1. 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

2. 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?

3. 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 (e-mail, discussion, and/or group work) ● “Reflective”: able to articulate thoughtful, reflective insights into teaching and learning in their classrooms ● Variety in disciplines

4. 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

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

6. 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

7. 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

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

9. 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

10. 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

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

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

13. 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

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

15. 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

16. 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!

17. 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

18. 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

19. 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

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

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