a system of symbols: philosophy (logic), linguistics, physics, chemistry, biology, mathematics, statistics, accounting, finance…

6. Semiotics of Chemistry Language of chemistry: • chemical symbols • visual abstractions of molecules • mathematical descriptions

7. Can we address some of these challenges with online whiteboards?

8. Whiteboards in Education • Extensive literature on classroom applications1 • Limited applications in DE 1for example, Smith, H.J., Higgins, S., Wall, K., Miller, J. (2005) J. Comput. Assist. Lear. 21, 91-101

9. “Phone + whiteboard” • 1-on-1 tutor/student • Very easy to implement • Quite effective • Pilot in AU math courses (Julie Peschke and Konrad Michalski)

10. “Text + whiteboard” • Commercial tutorial services2-3 and in institutions4-6 • 1-on-1 tutor/student • No audio (interaction is hindered) 2Bourke, C. (2007) Aplis 20:2, 67-71 3Smartthinking.com: http://www.smarthinking.com/ 4TVOntario Independent Learning Centres: http://www.ilc.org/ 5Smith, G.G., Ferguson, D. (2004) Int. J. Math. Educ. Sci. Tech. 35:5, 681-695 6Online Classroom June 2005, 5

12. “Text + audio + whiteboard” “Elluminate approach” • Auditory, Visual, Kinesthetic Learning Styles • BONUS: Multiple participants! (opportunities for interesting social aspects)

13. Online Synchronous Drop-In Tutorial using Elluminate

14. Pilot Project:“Online Synchronous Drop-In Tutorial using Elluminate” • “Drop-in” online tutorial • Supplement to I.S. tutoring • 12 weeks • 3 evenings per week • 8:00-10:00 pm MST

15. Required Hardware • Graphic tablet for tutor • $150 – 250 for a 6 x 8 tablet • Microphone & speakers (usually an existing PC component)

16. Pilot Project Notification: • Students were sent weekly group emails (bcc) announcing the weekly schedule, link to an anonymous online survey • At end of survey, provided link to Elluminate class

17. DEMO

20. Survey Structure Have you used the online drop-in chemistry tutorial before? No Yes • Question sets on: • Age/Gender • Location • Courses • Length of time in course • Previous tutor contact • Technological savvy • Access to Technology • Question sets on: • Number of visits • Evaluation of Elluminate • Ellumination tools used • Qualitative free-response Correlate using IP addresses Link to Elluminate

21. Student Participation Rate • Over period of study, 245 students were enrolled in the 5 chemistry courses • 171 students visited at least once 70% participation rate 17% completed evaluation survey • Single visits: 157 students (91.8 %) • Multiple visits: 14 students (8.2%)

22. Evaluation by Students • 97% found it easy to get started in Elluminate • 90% found it easy to use Elluminate as a virtual classroom • 97% found the sound quality acceptable

23. Time Use • Average 5.1 min wait time • Average 7.0 min spent on their question • 70% found other students present when they logged in • 67% watched/listened to tutor answering other questions

24. “Satisfaction” • “Is the online whiteboard an effective teaching tool?” -100% Yes • “Do you think this technology is helpful in learning chemistry at a distance?” - 100% Yes • “Would you use the online drop-in tutorial again?” - 100% Yes • “Would you recommend using the online drop-in tutorial to someone you know?” - 100% Yes • “Do you think this tutorial mode should be available to students on an ongoing basis?” - 100% Yes

25. Some Student Comments

26. “watching and listening to other student's questions was a great learning experience. It was somewhat like sitting in a lecture hall listening to other student's questions after a lecture…”

27. “I really, really liked it! I found it very helpful - both in getting my own questions answered & also when listening to other student's questions. Even to know they sometimes had the same problems I did with some concepts was helpful. Or sometimes they thought of it in a different way, which was good to know & added to my understanding. “

28. “I enjoyed it very much. Being part of an actual tutor/exchange made me feel like I was part of a class community. Until now, I have felt very isolated while taking this course...“

29. Biases Affecting RepeatStudent Participation

33. Biases Affecting Repeat Student Participation • Initially attracts more female students, but more males come back. • Older student population • Time zone effect • Number of chemistry courses enrolled in • Comfort with technology

34. The Future • Plans to bring back on-line drop-in tutorial in Chem 217/218, in same format as pilot study • Supplement to Individualized Study tutor model

35. Challenges to Broad Application • Institutional support of offering numerous online drop-in tutorials simultaneously ($$) • Collective agreement changes if it replaces phone tutoring • Tutor buy-in

36. Conclusions • Very high degree of student satisfaction • Elluminate is suitable for this teaching application • Demographic differences between multiple-visit and single-visit students

37. Acknowledgments • Tutors: Jim Robinson and Lois Browne • Elluminate: Shubhash Wasti • PSP Surveyor: Mawuli Kuivi • Learning Services Tutorial: Cindy Kilborn, Rachelle Reid • Institutional Studies (AU) • Julie Peschke, Konrad Michalski, and Steve Swettenham for useful discussions • Athabasca University for MCR Funding

38. Thank you for your time.