Bruno Poellhuber

Distance Students' Readiness for and Interest in Collaboration and Social Media.

Purpose – The purpose of this paper is to describe how researchers from four large Canadian distance education or dual mode institutions conducted a survey aiming to describe the use of and interest in social software and Web 2.0 applications by distance education students and to measure their interest in collaborating with peers.Design/methodology/approach – In order to do this, an online questionnaire was distributed to students from four large Canadian distance education institutions. A systematic sampling procedure led to 3,462 completed questionnaires. The results show that students have diverse views and experiences, but they also show strong and significant age and gender differences in a variety of measures, as well as an important institution effect for interest in collaboration.Findings – Males and younger students score higher on almost all indicators, including cooperative preferences. In this paper the authors review quantitative results from the survey from earlier work (Poellhuber et al.) a...

Change Process of Two Postsecondary Teachers in the Early Adoption of an Active Learning Classroom

There is a growing interest for specialized classrooms, termed active learning classrooms (ALC), which are designed to facilitate the use of active learning methods and information and communication technologies (ICT) by students. Thanks to pioneering studies such as SCALE-UP, there is a better understanding of the benefits of these classrooms and the pedagogy taking place in them. Teachers accustomed to traditional classes have to change many aspects of their pedagogy in order to reap the benefits of the ALCs, however. The purpose of this research is to gain a better understanding of the adoption process of an ALC by teachers and how its adoption modify teaching preferences and practices. Relying on an in-depth case study methodology founded on interviews and questionnaires about the adoption of innovations (CBAM), Approaches to Teaching Inventory, technopedagogical competencies and collaborative, competitive or individual teaching preferences, this article describes the cases of two teachers who used an ALC over a three-semester period. The results show that the teachers develop their courses quickly, with an emphasis on the active learning aspects of their pedagogy rather than on ICT integration, and that there are a lot of personal and management concerns. When the pedagogical changes are stabilized, the teachers retained their personal concerns about the innovation and were highly motivated to collaborate with other ALC users. Finally, apparently minor increases in student-centred teaching approaches result in significant pedagogical changes when they are studied qualitatively. These changes did not lead to a reduction in teacher-centred teaching approaches, suggesting that a significant portion of teacher-directed activities remain.

Using the TAM and Functional Analysis to Predict the Most Used Functions of an Active Learning Classroom (ALC)

Since the pedagogical reform undertaken in the field of physics teaching with the SCALE-UP project, research has shown that active learning classrooms (ALC) can lead to substantial gains. The reflection on ALC is now burgeoning, with this area being the number-one focus of university technological investments in 2017. However, even though a kind of ALC standard has emerged (teacher pod at the centre of the room, round tables, a projector for each table, etc.), very few researchers actually investigate the precise layout of ALCs and which particular features are the most important from the students’ perspective. This is precisely what this study aims to do, relying on the TAM (Technological Adoption Model). The study took place in three colleges located in Quebec which had installed an ALC using a functional analysis approach. In this process, nine functions were identified. A single-items questionnaire was developed around a modified TAM (including interest) and sent to 352 students who rated the frequency of use, utility, interest and ease of use of each of the nine functions. Qualitative data were collected through group interviews with students. Average scores were computed for each construct with the nine functions and they showed satisfactory consistency. Automated text analyses were conducted on the answers to the open-ended question. The results show that from the students’ perspective, the most important functions are related to features that facilitate group work (having a team table and using wall surfaces that can support image projections and annotations). Being able to use computers supplied by the college, connect student-owned devices to the team projector and annotate projection surfaces also ranked high. The correlation between frequency of use, interest, utility and ease of use is high and statistically significant. The qualitative data show that having comfortable, movable chairs is also important. The special look and feel of an ALC also seems to make students more comfortable. On a less positive side, some students indicate that visual obstruction is an obstacle in the periods when the teachers lecture in the class. These results may support cost-effective ALC design.

CSCL for teacher professional development

Within the last fifteen years, many colleges of the province of Quebec in Canada have been faced with low admission rates in some less popular technical programs. The increased financial burden for these institutions and the enhanced task burden for teachers working with small groups of students threaten the quality of teaching and learning. In order to cope with this situation, computer-mediated collaboration (telecollaboration) was used to provide teachers with the opportunity to work with colleagues from other colleges who teach similar courses. In this short paper, the impacts of telecollaboration on resources diversity and teacher professional development are examined. After four semesters of experimentation, questionnaires and interviews suggest that teachers learned from their colleagues as they shared ideas and acquired pedagogical and technopedagogical knowledge and skills.