教育学The reality of Web-based interaction in a distance education coursea case study from Egypt

Click to edit Master title style,Click to edit Master text styles,Second level,Third level,Fourth level,Fifth level,Total 31 slides,*,*,The Reality of Web-Based Interaction in a Distance Education Course,A Case Study from Egypt,Alaa M.Sadik,Ph.D.,University of Hull,UK,Lecturer in Educational Technology,Faculty of Education,South Valley University,Qena 11183,Egypt,Total 31 slides,1,Background,The importance of interaction in,distance,education,Types of interaction,Asynchronous interaction,Synchronous interaction,Web-based interaction,Wires Calss:A Web-based learning environment,Total 31 slides,2,Wired Calss,A Web,based,learning,environment,Total 31 slides,3,Wired Calss,A Web,based,learning,environment,Total 31 slides,4,Background,Participants,Egyptian first-grade secondary school students(language schools,15-16 years).,n,=32 students,Total 31 slides,5,Background,Instruction and teaching/learning approach,The learning subject is mathematics,.,Constructivist theory seems to be the most suitable approach to design instruction for the Web,(,active participation+social interaction,).,Total 31 slides,6,Teaching/learning approach,Total 31 slides,7,Background,Components of the learning environment,*,Tutorials and assessment elements,*Instructional support utilities,*Interaction tools,*Management and monitoring tools,*Help and support topics,Total 31 slides,8,Background,Instruments and method,*On-line questionnaires,*Interviews,*Students on-line logs and portfolios,*Discussion,content analysis,Total 31 slides,9,Discussion,content analysis,Total 31 slides,10,Discussion,content analysis,Total 31 slides,11,Results of quantitative analysis,Ease of interaction with the tutor and peers,*,Students found e-mail a useful and quick method of interaction with the tutor.,*Students didnt find e-mail a useful and quick method of interaction with the classmates.,Total 31 slides,12,Results of quantitative analysis,Ease of interaction with the tutor and peers.,*Students found discussion boards more suitable than e-mail to access and interact with peers.,*Students preferred to read and reply to classmates messages via discussion boards that focus on well-selected and course-related topics,.,Total 31 slides,13,Results of quantitative analysis,Ease of interaction with the tutor and peers,*Asynchronous rather than synchronous activities would be more appropriate and suitable for students,particularly non-native speakers.,*Chat is not easy to use in formal learning sessions since it requires prior arrangements using other channel,such as e-mail,logging-in to at a specific time,good typing skills.,Total 31 slides,14,Results of quantitative analysis,The overall average number of messages sent by students,*The average number of messages posted to discussion boards was less than anticipated.,*Students believed that participation in discussions was not as important as achieving other conventional tasks.,Total 31 slides,15,Results of quantitative analysis,The average number of messages sent to every single discussion topic,*The number of messages varied between 6 and 16 messages(,n,=32)and the number of students who participated was,at most,only 50%of students.,Total 31 slides,16,Results of quantitative analysis,The difference in the level of participation in discussion boards between earlier and later lessons,*The level of participation in discussions varied greatly from the first module to the second module and from the earlier lessons to the later lessons.,Total 31 slides,17,Results of quantitative analysis,The relationship between students level of participation and tutors participation in discussions,*The more participation from the tutor,the more messages were posted by students.,*The non-appearance of the tutor was interpreted as a non-involvement,rather than giving them the chance to negotiate meaning themselves.,Total 31 slides,18,Results of quantitative analysis,Time of access,*The majority of students(85%)respond to discussions in the last 10 minutes of the learning sessions.,*About 50%of students responded in the last 1-3 minutes.,Total 31 slides,19,Results,of qualitative analysis,Students,interactive responses,Self-introduction 23.81%,Statements that comment on another message,19.05%,Repeating information in another message,35.71%,Responding to the tutors views or advice,7.14%,Accept/reject others views without explanation,2.38%,Accept/reject others views with more explanation 11.90%,Total 31 slides,20,Results,of qualitative analysis,Students cognitive and content-related responses,Solution without explanation71.35%,Solution accompanied with explanation,12,.36%,Alternative solution,.56%,Question directly related to the discussion topic,1,.12%,Judging the relevance of solution,5,.06%,Conclusion 1.12%,Total 31 slides,21,Results,of qualitative analysis,A large proportion of students quoted or adapted what others said in their messages,instead of using their own points of view or expressions.,Students responded in brief statements with