RUNNING HEAD: ONLINE LEARNING

The Effects of Online Learning on Teaching Methods

Marina Su

Bridgewater State College
Abstract

The purpose of this study is to learn how teachers with experience in online learning are using online learning methods in the classroom. The study collected data on teachers’ attitudes toward online learning and any differences in their teaching practices after participating in online classes.

The number of online learning classes has doubled over the last three years and continues to grow. Before teaching institutions adopt online learning, they should be aware of the implications of using online teaching for teacher training in professional development and on the pre-practicum level. Online education occurs when a teacher and student are separated by distance, but are connected through the Internet. Online learning methods include synchronous and asynchronous communication, lecturing and presenting online, self-pacing, flexibility, and independent learning opportunities. Online learning methods have proven just as effective as traditional teaching methods, as long as teachers and students have adequate means of communication.

The study involved looking at 25 K-12 teachers from the Instructional Technology Master’s of Education program at Bridgewater State College who have completed more than two classes. The graduate students were surveyed for baseline data to establish general attitudes toward online learning methods from the perspective of student and teacher. Then I chose three teachers to interview and review their projects. In the project review, I evaluated a technology project for the integration of online learning methods. I studied the results of the surveys, interviews, and project reviews to form conclusions.

Table of Contents

Heading Page

Chapter One: Introduction 4

Importance of Study 4

Background 5

Description of Program 6

Statement of Problem and Hypothesis 6

Definitions of Terms 7

Summary of Research Design 8

Assumptions and Bias 9

Chapter Two: Review of Literature 9

Definition 9

Learners 10

Effectiveness 11

Technology 12

Theoretical Framework 13

Trends/Future 15

Chapter Three: Research Design/ Methodology 16

Sample 16

Materials 17

Procedure 18

Analysis of Data 20

Limitations 21

Chapter Four: Results and Conclusions 22

Results and Summary 22

Discussion and conclusions 25

Implications for my teaching and school 26

Implications for future research 27

References 28

Appendices 30

Chapter One: Introduction

Importance of study

Online learning is a growing field in education worldwide. The benefits of online learning are added flexibility, convenience, increased educational opportunities, and sometimes cost. Nearly 2.9 million students enrolled in college-level distance education courses in 2000-01, more than double the enrollment in 1997-98 (NCES 2001). Schools are responding to students’ needs by providing online classes. A 2003 survey by Babson College and the Sloan Consortium found that the use of online learning is at its highest level and will continue to grow at a rate of 20% annually (Allen & Seaman). Online learning has been used primarily in adult and higher education, but now leaders in education are calling for online learning in K-12 schools. A 2001 survey projected that an estimated 40,000 to 50,000 students will enroll in a K-12 virtual school course that year (Clark). Clark also documents the growing trend from Virtual High Schools to K-12 virtual schools (2001). This number will continue to grow as online learning opportunities increase and policies change.

Bloymeyer (2002) calls online learning “one of the most important and potentially significant new instructional approaches available for supporting the improvement of teaching and learning in America’s K-12 schools today.” The executive summary of the National Association of State Boards of Education’s (NASBE) report, Any time, any place, any path, any pace: taking the lead on e-learning policy calls for the immediate and universal implementation of online learning (2001). If online learning is a growing movement in education, higher education institutions and school systems should know how best to train teachers to use online learning methods. The role of online learning in teacher training may change the way professional development and pre-practicum instruction is conducted.

Background

Online learning is growing in credibility over time. Distance learning has been perceived as inferior to face-to-face learning in the past, but recent research studies have proven that as long as it is implemented well, online learning is just as effective as face-to-face learning. Studies show that there are no significant differences in student learning between what technology is used in delivering the content; in fact, researchers learned that the degree of teacher and student interaction was more important than the delivery method (Moore & Thompson 1990). Hybrid online learning experiences with a combination of online and face-to-face meetings have the highest completion rates and student learning results (Cavanaugh).

Online learning changes the traditional structure of student-teacher control and communication. Students are given more independence and flexibility, and teachers may give up some of their control by teaching online. Shared control, made possible by technology, is divided between teacher, student, and content demands (Garrison 1989). Some researchers question whether K-12 students have the motivation, skill, and maturity to learn online. Zucker & Kozma et. al (2003) found that students with low reading ability and motivation problems had trouble finishing a virtual course. In fact, even traditional students sometimes struggled with maintaining daily involvement in high school virtual courses.

The future of online education is closely linked to the emerging technologies being developed for online learning. Recent technological advances allow teachers and students to communicate synchronously (real time conversation) and asynchronously (posted discussion); however, it is still limited in the areas of natural language and artificial intelligence to interpret student answers. Other sources claim that the future of online learning is guided by public policy and research. Aris (2001) says the challenges ahead lie in creating different teaching practices for online learning, strategically planning and budgeting for technology, and providing appropriate training and technical support.

Description of the Program

Bridgewater State College (BSC) offers online classes as part of the Master’s of Education in Instructional Technology (IT). Currently, the majority of coursework for the IT program is offered in “80/20” hybrid format or completely online. For the purposes of this study, “80/20” courses or courses where 80% or more of the learning activities occur online rather than in a classroom are considered online courses. The IT courses use a course management system (CMS) called “Blackboard” that provides a learning environment online for sharing, discussing, and managing information. Blackboard supplies a user-friendly forum for teachers to post assignments and students to engage in discussion with each other (www.blackboard.com).

Statement of Problem and Hypothesis

Online learning is a relatively new educational method and the majority of research has focused on adult or higher education levels. Little research has been done on the effects of online teacher training on teaching practices in the K-12 classroom. The purpose of this study is to learn how teachers with experience in online learning are using online learning methods in the classroom. The study collected data on teachers’ attitudes toward online learning and any differences in their teaching practices after participating in online classes.

I hypothesized that if teachers experience online learning in their role as graduate students, they are more likely to use online learning methods to teach their own students. Online learning methods refer to synchronous and asynchronous communication, lecturing and presenting online, self-pacing, flexibility, and independent learning opportunities. The teacher’s experience as an online student would help him/her to grow confident with online learning and learn through struggles of independent learning. Specifically, if a teacher has a positive experience with online learning the teacher will be 1) more likely to encourage and allow self-paced, exploratory learning opportunities, and 2) more confident using technology in the classroom.

Definition of Terms

Asynchronous discussion – participants do not need to be present at the same time to communicate; can be an electronic message center for posting and adding information. (Ex. Electronic bulletin board)

Distance Education – general term for the type of learning that occurs when the teacher and student are separated by space but use technology to mediate the learning activity

Hybrid courses –a mix of online learning techniques and face-to-face meetings ex. 80/20 course with 80% online class meetings and 20% on-campus classes

Online Learning – students use e-mail, electronic forums, video conferencing, chat rooms, bulletin boards, instant messaging or other forms of internet- or web-based communication on the Internet to learn a skill. In this project, I will be studying graduate students using web-based learning in hybrid classes.

Synchronous discussion –“real time” environments; information is transmitted instantaneously ex. chatting on instant messenger, telephone conversation

Course Management System (CMS)– software product that supplies the organization, structure and technical support for online classes; some supply templates for instructors, online course material, and training

Virtual School – institution that offers courses through Internet or web-based methods

Summary of Research Design

The study involved looking at 23 K-12 teachers who have completed more than three online classes. All teachers will still be teaching in elementary or secondary classrooms and have experience with technology integration. The majority of BSC IT Master’s candidates are teachers of varying content areas and grade levels in southern Massachusetts who continue to teach in elementary and secondary classrooms while they work toward the degree. The groups were surveyed for baseline data to establish general attitudes toward online learning methods and use in the classroom. The surveys were posted online for current students and alumni to access. Then I chose three teachers from each group to study further. The three teachers were from varying content areas within the middle school level. I interviewed the three teachers to find out additional information about their use of online methods in the classroom. I also reviewed technology projects to match online teaching methods with what the teacher actually uses in the classroom. The project review looked in depth at two technology-based projects that the teacher has used (or will use) in the classroom that year. The projects were compared to the online learning methods list and used to observe trends and draw conclusions.

The survey provided information on teachers’ computer use, attitudes towards online learning and teaching, and their use of online learning methods in their classroom. The interview and project review will provide further qualitative data. The results from all of the data was compiled and analyzed to find how the online learning experience relates to teacher attitudes and practices.

Assumptions and Bias

In this study, I assume that online teaching methods can be used in technology projects without the K-12 class being conducted online. I do not make the assumption that using online methods with all grade levels is good, bad, or feasible; I do assert that it is a growing field and educators are calling for its use. I also assume that IT Master’s students are comfortable enough with the internet that giving the survey online will not significantly effect the data collection.

This issue is of particular interest to me because I am a second year Master’s candidate in the IT program and had no previous online learning experience before starting the program. In fact, I was skeptical of the quality and depth that online learning could offer in comparison to traditional teaching methods. At first, I struggled with discussing and presenting online, but now that I have completed six online courses, I believe that online learning is an effective method of teaching and learning. I have had the benefit of having the online teaching method modeled by different instructors, and as a result I feel that some of these components should be explored for use in the K-12 classroom.

Chapter Two: Literature Review

Definition

The most accepted general definition of distance learning is any type of learning that occurs when the teacher and learner are separate (Clark 2001). Online learning is one type of distance learning and is also referred to as e-learning or web-based learning. Moore (1973) defines online learning as a “family of instructional methods in which teachers’ behaviors are performed away from students so there is a print or electronic way of making up the gap.” Online learning here is defined as a course where more than 80% of the instruction takes place via the Internet; it does not include courses or methods that substantially use CD-ROM or printed correspondence materials.

Within online learning, there are many different types including hybrid courses that blend online and face-to-face meetings. Hybrid courses are considered online learning because the majority of instruction is delivered online, and they use a CMS to facilitate online discussion. According to Aris (2001) combinations of online and face-to-face delivery are more common than courses exclusively online. Bloymeyer (2002) confirmed that courses that mix face-to-face and online instruction have the highest completion rates and better learning results. Another argument for hybrid classes is that instructors are more likely to successfully distinguish and identify a student’s work after meeting them in person. Current K-12 virtual schools use both fully online and hybrid courses. At K12 Virtual Academy, students in grade K-5 do about 20-30% of the work online and rest offline. As their academic and computer skills grow, more work is done online (http://www.k12.com)

The Learners

Online learning has been targeted primarily towards adult learners so there is limited research on online learning on the K-12 level. The executive summary of the NASBE reports that online learning “can improve how students learn, can improve what students learn, and can deliver high-quality learning opportunities to all children.” (2001 p. 4) Bloymeyer (2001) maintains that K-12 online learning is one way to ensure that 21^st century learning needs are met. Willis (1994) names the characteristics for a successful online learner: autonomy, tolerance for ambiguity, flexibility, and internal locus of control. Some say that online learners must already be skilled independent learners, while others think that online classes are an opportunity to develop those skills. Garrison (1989) argues that online learning builds autonomy and self-pacing that is necessary for success in the real world.

If online learning is reliant on these characteristics, are K-12 students developmentally prepared? Zucker, Kozma, et al (2003) found that students with low reading ability and problems with motivation have difficulties in finishing virtual courses. They also found that traditional students had trouble maintaining daily involvement in virtual high school classes. Kalmon and Watson (2003) list a number of determining factors of a student’s engagement in online learning including internal discipline, cognitive processing, learning styles, and parent involvement. Clark (2001) advocates pre-screening for students for virtual schools to enhance completion and learning results. Overall, online learners must find the situation that works best for their learning needs from a growing number of options.

Effectiveness

The history of online learning began with correspondence courses in which students would receive a printed packet of material to learn and then somehow show their mastery of the content. This type of learning was given little recognition or credibility. But as hardware and software improved, educators gave more attention to the design process and potential of online learning. The credibility of online learning is also increasing over time because research shows that the learning outcomes are the same between online education and traditional methods.

Willis (1993) reports that several studies by Eiserman & Williams, Sponder, Moore & Thompson have concluded that online learning is as effective as traditional methods as long as the online learning experience meet certain criteria. Their studies showed that there are no significant differences between what technology is used in delivering the content; in fact, they learned that the degree of teacher and student interaction was more important than the delivery method. The delivery method should be based on the: 1) background and experience of the student 2) cognitive style of the learner 3) diversity of student population and 4) appropriateness of content.

The practical uses of online learning in K-12 are in the development stages and are being implemented over time. Kalmon & Watson (2003) report that students enroll in K-12 online learning for different reasons including credit recovery, advanced coursework, specialized study, home school, home-confinement, extensive travel, and expulsion from local school. Virtual schools also come in many forms. According to Clark’s 2001 survey, fourteen states operate state level virtual high schools with many more in the planning stages. Online learning also opens the door to teachers and students from all over the world to share their experiences with each other.

Teachers must be trained in how to facilitate online communities. Currently, virtual K-12 schools draw on regular K-12 teachers, virtual school instructors, or contract out online teaching to other course providers (Clark 2001). For online learning to be effective, teachers must be extensively trained and there must be a high level of technical support (Donlevy 2003). Clark (2001) says teacher training should be a mix of online and on-site methods to draw on the resources of the school. Online learning continues to change as technology creates new and better ways to facilitate learning.

Technology

The nature of online learning relies on a spectrum of technology as a delivery method. Currently, online education may utilize these technologies: print materials, broadcast radio, television, computer conferencing, e-mail, interactive video, satellite telecommunications, or multimedia computer technology. Corporate, for-profit companies have played a large role in the development of online learning. Companies such as Apex Learning and Blackboard provide the software and technical support for online classes. Clark (2001) found that the CMS companies are expanding their focus to provide curriculum and services to meet growing demands. Developers most often are not the instructors; they are commissioned just to develop content modules to be used by other instructors. However, Garrison (1989) points out that technology is still limited because CMS cannot grasp natural language or learn from students. Another major criticism used to be that online learning isolated learners, but current CMS have improved synchronous technology to facilitate group discussion.

Theoretical Framework

McIsaac & Gunawardena (1996) observed that online learning struggles for recognition in the academic community because “literature in the field reveals a conceptually fragmented framework lacking in both theoretical foundation and programmatic research” (p.408). Other online learning researchers also agree. Garrison (1989) calls the theories behind online learning a random mixture of ideas and practices taken from the traditional classroom setting and used in online learning. Much of what online teachers know is based on teaching experience rather than a strong theoretical framework.

Although the overall framework of online learning remains incomplete, several studies and theories have been developed about communication and control in online learning. Moore & Thompson (1990) extensively studied online learning and proposed the idea of transactional distance – the amount of dialogue between teacher and student. Transactional distance is dictated by the structure of the course rather than the location. They found that when the number of exchanges increased, transactional distance decreased, and the learner control increased. Moore further broke down interactions into three major types: 1) learner-instructor 2) learner-content and 3) learner-learner. He contends that these three types of learning must be prevalent for effective learning whether online or face-to-face teaching. McIsaac & Gunawardena (1996) report that Garrison (1989) found that the majority of educational communication between teacher and student occurs one way (ex. lecture, textbook), but two-way communication is needed to support effective learning. They suggest using technology to mediate that two-way communication. Students may also communicate with each other or with an expert without the teacher knowing. Instead of the teacher having sole control of the learning, the control is shared.

Online learning changes the control structure of the traditional classroom. Students are given more independence and flexibility, and teachers may give up some of their control by teaching online. Garrison (1989) uses a model to show the relationship between teacher, student and content.

Figure 1 Diagram of Shared Control (p. 31-34)

Shared control, made possible by technology, is divided between teacher, student, and content demands. The student can gain control with the necessary skills and support. Holmberg (1986) believes that learning is an individual process that can occur without the physical presence of a teacher. He contends the teacher’s (or institution’s) role is to provide support and present facts and learning materials. If a teacher allows a student independence and control (ex. work at their own pace or test when they feel ready), there is a higher success rate of learning. On the other hand, too much student control and flexibility leads to high drop out rates (Holmberg 1993). Moore (1986) says there needs to be a shift from teacher-centered learning to moving the responsibility to emotionally and cognitively mature learners.

Overall, online learning embraces a constructivist philosophy that encourages learner directed learning. Online learning is made of authentic tasks and problem solving that are student directed. According to Garrison (1989), constructivists believe that learners construct knowledge based on prior knowledge, experiences, organization, and beliefs. Online learning allows learners the freedom to construct their own knowledge with less influence from the teacher. If students form their own understanding of a concept, they are more likely to retain the information.

Trends/ Future

As technology improves and researchers learn more about online teaching methods, online learning will continue to advance and draw more learners. Online learning meets the needs of 21^st century learners by providing flexibility, communication skills, and a means for exploratory learning. One of the biggest technological breakthroughs for online learning was a means for synchronous discussion (instantaneous exchange of information) between students and between teachers and students (Holmberg 1986). This communication is key in disproving critics who predicted online learning as industrial, faceless teaching based on assignments. Bruce (1999) is concerned about learning experience becoming devoid of important social interaction and context. He says that the greatest contribution of online learning is, “what it affords, rather than what it delivers” (p. 3). Garrison (1989) foresees online learning targeting a specific audience and individualizing content rather than mass audiences. He anticipates the biggest growth in mixed institutions that can offer the widest variety of classes using the newest technology.

The future of online learning is guided by public policy and research. The challenges ahead lie in creating different teaching practices for online learning, strategically planning and budgeting for technology, and providing appropriate training and technical support. Moore (1990) predicts that online learning is limited because there is no national policy, standards, methodology, or consensus by experts, and no agreement of concept of online learning. Bloymeyer (2002) recommends that school districts, state education agencies and the US Department of Education should take leadership in research and development of the use of online learning with K-12 students. The NASBE’s report calls for educational leaders to take the lead in educational policy to revise e-learning standards to include online learning, ensuring Internet access for all schools, and providing online learning resources to ensure that all children can benefit from online learning (2001).

The literature review covered the definition, learners, framework, technology, and future of online learning. I found a lot of information on the benefits of online learning, but little on how teachers learn to teach online. Very few studies involved K-12 students and teachers. This project will study how teachers use online learning methods in their K-12 classrooms. The study will collect data on teachers’ attitudes toward online learning and differences in their teaching practices after participating in online classes.

Chapter Three: Research Design and Methodology

Sample

The population is BSC Instructional Technology graduate students; the sample is 25 IT graduate students who have completed more than two courses online. I achieved the most purposeful sample within the population, although it is not logistically possible to survey every student in the program. Current contact information is not available for all students. I surveyed students in different professors’ courses to reduce the potential effect of any particular professor’s attitude or teaching style. Approximately 55 people were notified of the survey. Out of the eligible students, 25 responded. Throughout the research project, K-12 teachers who are students in the class are referred to as ‘teacher’ or ‘graduate student’; an instructor of a BSC class is ‘professor’.

The three individual teachers selected for further study completed the initial survey. I chose middle school teachers in varying content areas and school circumstances (socio economic level, size, commitment to technology, and equipment) to participate in the interview and technology project review.

Materials

Course management system used at BSC: Blackboard Learning System ML™

Research Instruments

Survey
Interview Questions
Technology Project Review Criteria

Data Collection Equipment

Cassette recorder
External microphone
E-mail

I followed all of the ethical guidelines to the best of my ability. Only teachers who submit to the online consent form (Appendix C) will participate. The consent form outlined the nature of the study, explained what their role was, and informed them of the benefits and risks of the project. Teachers did not receive any extra incentives for participating in the research project, nor were they persuaded to take part. Furthermore, all of the participant names were kept confidential by using pseudonyms in the published study.

In the permission letter, I outlined the research study, explained what the results will be used for and asked permission from each teacher to use their results in the study. I also wrote a permission letter to the BSC department head, professors, and teachers (Appendix B).

Procedure

The research project consisted of three stages: survey, interview/project evaluation, and analysis. The survey was used to obtain baseline data from IT graduate students teaching in a variety of school settings. First, I spoke with professors teaching IT classes in the Spring 2004 semester to obtain permission to visit their classes and administer the survey. I set up an online survey site (Appendix B). The site included an explanation page, consent form, and the actual survey (http://home.comcast.net/~marinasu/survey). I examined the results of the survey to determine: attitudes toward online learning, changes in teaching technique, and online method use. Based on the results of the survey, I will modify my interview questions (Appendix E).

The interview portion of the research project required finding three teachers in varying school circumstances (size, equipment, support, and SES) to study their online teaching methods. I started by contacting the teachers that volunteered by emailing them an explanation of the study, their role, and the criteria. Of the teachers that were still interested, I chose three to study. Once the teachers agreed to the interview, I emailed the interview questions to the teacher in advance of our meeting time.

I scheduled the teacher interviews at their convenience within a given time period. The interviews did not last longer than thirty minutes each. I asked the interview questions, made notes, and tape-recorded our conversations. Teachers were asked to answer the interview questions and given an explanation of their technology projects. Then I interpreted the results looking for patterns of answers, similarities and differences, and unexpected findings in the interview results. Teachers gave me a copy of two technology projects they have used in their classroom. I analyzed the technology projects by looking at the use of the online learning methods (e.g. email communication, discussion board, online chatting) in combination with their interview explanations.

I used the results of the survey, interview, and the technology projects to develop more questions and further areas of study. In the written portion of my research project, I stated the findings of the survey and technology projects and used the interviews to create a profile of teachers’ use of online methods in today’s classroom.

Timeline

December 2003

Submit IRB

Request consent from professors to use class time

Schedule specific classes (time and location) to visit

January 2004

Obtain consent from professors to use class time

Visit classes and distribute consent forms and survey

Analyze survey results

Contact possible volunteers for additional information

Choose three teachers to interview and gain consent

February 2004

Find background information about the schools

Schedule interviews with teachers

Interview teachers and collect technology projects

March 2004

Summarize interview findings

Analyze results of technology projects

Write report of results of study

Develop research questions and areas for further study

Analysis of Data

I gathered qualitative data with three sources. First, the surveys (Appendix D) were used to gauge the overall attitude and use of online learning techniques of the large group. The majority of the surveys were completed and submitted in class so I am assured an adequate return rate. I sorted the data by responses and by grade level. The first part of the survey consists of nominal background questions followed by attitude questions and then questions on actual usage. The survey uses a Likert scale ranging from ‘strongly agree’ to ‘strongly disagree.’ I will assign each of the answers a value depending the response (4= strongly agree to 1= strongly disagree). Background questions about what grade level participants teach were not assigned any value, and the other questions were weighted equally.

The second part of the survey was analyzed separately from the first part. The checklist of online methods were calculated, and then analyzed. I broke each of the responses down into the three sections and compared scores in each area. I also calculated total scores to get an overall picture of the subjects and identify possible candidates for the interview. A high total score indicated that the subject has a positive attitude toward online learning and uses online methods in the classroom, and a low score would mean the opposite.

I collected more qualitative data by interviewing three subjects and asking them questions about their background experience, attitudes, and practices (Appendix E). The interview material provided anecdotal material to support or deny the hypothesis. During the actual interview, I asked follow-up questions and note non-verbal responses to the questions.

The last phase of the study was reviewing the teachers’ technology lessons. This data was calculated by evaluating a different technology lesson from each teacher based on the checklist of online components. The components were ranked on a scale of zero to two (zero= not used; two=used extensively). I used the data to find patterns or trends in the interview responses and technology projects.

Limitations of Study

The results of this study cannot be generalized because the information was based on a select group of subjects in one particular program. Other higher education institutions could use this study as a model for another study, but the instrumentation is designed for use with the BSC population. Also, there are a number of uncontrollable factors that can impact the reliability of the study. Many things outside of the IT program influence teachers’ use of technology because teachers come from different backgrounds and teach at different schools. These different schools have varying levels of district support of technology, equipment, services, and priorities. Teachers may also be using other methods that they learned in other professional development courses outside of the IT program; even teachers exposure to new integration skills within the program may interfere with the results. The tools also have limitations because the ‘online method criteria’ may not be fully comprehensive or up-to-date because of the evolving state of online learning. Another uncontrolled variable is the extent to which each instructor uses the online learning tools.

Chapter Four: Results and Conclusions

Results

The results of the study are based on 25 surveys of BSC graduates and current students in the Instructional Technology program. The survey respondents represent a span of grades. Teachers indicated what grade level they currently teach as the following: two “none”; three “K-4”; ten “5-8”; eight “9-12”; and one “other” (question one of survey). The results are also supported by interviews and class project examples from three teachers.

The first five questions of the survey established the teaching situation and teachers feelings about being a student in an online class.

Summary: Survey questions 1-5

1. What grade level do you currently teach?

Grade Level	Number of responses
None	2
K-4	4
5-8	10
9-12	8
Other	1
Total Responses	25

On average, how often do students use computers for learning in your classroom (including computer lab time)?

Computer Use Frequency	Number of responses
Everyday	7
1-3 times/week	13
4-6 times/week	1
Never	4
Total Responses	25

Statement	Strongly agree	Agree	Disagree	Strongly disagree
3. I learn more information and skills in an online course than I would in a face-to-face course.	1	13	14	-
4. I learn the same information and skills in an online course than I would in a face-to-face course.	-	13	12	-
5. I have changed my teaching strategies after taking an online course.	1	14	9	-

Overall, some teachers learned more information in an online class in comparison to a face-to-face class, and some did not. Only one student strongly agreed with the statement, “I learn more information and skills in an online course than I would in a face-to-face course.” Thirteen teachers agreed with the statement, and fourteen teachers disagreed. One survey participant noted that they learned the same information and skills in an online class in comparison with a face-to-face class but with more frustration. In the interviews, several teachers mentioned the advantages of flexibility and not having to commute. They cited the lack of social interaction as a disadvantage of online classes.

Question five on the survey says: “I have changed my teaching strategies after taking an online course.” One teacher strongly agreed; fourteen agreed; and 9 disagreed with that statement. Interviews indicated that although taking online courses may have changed the way the teacher learned as a student, it was hard for teachers to implement related change in their classrooms. One teacher interviewed said that he would be willing to use a course management system like Blackboard in his classroom if he did not have so many curriculum standards to meet. The survey indicated that other teachers felt the same frustration of not being able to implement some online learning methods for a variety of reasons.

The most commonly cited reason was students not having computers and/or Internet access at home. One interviewed teacher explained that having a computer does not mean the same thing as having access to a computer. “One of my students has to share the computer with four other people in the family. She has a computer but doesn’t necessarily have access to the computer all the time.” Another middle school teacher said that after experiencing online learning as a student, she thinks that online learning should be used with older students. “Online learning shifts responsibility to the learner. There is more freedom to explore what you are interested in, but you also have to be more resourceful and more independent… I could see it (online learning) used when they get older-maybe high school.” The survey also explored which online teaching methods teachers are using, becoming interested or finding inappropriate for their classroom situations.

Survey questions 6-18 listed different online learning methods, and teachers responded with: “Yes, I use or have used”; “I want to use”; or “Not interested/Not age appropriate.” The chart below represents the results of these survey questions:

Online Teaching Method	Yes, I use or have used	I want to use	Not interested/Not age appropriate
Online chatting between students	1	14	9
Online chatting between students & others outside class	5	11	9
Online chatting between student and teacher	6	12	7
Discussion board between students	8	9	8
Discussion board between students & others outside class	5	15	4
Discussion board between student and teacher	4	17	4
Email between students	8	12	5
Email between students & others outside class	7	15	1
Email between student and teacher	17	7	1
Assignments posted online	15	8	1
Submit work electronically	8	11	5
Read lectures online	3	8	13
Flexible Deadlines	5	6	10

The numbers represent the number of teachers that responded in each category.

Discussion and conclusions

Teachers in various grade levels want to use more online learning methods like email and discussion board with their classes. However, many teachers are not interested in reading lectures online or having flexible deadlines or think they are inappropriate for their grade level. The online method most commonly used is email between teacher and student and assignments that are posted online. The majority of teachers that I interviewed felt as if online learning will become more of a reality in the future as needs for computer skills, access, and reliability are met.

Implications for my teaching and school

A survey should be taken to see if there is a desire to use more online learning in the school and district. If there is a desire to use more online learning methods in the classroom, teachers need more professional development in that area. A school could begin by training teachers with online professional development to expose teachers to online learning methods. The district should also consider if online learning meets the needs of their population with other considerations such as budgets, available technology, overcrowding or increasing course options.

In addition, schools should be prepared to make major changes in budgeting and curriculum. The budget will have to be adjusted to allow for a subscription to a course management system or web site service. Teachers and technical staff will need training with the new system, and the school may need to invest in hardware or software and staffing dedicated to the maintenance of the server. The curriculum will also need to change to reflect a new way of presenting information and alternate style of student learning. Curriculum in all grades and subjects should reflect a growing need for computer skills and independent learning to prepare students for online learning. Lessons should reflect the model of online learning and take advantage of the available technology.

Schools of education should consider how online learning techniques could be used in teacher education. The results of this survey imply that teachers have changed their classroom practices based on their experience as an online learner. Future teachers should be aware of this growing field and have exposure to online learning methods.

Implications for further research

Online learning is already being used in many higher education levels, but there is little research in online learning in the K-12 classroom. This study has posed preliminary questions to gauge the attitude of teachers towards online learning in a select setting. Further research should be conducted to determine what, if any, benefits online learning holds for K-12 students. For what grade levels is online learning the most appropriate? Will the advantages of online learning outweigh the disadvantages? Does lack of traditional, social interaction interfere with learning?

Second, researchers should look into what resources and changes will be needed to implement online learning in the K-12 classroom. What are the obstacles to using online learning techniques in the classroom? How can these issues be resolved? What fundamental changes will need to happen for online learning to have a place in public schools? Accessibility is another major issue in online learning. What is the student out of school computer & Internet access rate? How do teachers know? Or do they assume? If assume, how accurate are the assumptions?

Another area of research is surveying a greater number of teachers to find how teachers in different grade levels and subject matter are using online learning. What do students gain from using online learning methods (intentional and unintentional results)? Is online learning compatible with the current emphasis on improving student test scores? This qualitative study represents what a select group of teachers’ attitudes are toward online learning to guide future research. The project is just one aspect of a growing field with many prospective areas to research.

References

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Appendices

Appendix A

Description of Course Management System:

Blackboard Learning System ML™

Blackboard offers a complete suite of enterprise software products and services that power e-Education programs for – Higher Education, K-12, Corporate/Government and International. Blackboard solutions deliver the promise of the Internet for online teaching and learning, campus communities, campus commerce services, and integration of Web-enabled student services and back office system

http://www.blackboard.com

Appendix B

January 2003

Marina Su

Bridgewater State College

3-4 Apple Ridge

Maynard, MA 01754

Prof. X

Bridgewater State College

Instructional Technology Department

Bridgewater, MA 02324

To Prof. X:

I am an Instructional Technology Graduate student at Bridgewater State College. I am conducting a research project studying the effects of online teacher training on teaching methods in the K-12 classroom. I am studying the IT Master’s students in particular and would like to use your class to survey. The survey should be finished in less than15 minutes. If you choose to participate, I will visit your class, give a brief introduction and give the survey in the first 15 minutes of class. You will not have to do anything else other than sign this consent form to give me permission to visit your class.

The results of the study will be presented as part of my thesis at Bridgewater State College and will be available online. If you have any additional questions, please feel free to contact me by phone at (978)897-9698 or e-mail at msu@bridgew.edu.

Thank you so much for your cooperation. If you are interested in participating, please contact me.

Sincerely,

Marina Su

Appendix C

Online Learning: Attitudes and Practices

You are eligible to take this survey if you:

1) are/were an Instructional Technology Graduate Student at Bridgewater State College AND

2) have taken more than 2 online courses

The purpose of this study is to learn how teachers with experience in online learning are using online learning methods in the classroom. The study will collect data on teachers’ attitudes toward online learning and any differences in their teaching practices after participating in online classes. The results of the study will be presented as part of my research project at Bridgewater State College.

The survey consists of 18 multiple choice questions and optional comments. You are not required to take part in this survey. If you are eligible for the survey and would like to take part: 1) Read the informed consent document. 2) Click on "Take a Poll" to begin the survey

* Consent Form and Link to Survey

If you have any questions or concerns, please feel free to contact me at : msu@bridgew.edu

INFORMED CONSENT DOCUMENT

Teachers' Use of Online Learning Methods

Marina Su, M. Ed. Instructional Technology Graduate Student

You are being asked to participate in a project conducted through Bridgewater State College. The College requires that you give your signed agreement to participate in this project.

The researcher will explain to you in detail the purpose of the project, the procedures to be used, and the potential benefits and possible risks of participation. You may ask her any questions you have to help you understand the project. A basic explanation of the project is written below. Please read this explanation and discuss with the researcher any questions you may have.

If you then decide to participate in the project, please sign on the last page of this form in the presence of the person who explained the project to you. You should be given a copy of this form to keep.

1. Nature and Purpose of the Project: The purpose of this study is to learn how teachers with experience in online learning are using online learning methods in the classroom. The study will collect data on teachers’ attitudes toward online learning and any differences in their teaching practices after participating in online classes.

2. Explanation of the Procedures: The study involves looking at 40 elementary and secondary school teachers from the Instructional Technology Master’s of Education program at Bridgewater State College who have completed more than two courses. The graduate students will be surveyed for baseline data to establish general attitudes toward online learning methods from the perspective of student and teacher. Then I will choose six teachers to interview and review their projects. In the project review, I will evaluate a technology project for the integration of online learning methods. I will study the results of the surveys, interviews, and project reviews to form a conclusion.

3. Discomfort and Risks: You will be asked to identify general teaching practices within your classroom. The data will not be used for teacher evaluation or course credit.

4. Benefits: Provides information on the effectiveness of the program you are participating in.

5. Confidentiality: Your name will be kept confidential. Surveys are anonymous unless you choose to volunteer. Data will reported as a whole; individual survey results will not be published.

6. Refusal/Withdrawal: There are no penalties for choosing to not participate. You may withdraw from the study at any time.

Refusal to participate in this study will have no effect on any future services you may be entitled to from the College. Anyone who agrees to participate in this study is free to withdraw from the study at any time without penalty. Refusal to participate will not in any way affect your course grade.

I understand also that it is not possible to identify all potential risks in an experimental procedure, and I believe that reasonable safeguards have been taken to minimize both the known and potential but unknown risks.

* More information on BSC's policy on informed consent

ANY QUESTIONS REGARDING THE CONDUCT OF THE PROJECT OR QUESTIONS PERTAINING TO YOUR RIGHTS AS A RESEARCH SUBJECT OR RESEARCH RELATED INJURY SHOULD BE BROUGHT TO THE ATTENTION OF THE IRB ADMINISTRATOR AT PHONE NUMBER (508) 697-1242.

ANY QUESTIONS ABOUT THE CONDUCT OF THE RESEARCH PROJECT SHOULD BE BROUGHT TO THE ATTENTION OF THE PRINCIPAL RESEARCHER: Marina Su msu@bridgew.edu

Click on "Take a Poll" if you consent to be part of this study.

Appendix D

Online Learning : Attitudes & Practices

An online class is a type of class that is taught primarily via the Internet. This includes classes that are taught 80% online and 20% face-to-face.

Online teaching methods are strategies used in an online course that may be used to enhance learning in the face-to-face classroom.

Directions: Questions 1-5 are background questions. Questions 6-18 are examples of online methods used in your classroom. Mark the choice that best describes you.

1. What grade level do you currently teach?

None

K-4

5-8

9-12

Other

2. On average, how often do students use computers for learning in your classroom (including computer lab time)?

Every day

1-3 times/week

4-6 times/week

Never

3. I learn more information and skills in an online course than I would in a face-to-face course.

Strongly agree

Agree

Disagree

Strongly disagree

4. I learn the same information and skills in an online course than I would in a face-to-face course.

Strongly agree

Agree

Disagree

Strongly disagree

5. I have changed my teaching strategies after taking an online course.

Strongly agree

Agree

Disagree

Strongly disagree

6. ONLINE METHODS USED IN YOUR CLASSROOM: Online chatting (e.g. Instant Messenger, virtual classroom) between students

Yes, I use or have used

I want to use