Teaching Observations at a distance: the process and the experience of trainees and tutors

Teaching Observations at a distance: the process and the experience of trainees and

tutors

Ayona Silva-Fletcher, Kirsty Fox, Stephen May, Kim Whittlestone The Royal Veterinary College [email protected]

Objectives of the session

•  Background to the Teaching observation by distance at the RVC

•  Research study comparing face to face vs

distance teaching observation •  Modification to both face to face and distance Teaching observation process

Principles and

Practice

Student Learning

Teaching methods

Integrated curriculum

Assessing student learning

Evaluating and

improving practice

Background " Post Graduate Certificate in Veterinary Education

•  Launched September 2010 (face to face version) •  DL version PGCert September 2011

Current Issues

Developing learning materials

Evaluating educational

literature

Developing educational strategies

Developing skills

Self-regulated learners

Compulsory Teaching

Observation

Patchwork texts A ‘patch’ is a short discursive and reflective essay

Final assignment

Patch 1

Patch 2 Patch 3

Patch 4

Dalrymple, R and Smith, P (2008) The Patchwork Text: enabling discursive writing and reflective practice on a foundation module in work-based learning. Innovations in Education and Teaching International 45, 47-54

Developing Critical Reflection

RVC Teaching Observa2on Process

Stage 2 Analysis based on forma2ve feedback

from tutor

Stage 1 Pre-‐session planning

Stage 3 Conduct of the teaching session

Stage 4 Post-‐session feedback and analysis

Stage 5 Cri2cal reflec2on

Pre-Observation

Patch

Post-Observation

Patch

Teaching observation comparison

Face-to-face

Pre-obs patch Observation Discussion Post-obs

patch

Distance Pre-obs patch

Video recording

Skype discussion

Post-obs patch

What?

Why?

So

what?

Challenges: Distance OT

" Explaining the process

" Permission to video

" Video files too big to send

" Scheduling the ‘skype’ discussion

1.  How effective is the teaching observation process either by face to face or the distance learning method?

3.  What is the difference between face to face and the distance learning method in terms of learner and tutor perceptions?

3. Are all the stages of the process necessary

to do an effective teaching observation?

Research questions

From the PG Cert in Veterinary Education programme

20 - face to face 8 – distance 5 - tutors

•  interviewed using a semi-structured

questionnaire. •  interviews were conducted either face to face

or by telephone or skype.

•  The questionnaire had 18 questions

Study participants and methods

•  •  Veterinary Advisor at Vetoquinol UK ltd – UK

•  Independent Veterinary Professional – UK

•  Assistant Professor / Veterinary Anesthesiologist at Virginia Tech – USA

•  Veterinary Nursing Lecturer at The College of Animal Welfare –UK

•  Director of Admissions & Student Services, VA-MD Vet Med for DVM Program –USA

•  Veterinary Nursing Subject Leader Hartpury College –UK

•  Clinical Assistant Professor, Large Animal Surgery – USA

•  Practising Vet in California - USA

The questionnaire was designed to ascertain the opinions, perceptions and attitudes regarding the teaching observation process and the effectiveness during: •  Pre-observation phase

•  feedback before the session

•  teaching session •  Feedback after the session

•  Post-observation analysis and reflection

Results Survey question Major themes from

analysis of responses

Percentage of responders associated with themes (Face to face participants)

Percentage of responders associated with themes (Distance participants)

Question Can you tell me how you felt before the teaching session took place?

•  Extremely nervous

•  A little nervous, but manageable

•  Relaxed/confident/looked forward to it

•  Nervous, but only because of practicalities of filming

15%

55%

30% 0

12.5%

62.5%

12.5%

12.5%

Survey question Major themes from analysis of responses



Question When you submitted your pre-observation patch, 6A and Teaching Plan, did you get feedback from your tutor before the teaching session, and if so, what did you think of it?

•  Yes (generally

helpful/confirmed it was OK, but too late to use, but don’t remember feedback)

•  No (Don't remember getting feedback, didn’t get feedback)

20%

80%

37.5%

62.5%

Survey question

Major themes from analysis of responses



Question What was it like to be observed/filmed?

•  Nervous, but only at start

•  OK, wasn't bothered/made no difference

•  OK, except for filming practicalities

•  More aware than usual in +ve way

•  Aware throughout of being observed; -ve experience

55%

45% 0

15%

15%

25%

25%

50% 0 0




Question Could you talk me through what happened immediately after the teaching session?

•  Immediate feedback (included useful/constructive)

•  Watched the video

•  Did not watch the video, posted to the RVC

100% 0 0

0

75%

25%




Question F2F students only - If the teaching session had been videoed, would you have watched it?

•  No / no response

•  Yes

30% 70%




Question Have there been any changes to your teaching practice since doing the teaching observation?

•  Yes, teaching behaviour/approach to teaching - see footnote 1

•  Yes, practical changes in teaching methods - see footnote 2

•  No

45%

35%

20%

75%

25%

PG Cert. Documenta2on -‐ Views from Tutors and Students

Students Tutors T O documents were useful, but: •  There was a lot of repe22on between documents

•  More guidance was needed how to complete them

§  did not achieve what the tutors intended them for

§  were

generally more descrip2ve, rather than reflec2ve

§  added a heavy workload to already busy schedule

§  found the

post-‐observa2on patch unnecessary

Results summary Participants: •  Pre-observation discussion was useful (F2F) •  Would prefer more teaching observations (F2F and DL) •  Most useful part of the PG cert course (F2F and DL) •  Post-observation patch was unnecessary extra work

(F2F) •  Changed teaching preparation and practice due to the

Observation Tutors: •  We didn’t give enough guidance on the different pre-

observation forms •  There was no reflection on the pre or post –

observation patches •  The DL teaching observations work better, more useful

analysis

Changes

Face-to-face

Pre-obs patch Observation Discussion Post-obs

patch

Distance Pre-obs patch

Video recording

Skype discussion

Post-obs patch

New combined

Pre-obs patch

Video recording

Post-obs patch

Discussion (F2F or Skype)

Conclusions

" Teaching observations can be done effectively at a distance

" Guidelines & instructions need to be really detailed and clear!

" Getting the trainees to watch the teaching video and doing a critical reflection could be more effective than a face to face observation

Further reading

" Anderson, T. & Dron, J. 2010. Three generations of distance education pedagogy. The International Review of Research in Open and Distance Learning, 12, 80-97.

" Dalrymple, R. & Smith, P. 2008. The Patchwork Text: enabling discursive writing and reflective practice on a foundation module in work-based learning. Innovations in Education and Teaching International, 45, 47-54.

" Gosling D, Mason O’Connor K (2009) Beyond the peer observation of teaching. SEDA Paper 124

" Scoggins, J. & Winter, R. 1999. The patchwork text: A coursework format for education as critical understanding. Teaching in Higher Education, 4, 485-499.

" Winter, R. 2003. Contextualizing the Patchwork Text: addressing problems of coursework assessment in higher education. Innovations in Education and Teaching International, 40, 112-122.

Acknowledgements •  CDE for providing a grant •  PG Cert Vet Ed participants 2010 -12

Tutors: Prof Stephen May Dr Vicki Dale Mr Kim Whittlestone Mrs Kirsty Fox

Interviews conducted by: Mrs Maureen Taylor