Week 8

Title: Exploring Qualitative Methodologies In Online Learning Environments

Bibliography:

Bianco, Mary Beth, & Carr-Chellman, Alison (2002). Exploring qualitative methodologies in online learning environments. The Quarterly Review of Distance Education. 3, 251-260.

Summary:

This study looks to explore issues involved with conducting qualitative inquiries in online settings. Specifically the authors discuss how interviews and observations can be administered in an online environment. The authors hope to convince readers that online learning environments should be seen as an ‘electronic field.’

They discuss next how interviews have traditionally been conducted in research studies. Not only have interviews been conducted face-to-face before the electronic field emerged, but interviews were also completed over the phone. The fact that interviews could be done over the phone saved the researcher the cost of traveling to several different sites that may have been many miles apart. The authors do site Fontana and Frey (1994), in saying that ideal interview situations are personal, face-to-face context where the interviewer and the interview have the opportunity to interact in an open atmosphere and establish rapport. (paragraph 15)

The authors introduce the concept of computer-mediated interviewing (CMI). Synchronous chat, email, and discussion forums are examples of media used to conduct CMIs, and the authors argue that by implementing these tools little doubt is left regarding the data collected as it is necessary to ask for continual clarification from the participant throughout the CMI. The authors include a table to clearly compare the aspects of face-to-face, telephone, and computer-mediated interviews.

The authors also discuss observations and ask how one actually observes an online class. Should researchers observe online class participants in their homes at their computers or do they only need to observe the virtual environment of the online class?

The paper ends with a discussion of why the authors feel why qualitative methods for seeking information in an electronic field are not only appropriate but why it is also necessary to develop a greater understanding of student experiences in online courses. The authors state, “[a]ttempts to intentionally vary techniques and reflect on those data and processes is an essential next sep to a deeper understanding of the ways in which e-inquiry relates to the traditional forms of qualitative inquiry.” (paragraph 25)

Reaction:

Many good topics for discussion were raised in this article. I think as online education continues to grow as a means of educating adults, it is increasingly important that researchers and scholars of education develop an agreed upon methods for collecting and verifying data from the electronic field. I feel that students and faculty can create rapport even in a distance delivered course.

This study appeared well researched; it often sited the work of other researchers. The authors easily articulated their points through their writing and use of the comparison table.


Title: Does The Lack Of Hands-On Experience In A Remotely Delivered Laboratory Course Affect Student Learning?

Bibliography:

Tarek, A. et. al. (December 2006). Does the lack of hands-on experience in a remotely delivered laboratory course affect student learning? European Journal of Engineering Education. Vol 31:6. pg. 747-756.

Summary:

This study looked to assess “student performance in demonstrating both learning of technical concepts and the ability to describe these in an effective written laboratory report.” (paragraph 1) Some of the students completed the course via distance learning. Their access to the lab demonstration took the form of the instructor and a student completing the lab assignment. Specifically the researched measured the average sore on the final exam, the average sore on laboratory reports, overall writing performance, and technical comprehension on buoyancy experiment for both distance and on campus students.

The findings of the study were that “in comparing on campus and distance education students in a Fluid Mechanical Laboratory course, it is apparent that the performance of distance education students in the courses is equal to the performance of an campus students, both in the writing of laboratory reports and in scoring on final examinations. Analysis of the laboratory course results show[s] that the lack of hands-on experience did not negatively affect the performance of distance education students.”

Reaction:

After reading this article I began to wonder if all hands on skills are teachable via distance education. I do believe there is benefit to actually having completed the steps of a project for yourself. As a computer education instructor, I am a firm believer that the instructor should not touch the mouse or keyboard for the student as it robs them of their learning if someone else completes the task for them. However, I also believe that the instructor does not have to be present for the learning to occur. I do give my students homework that I expect them to complete on their own outside of class. Therefore, I do feel that hands on skills can be learned via distance education. In my classroom, I try to observe the students completing the skills needed to effectively utilize the software in the Microsoft Office Suite.

I would agree also that in order to be “certified” or found fit to complete the skills, a person should be physically observed completing the skills. The observer should be experienced in the skill being completed. This is especially true where the skills being completed e.g. drawing blood, brain surgery, etc. directly affect the well being of a life.