MAKING CONNECT IONS THAT WORK Teacher Education and Video Conferencing Josephine Butler Research Coordinator Higher Colleges of Technology Master of Education Program Dr. Patrick Dougherty Acting Chair

Agenda 1. History 2. Introduction to the Study 3. Findings 4. A Question for further Research 5. Audience Questions/Comments 2

History We have been conducting multi-site Master of Education courses via a hybrid delivery format -- using existing tele-presence and video conference technology available at our Higher College of Technology campuses as well as site designated tutors and a peripatetic professor who visits each site in turn. 3

The Study This case study is analyzing the benefits and drawbacks of a multi-site, blended delivery system for post-graduate education in the UAE. Blended -- A kinetic mix of old school and new school 4

From Two Locations to Four Locations Our initial study dealt with students experiencing the hybrid delivery system between two locations In October, 2011, the courses were offered at four locations simultaneously. We had our findings for the a dual location delivery, and we wanted to compare them with the current four-location format. 5

Why? The primary impetus for this was the issue of access -- insuring that qualified members of the community had access to higher education. Many factors played into this, one of the main being that most of our graduate students in education are Emirati women and from social environments that preclude them traveling distances to attend courses. 6

How the system worked The classes were linked electronically via videoconferencing technology. The instructor was physically present at each site on a rotating basis, and was supported by location designated tutors. 7

Research Questions Do students perceive the blended delivery system as beneficial to their learning objectives? What are the perceived benefits and drawbacks of the blended delivery system in the eyes of the students? 8

The Class Participants Over the course of the study we have had approximately 60 students experience the hybrid delivery system in five courses. Most were educators at the primary or secondary levels with a few working either for government ministries or local universities. 9

Data Collection On-line Surveys Four Focus Groups Panel Discussion 10

Research Findings: The Video Conference 100% of the survey respondents felt it was a positive experience. “More engaging than the traditional method of teaching.” 11

How would you describe the Experience? “I really do not feel the physical absence of the lecturer because with videoconference I could see him and carry out the discussion face to face via the screen.” 12

Continuing … “It was quite an interesting experience, it felt as if we were in a normal classroom environment.” 13

And... “This is more attractive. We’ve got to do lots with the other campuses... So I feel that this is much better.” 14

Findings: Face-to-Face Communication “Face to face communications with professors and peers on-site and via video link enhances greater interactions and exchanges of ideas. It is always meaningful to me to meet with classmates!” 15

Findings: Face-to-Face Communication While students were positive about the video link, they did feel it was necessary for the instructor to alternate his or her presence between the sites. 16

As one student explained … “... It was good that [the professor] was moving in between, rather than staying in one place. Otherwise we will feel really out of the picture.” 17

Research Findings: Multi-site Delivery Many of the students work full-time and also have busy family lives. The flexibility offered by the multi-site delivery method was seen as being a time saver. 18

In fact … 60% of the questionnaire respondents stated if the video link facility was not available they would not be willing to make the trip to Abu Dhabi or Dubai. 19

Instructor at the site/Not at the site “I felt the same! Also, because there were tutors with the professor in both campuses, which made questioning and moving the flow of classes easily.” 20

However … “Students when alone with a camera and no lecturer are more lax on class rules, talk more and are less attentive.” 21

Findings: The Tutors “... (the tutors) are the real support whenever it comes to elaborating on the concepts and providing support when it comes to the assignments and the essays and things you know they are the direct contact and they are a great support.” 22

Research Findings: The Technology The course depended on good equipment and digital connections. Students felt that the technology was adequate for the class. “... Very high tech and I didn’t feel disconnected from the instructor. It moves very smoothly, the communication was clear.” 23

Research Questions: Repeat Do students perceive the blended delivery system as beneficial to their learning objectives? What are the perceived benefits and drawbacks of the blended delivery system in the eyes of the students? 24

Research Questions Do students perceive the blended delivery system as beneficial to their learning objectives? Yes, the research indicates students find the blended delivery system beneficial. 25

Research Questions What are the perceived benefits of the blended delivery system in the eyes of the students? The benefits were multiple, everything from allowing connections with other students to making the course, and access to the location where it was being offered, more convenient. 26

Research Questions What are the perceived drawbacks of the blended delivery system in the eyes of the students? One of the drawbacks was the decline in participation when the instructor was at the other site. 27

This study in print … Canada International Conference on Education Proceedings International Journal for Cross-Disciplinary Subjects in Education (IJCDSE), Volume 2, Issue 3, ISSN:

The journey is not over This study has led to other areas of enquiry … 29

Another Research Question Are there pedagogical paradigm changes in relation to teaching within such a delivery system? 30

Thank you Questions? 31