1

From e-learning to “distance” learning The case of the University of Ferrara

Giovanni Ganinognngnn@unife.it

SE@ - Centre of communication technologies, innovation and distance learning - University of Ferrara (Italy)

ICELW - The International Conference on E-Learning in the WorkplaceNew York – Columbia University, June 10-12, 2015

2

AbstractThe intention of this research paper is to verify the effectiveness of a learning model known as Distance attendance (FAD), applied in two face-to-face degree courses at the University of Ferrara, during the academic year 2013-14.

In practice some modules of a series of face-to-face degree courses are organized so that they can also be followed through distance learning.

Through the empirical observation (in the virtual environment) of the performance of all the first semester modules that took place through distance learning in the 2013/14 academic year, and a subsequent questionnaire for students, the cognitive artifacts, technological tools and didactic methodologies used were investigated.

3

Introduction - The experience of distance learning at the University of Ferrara (1995 …)

At the end of the 1990s distance learning practices consisted of sending contents through paper and multimedia documents and the checking and self-checking activity.

Behaviorist approach with the delivery of information without interaction.

In the second stage, the evolution of 2.0 technologies towards social and participatory, collaborative, collective and connective intelligence activities enabled the distance learning methodological approach to be changed .

Constructivist area approach: focus on the social and collaborative dimension of learning.

These model were applied to the e-learning degree courses (from 1998-99 until the 2010-11 academic year). After the e-learning degree course experience in Ferrara finished.

4

FAD – Distance Attendance Modelaa.aa. 2013-14

5

1. 31 modules involved, belonging to 2 degree courses and two master's degree courses;

2. 204 students enrolled;

3. the total number of hours of lectures was 941.

FAD - distance attendance model

6

This model introduced a new element:

1. the students in the classroom 2. the students in the virtual classroom3. a different relationship between the participants in the didactic process 4. a new geography of the lecture

FAD - distance attendance model

Presence

Telepresence

7

1. In order to make the distance attendance method effective the distance inside the multifunctional classroom environment needs to be eliminated as much as possible (physical place and place mediated by the screen) to make the didactic space natural.

2. Thus the illusion of not experimenting with any form of technological mediation in the communication process is created, to the extent that people are induced to think that the physical environment is decontextualized or people’s bodies are dephysicalized.

3. The effective use of this mechanism …

a - the naturalization and disappearance of technologyb - and the centrality of the application of the principles to participatory

culture and social networking

… would allow the distance attendance students to enter the classroom.

The correct use, from a methodological point of view, of ICT, functional to the creation of ergonomically suitable environments for this new didactic setting, seemed to be the only guarantee for the success of the experience.

FAD - distance attendance model

8

Teaching methods used in FAD courses

9

The aim of the experiment is to apply, over time, the model to all University of Ferrara modules, in order to:

1. Improve/enrich university teaching through the use of digital technologies and the related didactic paradigms;

2. Construct more flexible university courses in order to allow the didactic process to be personalized, particularly for working students and off-site students;

3. Eliminate the concept of non-attending students;

4. Promote the management of inter-university study courses;

5. Improve student performances;

6. Make the education offered by the University of Ferrara attractive.

10

ANALYSIS OF THE EXPERIENCE

The cognitive artifacts and didactic methods used were investigated through:

1. empirical observation (in the e-learning platform) of the implementation of the chosen modules;

2. the administration of a questionnaire to the students involved in the FAD method.

The work stages are as follows:

1. choice of modules2. cataloguing and analyzing data from a quantitative point of view

(extrapolation of data from the e-learning platform);3. qualitative analysis of the tools used (questionnaire given to students);4. critical review of the initial hypotheses in light of the results achieved

(conclusions).

11

Number of modules involved and hours of lectures trasmitted and recorded

19 modules

620 hours of lessons

109 students

12

The data collected highlighted how almost none of these tools was used.

Teaching methods used in FAD courses

13

Qualitative investigation of web conferencing

The reference parameters (based on which the questionnaire was built) were the theory on which the use of web conferencing is based in the didactic environment: a) audio-visual communication; b) the new relationship created in this multifunctional geography; c) use of technologies.

14

The questionnaire

1. The students’ demographic profile • age• gender• residence• working student

2. The method used for the technological aspects

• internet connection quality• quality of audio and video signals• usability of the Adobe Connect tool

3. How the communication aspects were applied by the lecturer

• legibility of the multimedia resources used• management of the relationship with the students• use of interactive methods• checking the degree of interest and attention of the students in the

virtual classroom

4. A comparative assessment between the lecture in the virtual classroom and the face-to-face lecture

• based on the comprehensibility of the contents (low, medium, high)

• and the possibility of interaction (low, medium, high).

5. An overall assessment of the enjoyment of the experience

• not very useful• quite useful• very useful

FAD mode (109) and sent by email. The response rate was 84.4% - a total of 92 respondents.

15

A summary of the results of the photograph taken (1)

From the analysis of the assessment of technological aspects it

emerges that the model was very popular:

1. the quality of the audio and video signals was given a positive assessment by over 80% of the respondents;

2. the technological platform used was intuitive and easy to use.

16

A summary of the results of the photograph taken (2)

Problems of a communicative and didactic nature seemed to be more common with these aspects being given a positive assessment in only 25% of cases. The clearest limits were as follows:

1. excessive length of the lecture for online enjoyment (72%)

2. poor legibility of the resources used (multimedia presentations) (55%)

3. poor or no attention to students in the virtual classroom: a - either in terms of checking their degree of attention (80%) b - or through the use of synchronous interaction tools (90%)

4. difficulty for the lecturer to manage two audiences,

face-to-face and distance (86%).

17

A summary of the results of the photograph taken (3)

The comparative assessment between the lecture in the virtual classroom and face-to-face based on two main aspects:

1. comprehensibility of contentsmedium/high for 70%

2. Interactionlow for 92%

seems to be disadvantageous for the virtual classroom.

18

A summary of the results of the photograph taken (4)

The overall enjoyment assessment of the experiment is positive:

1. not only among working students for 95% of them it is very useful

2. but also among non-working students for 75% it is quite useful or very useful

19

Conclusion (a)

The analysis of the experience produces a clear picture:

1. What emerges is the absence of 2.0 didactic elements

2. The position of FAD students is therefore penalized compared to the face-to-face students

20

Conclusion (b)

Hence the need to accompany the normalization process with a new didactic model. In practice three elements must be developed: 1. the role of the Technology Center

2. training for university lecturers

3.university policy

The study highlights how distance learning (e-learning) practices are metabolizing into ordinary teaching methods (face-to-face). This, alongside the clearly positive aspects, is leading to the consolidation of fairly ineffective e-learning methods, as a relocation of the face-to-face lecture, now overtaken in evolved distance learning experiences.

21SE@ - Centre of communica\tion technologies, innovation and distance learning - University of Ferrara (Italy)

Giovanni Ganino gnngnn@unife.it

Thanks