The Use of Whiteboards in Synchronous Online Drop-

In Tutorials in Distance Delivered Courses

Lawton Shaw

Centre for Science

Outline

• Background & Review

• The Pilot Project

• Demonstration

• Student Survey Results

• Conclusions

• Acknowledgments

Challenges in Tele-tutoring

• Auditory, Visual, Kinesthetic Learning Styles

How does a strong visual or strong kinesthetic learner actually learn much over the phone?

Challenges in Tele-tutoring Learning Styles

Challenges in Tele-tutoring Semiotics, or How the story is told

Semiotics: “the study of signs and symbols in various fields” (Oxford dictionary)

• Many academic disciplines are communicated through a system of symbols: philosophy (logic), linguistics, physics, chemistry, biology, mathematics, statistics, accounting, finance…

Semiotics of Chemistry

Language of chemistry:- chemical symbols- visual abstractions of

molecules- mathematical

descriptions

Can we address some of these challenges with online

whiteboards?

Whiteboards in Education

• Extensive literature on classroom applications1

• Limited applications in DE

1for example, Smith, H.J., Higgins, S., Wall, K., Miller, J. (2005) J. Comput. Assist. Lear. 21, 91-101

“Phone + whiteboard”

• 1-on-1 tutor/student

• Very easy to implement

• Quite effective

• Pilot in AU math courses (Julie Peschke and Konrad Michalski)

“Text + whiteboard”

• Commercial tutorial services2-3 and in institutions4-6

• 1-on-1 tutor/student

• No audio (interaction is hindered)

2Bourke, C. (2007) Aplis 20:2, 67-713Smartthinking.com: http://www.smarthinking.com/4TVOntario Independent Learning Centres: http://www.ilc.org/5Smith, G.G., Ferguson, D. (2004) Int. J. Math. Educ. Sci. Tech. 35:5, 681-6956Online Classroom June 2005, 5

“Text + audio + whiteboard”

“Elluminate approach”

• Auditory, Visual, Kinesthetic Learning Styles

• BONUS: Multiple participants!

(opportunities for interesting social aspects)

Online Synchronous Drop-In Tutorial using Elluminate

Pilot Project:“Online Synchronous Drop-In

Tutorial using Elluminate”

• “Drop-in” online tutorial

• Supplement to I.S. tutoring

• 12 weeks• 3 evenings per week• 8:00-10:00 pm MST

Tuesday Wednesday Thursday

CHEM 217, 218, 330

(general & environmental chem)

CHEM 217, 218, 330

(general & environmental chem)

CHEM 350, 360

(organic chem)

Required Hardware

• Graphic tablet for tutor

• $150 – 250 for a 6 x 8 tablet

• Microphone & speakers (usually an existing PC component)

Pilot Project

Notification:

• Students were sent weekly group emails (bcc) announcing the weekly schedule, link to an anonymous online survey

• At end of survey, provided link to Elluminate class

DEMO

Survey StructureHave you used the online drop-in chemistry tutorial before?

No Yes

Question sets on:- Age/Gender- Location- Courses- Length of time in course- Previous tutor contact- Technological savvy- Access to Technology

Question sets on:- Number of visits- Evaluation of Elluminate- Ellumination tools used- Qualitative free-response

Correlate usingIP addresses

Link to Elluminate

Student Participation Rate

• Over period of study, 245 students were enrolled in the 5 chemistry courses

• 171 students visited at least once

70% participation rate17% completed evaluation survey

• Single visits: 157 students (91.8 %)• Multiple visits: 14 students (8.2%)

Evaluation by Students

• 97% found it easy to get started in Elluminate

• 90% found it easy to use Elluminate as a virtual classroom

• 97% found the sound quality acceptable

Time Use

• Average 5.1 min wait time

• Average 7.0 min spent on their question

• 70% found other students present when they logged in

• 67% watched/listened to tutor answering other questions

“Satisfaction”

• “Is the online whiteboard an effective teaching tool?” -100% Yes

• “Do you think this technology is helpful in learning chemistry at a distance?” - 100% Yes

• “Would you use the online drop-in tutorial again?” - 100% Yes

• “Would you recommend using the online drop-in tutorial to someone you know?” - 100% Yes

• “Do you think this tutorial mode should be available to students on an ongoing basis?” - 100% Yes

Some Student Comments

“watching and listening to other student's questions was a great learning experience. It was somewhat like sitting in a lecture hall listening to other student's questions after a lecture…”

“I really, really liked it! I found it very helpful - both in getting my own questions answered & also when listening to other student's questions. Even to know they sometimes had the same problems I did with some concepts was helpful. Or sometimes they thought of it in a different way, which was good to know & added to my understanding. “

“I enjoyed it very much. Being part of an actual tutor/exchange made me feel like I was part of a class community. Until now, I have felt very isolated while taking this course...“

Biases Affecting RepeatStudent Participation

Participation by Gender

0

10

20

30

40

50

60

70

80

All Chemistry AllParticipants

Multiple Visit Single Visit

%

Female

Male

Participation by Age Group

0

5

10

15

20

25

30

35

40

45

50

All Chemistry AllParticipants

Multiple Visit Single Visit

%

20 or under

21-25

26-30

31-35

36 or older

How comfortable are you with technology?

0

10

20

30

40

50

60

Not verycomfortable

Somewhatunconfortable

Somewhatcomfortable

Verycomfortable

%

Multiple Visit

Single Visit

Biases Affecting Repeat Student Participation

• Initially attracts more female students, but more males come back.

• Older student population

• Time zone effect

• Number of chemistry courses enrolled in

• Comfort with technology

The Future

• Plans to bring back on-line drop-in tutorial in Chem 217/218, in same format as pilot study

• Supplement to Individualized Study tutor model

Challenges to Broad Application

• Institutional support of offering numerous online drop-in tutorials simultaneously ($$)

• Collective agreement changes if it replaces phone tutoring

• Tutor buy-in

Conclusions

• Very high degree of student satisfaction

• Elluminate is suitable for this teaching application

• Demographic differences between multiple-visit and single-visit students

Acknowledgments

• Tutors: Jim Robinson and Lois Browne• Elluminate: Shubhash Wasti• PSP Surveyor: Mawuli Kuivi• Learning Services Tutorial: Cindy Kilborn,

Rachelle Reid• Institutional Studies (AU)• Julie Peschke, Konrad Michalski, and Steve

Swettenham for useful discussions• Athabasca University for MCR Funding

Thank you for your time.