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The intersection of online and face-to-face teaching and lea

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by Amy Garrett Dikkers on 4 April 2014

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Transcript of The intersection of online and face-to-face teaching and lea

Survey of teachers in the North Carolina Virtual Public School (NCVPS)
n=214, 54% response rate

2 focus groups (n = 7)
5 phone interviews

1/3 of the questions pertained to one research question:

If and how teaching in an online learning environment has impacted teachers' face-to-face practice?
About the research
As found in the literature, participants mentioned:

strategies,
technology tools,
and pedagogical practices

they transferred from their online classrooms to their face-to-face classrooms.
In the previous 12 months, 75.4% (n=159) of survey participants were also teaching in a brick and mortar school.

50.3% (n=90) STRONGLY AGREED and 26.8% (n=48) AGREED that teaching online has impacted their face-to-face practice.
2.2% (n=4) DISAGREED and 1.7% (n=3) STRONGLY DISAGREED. The remaining 19.6% (n=35) said it was not applicable to them.

119 provided explanation for their answers.

47.2% (n=84) had simultaneously taught the same course or content online and face-to-face.

When asked if they believed one course impacted the other, 73 provided explanation for their answers.
The intersection of online and face-to-face teaching and learning
Amy Garrett Dikkers, Ph.D.
garrettdikkersa@uncw.edu
University of North Carolina at Wilmington
Watson College of Education
Scholarship Brown Bag Series
February 10, 2014

OL and F2F Intersection - Confirming and Moving Beyond Changes in Instructional Practices
Do participants feel there is an impact? Overwhelmingly, yes.
Teachers also discussed:

communication,
the changing role of the teacher and student,
their own leadership and professional growth,
and increased confidence in their abilities to teach.
Literature
I try to make more connections to f2f students now and give all of them opportunities everyday (
sic
) to speak – all online students have the same opportunity b/c they are not competing for the teacher’s attention from 32 other students – so I make an effort for all f2f students to participate.
Significance
of the Study
Next Steps
Data Analysis
Emergent coding
- open-ended survey questions
- sections of focus groups and interviews connected to the research question

Developed initial code book, refined through several rounds of analysis

Final Code Book
- 13 main codes
- 18 subcodes

Since teaching online, I have come to understand the barriers that students believe exist between themselves and their teachers. I now distribute my cell phone # for text messages from face-to-face students and it is great. On snow days or when they are sick or just need a quick question asked, they can ping me and it is just great. Not one problem has happened with a student abusing the privilege to have my #.
Teachers discussed being more organized in their daily instructional practice, as well as organizing their face-to-face classrooms and lessons differently. One teacher explained her reasons for shifting to a variety of instructional materials:

“Learning becomes relevant and woven through the daily life instead of blocked off into specific sections.”
I am a much better face-to-face teacher because of my work with NCVPS. I have been much braver with using technology as a meaningful instructional tool on a daily basis.
I am a better teacher in my f2f world as I try harder to make directions simple and easy to understand.
I have learned more about teaching and interacting with students as well as technology advancements and varying my instruction through teaching online than I did in 5 years in the classroom.
It's sad, though, I don't know that I have been affected for the good. My intensity diminishes with the lure of rubric-driven, wirelessly rendered grades. It's almost as if I don't have to face the person, and that's easier in the short and in the long run.
The two are seperate
(sic
). It has made me bring some technology into the classroom but that is roughly all.
It has made me value f2f teaching more and reinforced my beliefs in the benefits of traditional approaches to history education.
I’m a little more sensitive now to the students.... In the past, if the student was really struggling I’d make an effort to contact home but you know, I always thought communication was a two-way street, and I would make an honest effort and if there was none forthcoming; I didn’t. I would drag my feet getting back for a second try. Now I’m a little bit more - I do it more often. I don’t wait for-to see the train wreck up ahead, I wait until I’m right on it.
Animoto, and Blogster, and there are so many things that I wouldn’t have gotten the professional development from my county, so I feel like I’m able to take the things that I’ve learned through NCVPS and what they’re doing and almost, either the next day or you know, the next school year, apply it and then share it with other face to face teachers. So I feel like we’re way ahead of the curve.
It made me a much better f2f teacher, it made me see the importance of keeping the students attention and integrating new technologies into my classroom
I will take activities; see I created the accounting course for them, me and some of my peers. The activities that I do online with my students, instead of just getting up and lecturing, I give them to my students and let them do them on their own without me actually… I can give them access to Moodle resources that I don’t ordinarily have in the classroom, and it allows them to look at these presentations and the audio and video things that I commented about that I make for my remote students, I’m now using them for my classroom to supplement what I’ m doing when I teach. Which is great.
I am encouraging students to be more independent and to develop leadership skills in class.
http://tinyurl.com/OLF2FBB
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