Mid-South Instructional Technology Conference
Teaching, Learning, & Technology
Transforming the Learning Environment
April 4-6, 2004
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Susan Dun, Ph.D. Track 2 - Promoting Transformation in the Learning Environment |
Abstract
Assessment of learning and satisfaction with distance learning is typically done in a one shot design with comparable, but different courses. Distance courses are compared to traditional courses with an eye toward determining similarities differences in student evaluations and outcomes. In this presentation we outline the assessment models that will be used in a masters program that will have courses which are simultaneously distance and local, allowing comparisons of traditional and distance learners experiences’ in the same course across the school year.
Description
Considerable attention has been paid to the assessment of distance learning courses. Some research has demonstrated the distance learning courses have similar levels of student learning as traditional face-to-face courses, when learning is measured via traditional methods such as grades (Szuic, 1999). In most studies traditional classes are compared to similar distance learning courses for purposes of determining the quality of distance learning. In this presentation a new educational model for distance learning is outlined and the unique opportunity for assessment it offers explained.
In the School of Communication at Northwestern University a masters levels programs will offer, for the first time in the history of the university, distance education beginning fall 2004. Traditional face-to-face courses will have a synchronous distance education component added. This component uses the latest video conferencing technologies to allow students to interact with each other to work on group projects and class assignments both during and outside of class hours.
There are a number of aspects of this setting that provide unique assessment opportunities. To begin with, the classes will include both distance and local learners, allowing comparisons of their experiences in the same class. Because the distance learning courses will be the first of their kind for Northwestern University, we can also compare students’ experiences in previous years to the experiences in the new courses. We will track students’ experiences across their entire program of studying, allowing for longitudinal data to be gathered. Finally, students will participate in groups that contain both local and distance learners, allowing an assessment and comparison of peer involvement for both types of students. Peer involvement has been noted to be an important element in distance learners’ satisfaction with their classes (Thurmond, Wambach, Connors, and Frey, 2002).
In our presentation we plan to outline the models we are developing for assessing student learning and satisfaction in the new courses. We are building into the class structure systematic ways of constructing the project groups to allow rigorous comparisons of students’ experiences. Assessment will take place at multiple points across the school term. Additionally, group composition will change each term adding another basis for comparing students’ experiences. We are in the process of collecting data from the current classes to have a baseline for comparisons. As we are planning to present a work in progress, we look forward to the opportunity for audience input and an interactive session where we can learn from each others’ expertise. We believe out setting is fairly unusual in that both distance and local learners will be participating in the same course, and believe helpful data will be generated by our project.