The Challenges of Doing Educational Research: Exploring the Layers of Online, Flexible and Distance Learning
1. The Challenges of Doing Educational Research:
Exploring the Layers of Online, Flexible and Distance Learning
Professor Mark Brown
Director, National Institute for Digital Learning
14th February, 2014
2. About Mark…
Currently…
• Director, National Institute for Digital Learning
• Treasurer and executive committee member of ASCiLiTE
• Member of the NZ National Tertiary Teaching Excellence Academy
Previously…
• Director, National Centre for Teaching and Learning
• Director, Distance Education and Learning Futures Alliance (DELFA)
• President, NZ Association for Open, Flexible and Distance Learning
• Recipient of National Award for Sustained Excellence in Tertiary
Teaching
Email - mark.brown@dcu.ie
Slideshare – mbrownz
Twitter - @mbrownz
14. 1. Value of Higher Education
In the US…
http://trends.collegeboard.org/education_pays
15. 1. Value of Higher Education
Smoking Rates Among Individuals Ages 25 and Older,
by Education Level, 1940–2008
Smoking Rates Among Individuals Ages 25 and Older,
by Education Level, 1940–2008
17. 1. Value of Higher Education
Canada
Half of GPD growth
is related to labour
income growth at
the tertiary level.
18. 1. Value of Higher Education
Impact…
So called “big data” supported by powerful
narratives have the potential to significantly
change government policy and widen
educational access.
27. 2. Benefits of an institutional MOOC initiative
Guiding question…
What benefits have arisen from Massey
University’s
participation
in
the
Open2Study initiative?
30. 3. Insights from first-time distance learners
• Issues around attrition and completion are complex
• Further investigation required of the ‘soft’ factors
• There is a growing body of literature on first year
experience
• Gap in the literature on the experiences of (first-time)
distance learners
• Gap in the literature on the experiences of being an online
learner
• Dearth of research presenting the learners’ voice
31. 3. Insights from first-time distance learners
Research objective…
To improve the supports and services available
for first-time distance learners.
Guiding question…
What are the experiences of being a first
time distance learner from a student
perspective?
32. 3. Insights from first-time distance learners
Methodology…
• Design-based research
• Mixed method approach
• Strong phenomenological dimension
33. 3. Insights from first-time distance learners
Method…
• Phase 1 - Audit of existing services
• Phase 2 - Baseline and end of semester
survey
• Phase 3 - Stories of first-time distance
learners in their own words
• Weekly video diaries using Sony bloggie™
(22+ hours of footage)
34. 3. Insights from first-time distance learners
30 –– 39 years
30 39 years
Maori
Maori
44 papers (units)
papers (units)
College of Humanities
College of Humanities
Remote location
Remote location
Not employed
Not employed
77 children
children
35. 3. Insights from first-time distance learners
1. Stories ‘add flesh’ to the
a distance learner.
‘soft factors’ of what it means to be
2. Distance learning is perceived to enable tertiary study to fit
around other life commitments; but first-time distance students
have relatively little conception of the actual demands of
studying from a distance.
3. Efforts to support distance learners need to be strategically
targeted and recognise the challenges of promoting success
and a strong sense of belonging beyond just the first few
weeks of study.
http://www.dehub.edu.au/publications/reports/
36. 3. Insights from first-time distance learners
Impact…
I
N
T
E
R
V
E
N
T
I
O
N
S
Study Life Cycle
38. Conclusion
The question is the answer…
• Who is telling the story?
• What is the story they are telling?
• What story isn’t being told?
• What’s missing from the story?
Indeed the current funding model for HE is working against traditional distance learners as this recent newspaper clipping illustrates. There are currently serious questions being asked about the value and return on investment of distance education.
Moving on up: Ministry of Education
Smoking
Smoking rates in the United States increased in the 1940s, leveled off at about 45% in the 1950s, and began a steady decline in the late 1960s. College graduates were at least as likely as others to smoke before the medical consensus on the dangers of smoking became clear.
By 1970, when information was widespread and clear public warnings were mandatory, the smoking rate among college graduates had declined to 37%, while 44% of high school graduates smoked.
Over the decade from 1998 to 2008, the smoking rate continued to decline rapidly for adults with at least some college experience, but more slowly for others. The percentage of four-year college graduates who smoked declined from 14% to 9%, while the rate for high school graduates declined from 29% to 27%.
In 2008, only 6% of adults with advanced degrees smoked, and half of them reported trying to stop smoking in 2008.
Among smokers with some college, an associate degree, or a bachelor’s degree, 46% to 48% of smokers tried to stop. Forty-one percent of high school graduates and 44% of adults with less than a high school diploma reported making this effort.