Using asynchronous conference to support wiki skills training and SLM development

Using Asynchronous Conferences to Support Wiki Skills Training and Development of Distance Learning Lessons

Sanjaya Mishra, PhDIndira Gandhi

National Open University, India

Structure of the Presentation

• Introduction• Objectives• Review of Related Literature• Methodology• Results and Discussions• Conclusions

Introduction

• Three types of e-learning: supplement to f2f situation, mixed-mode or blended approach, online distance mode

• Interaction is important: learner-learner, learner-content and learner-instructor

• Different technologies used including LMS, common applications include use of discussion groups and email (often referred as CMC)

Computer Conferences

• Synchronous and asynchronous• Asynchronous conferences help to encourage

reflection, allow participation in discussion, help tutors to provide support and observe student progress

• Creation of a community of learning/ community of practice

• Requires high degree of learner maturity, motivation and proficiency in use of both English language and technology

Significance and Objectives

• Asian learners participate less in discussions in classrooms

• Online scenario reduces this, but power distance (social inequality and relationship to authority) may influence online communications

• In this backdrop, the objectives of the study were to:– Examine the degree of participation in CMC;– Analyse the nature of 'online support' in asynchronous

conferences;– Assess the wiki skills development amongst participant

trainees; and– Evaluate the online support through trainee feedback.

Review of Related Literature

• Most studies agree that interaction is key to learning• Various ways of looking at interactions in CMC: social

constructivist model, transcript analysis, community of inquiry, etc.

• Less emphasis on “Learner Support”, but there are references to support through scaffolding techniques, mentoring, etc.

• Development of critical thinking and knowledge construction were major focus in majority of studies.

Methodology

• Context: One Asian Open University• Primary Task: SLM writing skills • Participants: Open University teachers and NGO

workers involved in SLM writing for school level• Female (07), Male (23)• Five stage approach to training• Technology used: WikiEducator, Google Group,

Email• Instruments used: TAPOS developed by the author

and questionnaire feedback

Results and Discussions

Major Threads in Discussion Group

4.409April 29- May 1Copyright Material Uploaded

12.7426March 31- April 15Status of Chapter Creation

2.906March 24-25Reminder to Complete Chapter Creation and Uploading to WikiEducator

3.908March 12- April 2Follow-up on Your Activity

1.904Feb 29- March 1Post F2F Workshop Activities Improves Learning

4.910Feb 15-March 11Chapter Creation Work

2.405Feb 5-9Lesson 7: Working on Your Project Lesson

7.8416Feb 1-6Writing Materials for Distance Learners

1.904Jan 28-29Lesson 3: Basic text Formatting and Editing

5.311Jan 27- Feb 12User Account created

8.317Jan 24- 30Introduction to Wiki and Creating WikiEducator account

24.550Jan 22- Feb 29Introduction

%Number of postings

Effective duration Threads

Most Postings by Participants

88

18 1611

7 7 7 6 5 4

0

10

20

30

40

50

60

70

80

90

100

OF Z M R N T P F A K

Users

Nu

mb

er o

f p

ost

ing

s

Most Postings by Month

77

53

27

41

6

0

10

20

30

40

50

60

70

80

90

Jan Feb Mar Apr May

Months

Nu

mb

er

of

Po

sti

ng

s

Nature of Online Support

1.4704Not related (NR)

2.5707Push to explore (PE)

1.4704Encouraging articulation (EA)

0.7302Fostering reflection (FR)

2.5707Coaching (C)

11.3931Feedback (F)

4.4112Managerial support (MS)

7.3520Questioning, clarifying, explaining (QCE)

4.4112Direct instruction (DI)

7.3520Social and cognitive acknowledgement (SCA)

20.5856Affective support (AS)

14.3339Welcome, introductions and communication of expectations (WIC)

5.5115General advice and suggestions (GAS)

16.5445Task Response (TR)

%FrequencyCategories

User Page Creation and Support

100 (60.24)558 (51.38)16No

66 (39.75)528 (48.6)07Yes

Total support edits (%)

Total edits by users (%)

No. of users

WikiEducator user page created

Beginning of SLM work and Wiki Skills

12 (7.22)88 (8.10)05After April 26

08 (4.81)13 (1.19)02Between Feb 15-April 25

102 (61.44)476 (43.86)12Between Feb 6-14

44 (26.5)494 (45.21)04 Up to Feb 6

Total support edits (%)

Total edits by users (%)

Number of persons initiated wiki work

Period

Feedback on Online Support

1.263.6I can develop lessons on WikiEducator with little support/without support

1.113.68The remedial support provided to learn was excellent

0.964.0The Online Facilitator replied promptly to my mails

0.833.76The Online Facilitator clarified my doubts

1.073.84I improved my chapter based on the feedback and guidelines

0.734.04The personal feedback given to me through email was useful

0.904.16The Online Facilitator motivated me to complete my chapter

0.834.02The Online Facilitator encouraged me to work on the chapter

1.083.64The instructions provided through Google Group was clear

0.934.02The guidelines on WikiEducator to develop chapter was useful

Standard deviation

MeanStatements

Silence in Online Discussions

RankFrequencyReasons

120Poor access to Internet and email

51Health related problem

42Task not related to my interest

51Task not related to my work/job

312Difficulty in using WikiEd

42Difficulty in understanding SLM concepts

42Work pressure at home

214Work pressure at office

312Lack of time

Conclusions

• Twenty three participants developed SLM on WikiEducator

• Google Group used like a task reporting tool• Access to Internet promote more use and mastery of

Wiki skills• Template driven approach more suitable• Poor access situation demands f2f training• Need for self-regulation in online learning • TAPOS useful to support online tutor training