The Learning Technology Consortium Indiana University ● Virginia Tech ● University of Delaware ● University of Florida ● University of Georgia ● University of North Carolina ● University of Notre Dame ● University of Pittsburgh ● Wake Forest University Changes in the Classroom: Practice and Predictions Diane J. Davis, University of Pittsburgh Robin G. Wingard, University of Pittsburgh Barbara B. Lockee, Virginia Tech Copyright © Diane J. Davis, Robin G. Wingard, and Barbara B. Lockee, 2002

Research Goals ● Purpose: To learn from faculty with experience using the Web for instruction: ● How does its use change what happens in the classroom? ● What is the impact of any changes? ● What is the Web’s potential for enhancing instruction? ● What support services are needed to facilitate reaching that potential?

Faculty Population ● Identified by LTC Representatives ● “ Experienced” Web Users: having taught a Web-enhanced course for no less than four (4) semesters ● Using “rich” Web instruction: content (text, graphics, audio or video) interaction (activities, quizzes, etc.) and communication ( , discussion, and/or group work) ● “Reflective”: able to articulate thoughtful, reflective insights into teaching and learning in their classrooms ● Variety in disciplines

Faculty Population… ● Population Identified ● N Recommended = 73 ● N Responses to Survey = 56 ● N Interviews to Date = 38 ● See Handout For ● Number by Institution and Rank ● Teaching Experience ● Academic Areas ● First Use of Web for Courses

Methodology ● Online Survey (56 Respondents) ● Interview (38 to date) ● Analysis: Both quantitative and qualitative data ● Ongoing Study

Agenda ● Introduction and Purpose of the Study Diane Davis ● How does use of the Web to enhance courses change what happens in the classroom? What is the impact of that change? Robin Wingard ● How do faculty continue to use the Web and, more importantly, what do they see as its potential for enhancing instruction? Barbara Lockee ● Summary and Recommendations for Further Analysis and Study Diane Davis

Faculty Goals ● Distribution of Course Materials ● Flexible Student Access to Content and Resources ● Convenience for Faculty ● Expanded Resources on the Web ● Course Organization Tool ● Use of Visuals and Simulations ● Individualizing Instruction to Address Students’ Needs

Changes in Classroom Activities ● Decreased Lecturing ● Increased Interaction and Discussion ● Higher Levels of Student Engagement ● Heightened Expectations for Students ● Increased Sophistication of Classroom Presentations

Changes in Classroom Activities ● Expanded Resources ● Increased Comfort Level and Continuity ● Quizzing Moved to Online ● Improved Course Planning and Organization ● Higher Level Teaching and Learning

Things That Don’t Change ● Pedagogical Change Less than Expected ● New Teaching Strategies Seldom Introduced, e.g. discussion, group work. ● Academic Testing Remains in Classroom

Summary Changes in the Classroom have: ● Spanned a Continuum in Scope and Degree ● Been Modest in Relation to Expectations

Future of Web-enhanced Instruction ● Individual faculty plans ● How might expansion impact their instruction ● Support services needed ● Future of role of web for instruction

Plans to continue or expand use? * One non-response **Many added “and hope to expand…” Will Continue Will Expand Will Not Continue or Expand 23**131

Plan to incorporate in other courses? Will Add Web Components Will Not Add Web Components Already Use Web in All Courses 18019

How will expansion impact classroom activities? ● F2F time will be spent more efficiently ● Less time spent on reinforcement in class, with additional external practice ● Increase in active learning ● More interaction, discussion ● Decrease “in-seat” hours

What support services needed? ● Most responses related to technical support ● Improved connectivity and equipment in classrooms ● More training, but again technical not pedagogical ● Sharing of faculty experiences ● Showcasing of best practices ● Many compliments in this area!

Future potential of web? ● Impairs students’ writing style (more fragmented) ● Afraid it will become primary source of information ● Ten respondents expressed concern for DE as a replacement for F2F teaching

Future potential role of web? ● Increased instructor effectiveness (better prepared, organized) ● New dimensions to learning through media ● Increased sharing/collaboration between faculty ● Replace paper materials (texts, manuals) ● Increased discussion/interaction in classroom ● Expanded research options ● Support for new instructional approaches

Summary and Recommendations ● Faculty are reporting less change than we anticipated ● Changes reported have potential for significant impact on student learning ● Increased interaction among students and between students and instructors ● Higher expectations and higher level instruction ● Better organized courses ● Better prepared faculty and students

Summary and Recommendations ● Need for ongoing training and support related to learning theory and pedagogical principles

Changes in the Classroom Questions and Suggestions? Diane J. Davis Robin G. Wingard Barbara B. Lockee