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Using Frameworks for Transactional Distance and Self-Regulation to Help Struggling Online Learners

Using Frameworks for Transactional Distance and Self-Regulation to Help Struggling Online Learners. Dr. Marcus Vu. Ms. Cortney Denman. Session Objectives. Identify struggling online students

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Using Frameworks for Transactional Distance and Self-Regulation to Help Struggling Online Learners

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  1. Using Frameworks for Transactional Distance and Self-Regulation to Help Struggling Online Learners Dr. Marcus Vu Ms. Cortney Denman

  2. Session Objectives • Identify struggling online students • Understand frameworks for self-regulation and transactional distance that can help teachers make interventions using closer forms of dialogue. • Review preliminary data of the implementation of this Framework. • Discuss how you can use this information to help your teachers use data and frameworks to help struggling online students.

  3. Engagement Data as Our Eyes and Ears Student is 3+ Weeks Behind Pace Student hasn’t logged-in in over 7 Days Student is On-Pace but has a Failing Grade Since we work at a distance from our students, the engagement data can serve as our observational data in the classroom.

  4. Self-Regulation Theory • Self-Regulation is one's ability to guide his/her own learning. • 3 Components (Zimmerman 1998): • Forethought (environment structuring and goal setting) • Performance Control (time management, task strategies, and help seeking) • Self-Reflection (self-evaluation)

  5. Research on Self-Regulation and Online Learning • Competent self-regulators have the most success in online learning (Barnard-Brak et al. 2010) • Relationship between Self-Regulation and student perception of communication and collaboration in online learning (Barnard-Brak et al. 2008) • Significant correlation between positive academic emotion and self regulation in online learning (You & Kang 2014)

  6. Transactional Distance Theory (Moore 1993) The amount of time and space in the interaction between the teacher and learner. Dialogue: Communication between teacher-and-learner, learner-and-learner, and LMS-and-learner. Structure: Elements of course design and LMS Learner Autonomy: The ability students have to guide their own learning

  7. Transactional Distance Theory Key Tenet: The more autonomous the learner, the less structure and dialogue the student needs throughout his online learning journey. The less autonomous the learner, the more structure and dialogue the student needs.

  8. Research on Transactional Distance • First online students and K-12 Students lack learner autonomy and need more structure and dialogue (Benson & Samarawickrema 2009; Barbour & Reeves 2009) • Higher amounts of structure and dialogue lessen Transactional Distance (Huang et al. 2016; Stein et al. 2005) • Learner-Teacher dialogue can increase student satisfaction in online learning (Ekwunife-Orakwue & Teng 2014)

  9. Forms of Dialogue on the Continuum of Transactional Distance The more critical the communication, use closer forms of dialogue with more frequency.

  10. Why Focus on Dialogue? • What are indicators that K-12 students lack learner autonomy? • Using engagement data (grade, log-in history, weeks behind) • What does a teacher do when students lack learner autonomy? • Create more structures and opportunity for dialogue to close the gap in transactional distance • How do we develop learner autonomy/student agency? • Using Self-Regulation as a Framework

  11. Discussing the right things at the right distance • Goal Setting (Short and Long Term) • Environment Structuring • Task Strategies • Time Management • Self-Evaluation • Help Seeking

  12. Goal Setting and Environment Structuring Goal Setting What are your goals for the end of the school year/term/week? What standards do you set for the quality of the work you turn in for your online course? Environment Structuring Do you work in a distracting space? Can you study efficiently for your online course in this space?

  13. Time Management, Task Strategies, and Help Seeking Time Management • Do you have a weekly schedule for time to work on your online course? • Do you use your time wisely while you’re working on your online course? Task Strategies • Do you take notes for your online course? How thorough are your notes? • Do you ask questions while you’re reading or viewing instructional material? Help Seeking • When you have trouble in your online course, do you seek resources to help you understand the content better? • Are you persistent in your attempts to get help from your teacher?

  14. Self-Evaluation • Do you ask yourself a lot of questions about what you’ve learned? • Do you confirm what you’ve learned with a parent, teacher, or classmate?

  15. Results after Implementation of Frameworks for Transactional Distance and Self-Regulation Preliminary Data from Fulton Virtual’s Implementation during Summer 2018

  16. FVS 2018 Summer Session Stats • 141 Teachers (+22%). These teachers engaged in a 2-day workshop learning about communication culture for effective online learning and developing student self-regulation through co-planning. • 6,753 Students at the start of the term • 12% increase • 4,157 Students had results on transcripts • 27% increase • 5,096 Enrollments recorded on transcripts (1.2 FVS enrollments/student) (Some enrollments were full year courses) • 27% increase 

  17. Trends in Student Perception

  18. FVS Enrollments continue to grow each term with a 12% increase over last summer in enrollments at start of term. Focus on student support resulted in fewer students dropping their courses resulting in a 27% increase in enrollments at the end of term. Even though more students enrolled in FVS courses this term, fewer students dropped or were dropped from their courses than ever before. Summer Enrollments Over Time

  19. Focus on Communication and Support produced great results • Fewer students were administratively dropped this year at benchmarks.

  20. A greater number of students retaking courses over the summer were able to complete their enrollments. The completion rate of students retaking courses changed the most this summer. Focus on Communication and Support produced great results

  21. FVS Summer Session Results • 97% overall success rate overall +4% (93% last year)

  22. Small-GroupDiscussion

  23. Final Thoughts and/or Questions?

  24. References Barbour, M.K. & Reeves, T.C. (2009). The reality of virtual schools: A review of the literature. Computers & Education, 52. 402-416. doi: 10/101/j.compedu.2008.09.009 Barnard-Brak, L., Paton, V.O., & Lan, W.Y. (2008). Online self-regulatory learning behaviors as a mediator in the relationship between online course perceptions with achievement. International Review of Research in Open and Distance Learning, 9(2). 1-11. Barnard-Brak, L., Lan, W. Y., & Paton, V. O. (2010). Profiles in self-regulated learning in the online learning environment. International Review of Research in Open and Distance Learning, 11:1, 61-79. Retrieved from http://files.eric.ed.gov/fulltext/EJ881578.pdf Benson, R. & Samarawickrema, G. (2009). Addressing the context of e-learning: Using transactional distance theory to inform design. Distance Education, 30(1). 5-21. doi: 10.1080/01587910902845972
 Ekwunife-Orakwue, K. C.V. & Teng, T.L. (2014). The impact of transactional distance dialogic interactions on student learning outcomes in online and blended environments. Computers & Education, 78. 414-427. Doi: 10.1016/j.compedu.2014.06.011 Huang, X., Chandra, A., Depaolo, C.A., & Simmons, L.L. (2016). Understanding transactional distance in web-based learning environments: An empirical study. British Journal of Educational Technology, 47(4). 734-747. doi: 10.1111/bjet.12263 Moore, M.G. (1993). Theory of transactional distance. Theoretical Principles of Distance Education, 1, 22-38. Retrieved from http://www.c3l.uni-oldenburg.de/cde/support/readings/moore93.pdf

  25. References Continued Murphy, E. & Rodríguez-Manzanares, A. (2008). Revisiting transactional distance theory in a context of web-based high-school distance education. Journal of Distance Education, 22(2). 1-14. Retrieved from http://ijede.ca/index.php/jde/article/download/38/549 Rose, E. & Adams, C. (2013). “Will I ever connect with the students?”: Online teaching and the pedagogy of care. Phenomenology & Practice, 7(2). 5-16. Retrieved from https://journals.library.ualberta.ca/pandpr/index.php/pandpr/article/viewFile/20637/16464 Stein, D.S., Wanstreet, C.E., Calvin, J., Overtoom, C., & Wheaton, J.E. (2005). Bridging the transactional distance gap in online learning environments. American Journal of Distance Education, 19(2). 105-118. doi: 10.1207/s15389286ajde1902_4 Zimmerman, B.J. (1998). Academic studying and the development of personal skill: A self-regulatory perspective. Educational Psychologist, 33. 73-86.

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