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The impact of reading online for graduate students
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EYE STRAIN and LEARNINGStories from Graduate Students on Online Readership
Kelly EdmondsUniversity of Calgary
STUDY PURPOSE
To gain feedback from graduate students who worked with digital text in online courses
Design implications
Study focus: analyzing students’ reactions to the constructs of online text its integration into curriculum its differences from traditional forms of text
display the identification of alternate means to learning
online
ONLINE TEXT definition
Viewing content through:
• articles in electronic journals• online discussion postings from fellow classmates• emails messages from group members• information in linked websites• web-based notes uploaded by instructors
CONCEPTUAL FRAMEWORK
Increases in student enrolment in graduate studies - some postsecondary institutions are turning to online learning as a solution
Instructors’ favour text over other media options in online courses
Increase in electronic resource use, such as library databases, for learning materials
Need more studies that address the impact of these approaches to uncover past experiences, successes and challenges
THEORETICAL FRAMEWORK
Characteristics of Adults as Learners (CAL) model by Cross (1981) Focus on who adult learners are, why they
participate, and how they learn Adults learners have unique needs affected by
personal and situational characteristics
Model draws on the theory of Malcolm Knowles and his notion of andragogy Adults desire autonomy and choice in their
learning Use their past experiences to ground their
learning Take a practical stance towards what they
learned
LITERATURE REVIEW (2004, 2005, 2006)
Flexibility and access
Control Self-pace
Loss in readability Eye strain Can’t highlight passages Less permanent Supplementary Video better Not improve learning;
surface learning Print to save time; costly Source quality concerns
For Online Text Not for Online Text
METHODOLOGYNarrative inquiry
NARRATIVE INQUIRY
The study of experience under story on three dimensions: time, place, and social (Connelly & Clandinin, 2006) To capture the experience of learners when
interacting with online text to understand How they use, interpret, and learn from various
forms of digital text Researcher added her voice 6 online graduate students: Masters and
doctoral Interviews (via Elluminate) with simple
questions, 2 week reading diary, and text samples
Analyzed for themes
FINDINGS... their stories
TER
RY
Intellectual chess game
“TERRY” small rural town in southern Alberta assistant principal family* time was limited* enjoyed learning and debating ideas forced him to articulate his ideas
Terry preferred an open learning environment where he could grow and be challenged, and develop emergent work together with other students using information and communication technologies
TO
NY
Life is a journey
“TONY” from the northern territories reflective of his life
adventuresome in spirit felt a depth from living among the native
culture and spirit experienced learning fully felt wealthy with his time given to study frustrated when fellow students did not
commit in the same way visual learner - did not like live
discussions dissertation: oral history
text offered a level of intimacy not found in face-to-face exchanges
Tony saw online learning as oral learning with its opportunities for personal communication
SU
SA
NStrong sense of community
“SUSAN” elementary teacher for 25 years public school in an urban area in
Saskatchewan interacting with others to learn working together, sharing skills and
tasks, and building rapport as important aspects of learning
preferred discussing content than reading about it
did not read all text online – skimmed postings/emails; printed articles*
Susan preferred to read online, gather all text online, or if needed, borrow a book from her local library than building a personal library.
JEN
NIF
ER
New online learner
“JENNIFER” special education teacher in a
northern rural town in Saskatchewan conventional learning style struggled with juggling the content
while learning to use the technology social aspect of learning online both
puzzling and intriguing; leery of virtual group members
enjoyed the different perspectives of fellow students who worked in various career and places in the world
Jennifer was aware of the significance of words and text online, and believed writing conveys well how one perceives
RO
BER
TSpecialized in info processing online
“ROBERT” managed faculty development for
instructional skills at a post-secondary institution in a large urban centre in Alberta
full family life strategic about how he engaged online;
post responses after reflection* online classes were more permanent,
dynamic, and always available vs f2f enjoyed group work, online dialogue,
being accountable enjoyed hands-on problem; exploring
materials and software in the online Needed freedom in his learning; learn non-
linearly
Robert organized his time and resources so he could constantly be processing information throughout his day.
SA
RA
HEyes of an instructional designer
“SARAH” worked and lived in an urban centre in
Alberta found it easier to work online versus
traveling to campus for school needed the instructor to provide a focus for
her lessons guidance helped her manage complex readings,
develop coherent thinking, and apply ideas to her work
eventually learned to relax online negative physical effects of reading online wanted less quantity of work and content
more use of advanced technologies to help learners work deeper with concepts
Sarah considered herself as an analytical and logical learner who struggled with online learning and its various activities and material formats calling on new learning styles.
RECAP OF PARTICIPANTS
Terry: Intellectual chess game Tony: Life is a journey Susan: Strong sense of community Jennifer: New online learner Robert: Specialized in info processing online Sarah: Eyes of an instructional designer
DISCUSSION: ONLINE TEXT
Web’s propensity Search info Multi resources Browsing text Non-linear uses Associative linking
Static less useful vs interactive multimedia
Eye strain; aging Can’t highlight, note Juggling time; print
Supplementary use
Agreed with Lit Not the same as Lit
CONCLUSION
Gap in literature: Context of learners Personal learning
preferences Characteristics of
adult learners Personal and
physical development
This study: Holistic story Narrative inquiry Participants’ preferences Personal context and
situation Struggles:
Life responsibilities Time constraints Physical strain Learning styles Various online modes Interacting with others
Informing instructional design
Cross (1981) suggested the awareness of personal and situational characteristics of students may require providing curriculum that is authentically diverse in format and activity, provides students with choice, and allows relevancy in their work.