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כנס מיטל 2010 Library and Information Science Students' Feedback in an Online Course ד " ר נועה אהרוני, אוניברסיטת בר אילן.

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Presentation on theme: "כנס מיטל 2010 Library and Information Science Students' Feedback in an Online Course ד " ר נועה אהרוני, אוניברסיטת בר אילן."— Presentation transcript:

1 כנס מיטל 2010 Library and Information Science Students' Feedback in an Online Course ד " ר נועה אהרוני, אוניברסיטת בר אילן

2 כנס מיטל 2010 The research questions are: 1. What are the main themes revealed as LIS students express their experience in online courses? 2. Is there a difference between the themes of LIS university students and those of LIS college students as revealed in their feedback?

3 כנס מיטל 2010 Distance learning Distance education E-learning Blended Learning

4 כנס מיטל 2010 Interactions in asynchronous online discussion boards

5 כנס מיטל 2010 Students' satisfaction in online courses

6 כנס מיטל 2010 Collaborative learning

7 כנס מיטל 2010 Method Research design: A statistical descriptive analysis A content analysis

8 כנס מיטל 2010 Procedure

9 כנס מיטל 2010 Findings: 65 feedbacks 318 units of analysis 160 feedback units (50.31%) were written by LIS college students 158 (49.68%) by LIS university students

10 כנס מיטל 2010 Five Major Categories of Feedbacks PercentageSubtotalCollegeUniversityCategory 29.55946133 Personal Impression

11 כנס מיטל 2010 Enjoyment Interest Positive experience Negative experience

12 כנס מיטל 2010 An example for the personal impression category: "As a first course I took in online learning, I must admit that I really enjoyed it". "Dear Dr. X: Continue succeeding in such courses. It was a great experience for me"

13 כנס מיטל 2010 PercentageSubtotalCollegeUniversityCategory 27.67883652 Reflection

14 כנס מיטל 2010 Meta-Analysis Process of learning

15 כנס מיטל 2010 An example for the reflection category: "The fact that we were asked to hand in the answers and responses to other students' assignments to the forum sharpened our way of thinking and contributed much to the discussions"

16 כנס מיטל 2010 PercentageSubtotalCollegeUniversityCategory 17.61562036 Collaboration

17 כנס מיטל 2010 Active discussion The ability to be exposed to different perspectives Interest

18 כנס מיטל 2010 An example for the collaboration category: "I had the possibility to respond online, I learnt to 'listen' to my peers and had the feeing that someone really read what I wrote and responded accordingly"

19 כנס מיטל 2010 PercentageSubtotalCollegeUniversityCategory 15.09482820 Course Materials

20 כנס מיטל 2010 Course material's level of interest Difficulties Structure

21 כנס מיטל 2010 An example for the course material category: "The materials were up to date and included recent theories and studies"

22 כנס מיטל 2010 PercentageSubtotalCollegeUniversityCategory 10.06321517 Course Management

23 כנס מיטל 2010 Positive feedback Negative criticism

24 כנס מיטל 2010 An example for the course management category: "I enjoyed the way the instructor managed the course: She summarized the discussions, responded to each student, and answered the questions quickly"

25 כנס מיטל 2010 The comparison between LIS university students and LIS college students shows that LIS university students concentrate on enjoyment, interest and positive experience, while LIS college students prefer to discuss both their positive and negative experience

26 כנס מיטל 2010 The second category -- reflection -- turns out to be larger within LIS university students than within LIS college students (59.09% versus 40.90%)

27 כנס מיטל 2010 The next category, collaboration, seems to be larger within LIS university students (64.28%) than within LIS college students (35.71%)

28 כנס מיטל 2010 Conclusions: LIS university students are more satisfied with their online learning experience LIS university students discuss and express more reflective, analytic meta-cognitive aspects of the learning process than their college counterparts

29 כנס מיטל 2010 It is interesting to note that LIS student feedback in both environments did not contain only courtesy, social or good manners remarks, but included content based comments that reflected deep thoughts, analysis and meaning of the learning process

30 כנס מיטל 2010 תודה על ההקשבה aharonn1@mail.biu.ac.il


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