From e-learning to “distance” learning
The case of the University of Ferrara
Giovanni Ganino
gnngnn@unife.it
ICELW - The International Conference on E-Learning in the Workplace
New York – Columbia University, June 10-12, 2015
SE@ - Centre of communication technologies, innovation and distance learning - University of Ferrara (Italy)
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Abstract
The intention of this research paper is to verify the effectiveness of a learning
model known as Distance attendance (FAD), applied in two face-to-face degree
courses at the University of Ferrara, during the academic year 2013-14.
In practice some modules of a series of face-to-face degree courses are
organized so that they can also be followed through distance learning.
Through the empirical observation (in the virtual environment) of the
performance of all the first semester modules that took place through distance
learning in the 2013/14 academic year, and a subsequent questionnaire for
students, the cognitive artifacts, technological tools and didactic methodologies
used were investigated.
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Introduction
- The experience of distance learning at the University of Ferrara (1995 …)
At the end of the 1990s distance learning
practices consisted of sending contents
through paper and multimedia documents
and the checking and self-checking activity.
In the second stage, the evolution of 2.0
technologies towards social and participatory,
collaborative, collective and connective intelligence
activities enabled the distance learning
methodological approach to be changed .
Behaviorist approach with the delivery
of information without interaction.
Constructivist area approach: focus on the
social and collaborative dimension of
learning.
These model were applied to the e-learning degree
courses (from 1998-99 until the 2010-11 academic year).
After the e-learning degree course experience in Ferrara
finished.
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FAD – Distance Attendance Model
aa.aa. 2013-14
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FAD - distance attendance model
1. 31 modules involved,
belonging to 2 degree
courses and two
master's degree
courses;
2. 204 students enrolled;
1. the total number of
hours of lectures was
941.
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FAD - distance attendance model
This model introduced a new element:
1.
2.
3.
4.
the students in the classroom
the students in the virtual classroom
a different relationship between the participants in the didactic process
a new geography of the lecture
Presence
Telepresence
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FAD - distance attendance model
The correct use, from a methodological point of view, of ICT, functional to the creation of
ergonomically suitable environments for this new didactic setting, seemed to be the only
guarantee for the success of the experience.
1. In order to make the distance attendance method effective the distance inside the
multifunctional classroom environment needs to be eliminated as much as possible
(physical place and place mediated by the screen) to make the didactic space natural.
1. Thus the illusion of not experimenting with any form of technological mediation in the
communication process is created, to the extent that people are induced to think that
the physical environment is decontextualized or people’s bodies are dephysicalized.
1. The effective use of this mechanism …
a - the naturalization and disappearance of technology
b - and the centrality of the application of the principles to participatory culture and
social networking
… would allow the distance attendance students to enter the classroom.
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Teaching methods used in FAD courses
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The aim of the experiment is to apply, over time, the model to all University of
Ferrara modules, in order to:
1. Improve/enrich university teaching through the use of digital technologies
and the related didactic paradigms;
2. Construct more flexible university courses in order to allow the didactic
process to be personalized, particularly for working students and off-site
students;
3. Eliminate the concept of non-attending students;
4. Promote the management of inter-university study courses;
5. Improve student performances;
6. Make the education offered by the University of Ferrara attractive.
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ANALYSIS OF THE EXPERIENCE
The cognitive artifacts and didactic methods used were investigated through:
1. empirical observation (in the e-learning platform) of the implementation of the
chosen modules;
2. the administration of a questionnaire to the students involved in the FAD
method.
The work stages are as follows:
1. choice of modules
2. cataloguing and analyzing data from a quantitative point of view
(extrapolation of data from the e-learning platform);
3. qualitative analysis of the tools used (questionnaire given to students);
4. critical review of the initial hypotheses in light of the results achieved
(conclusions).
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Number of modules involved and hours of lectures trasmitted and recorded
19 modules
620 hours of lessons
109 students
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Teaching methods used in FAD courses
The data collected highlighted how
almost none of these tools was used.
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Qualitative investigation of web conferencing
The reference parameters (based on which the questionnaire was built) were the
theory on which the use of web conferencing is based in the didactic environment:
a) audio-visual communication;
b) the new relationship created in this multifunctional geography;
c) use of technologies.
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The questionnaire
1. The students’ demographic profile
•
•
•
•
age
gender
residence
working student
2. The method used for the
technological aspects
•
•
•
internet connection quality
quality of audio and video signals
usability of the Adobe Connect tool
3. How the communication aspects
were applied by the lecturer
•
•
•
•
legibility of the multimedia resources used
management of the relationship with the students
use of interactive methods
checking the degree of interest and attention of the students in the
virtual classroom
4. A comparative assessment
between the lecture in the virtual
classroom and the face-to-face
lecture
•
•
based on the comprehensibility of the contents (low, medium,
high)
and the possibility of interaction (low, medium, high).
5. An overall assessment of the
enjoyment of the experience
•
•
•
not very useful
quite useful
very useful
FAD mode (109) and sent by email. The response rate was 84.4% - a total of 92 respondents.
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A summary of the results of the photograph taken (1)
From the analysis of the assessment of technological aspects it
emerges that the model was
very popular:
1. the quality of the audio and video signals was given a positive
assessment by over 80% of the respondents;
1. the technological platform used was intuitive and easy to use.
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A summary of the results of the photograph taken (2)
Problems of a communicative and didactic nature seemed to be
more common with these aspects being given a positive assessment in only 25%
of cases.
The clearest limits were as follows:
1. excessive length of the lecture for online enjoyment
(72%)
1. poor legibility of the resources used (multimedia presentations)
(55%)
1. poor or no attention to students in the virtual classroom:
a - either in terms of checking their degree of attention
b - or through the use of synchronous interaction tools
(80%)
(90%)
4. difficulty for the lecturer to manage two audiences,
face-to-face and distance
(86%).
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A summary of the results of the photograph taken (3)
The comparative assessment between the lecture in the
virtual classroom and face-to-face based on two main aspects:
1. comprehensibility of contents
2. Interaction
medium/high for 70%
low for 92%
seems to be disadvantageous for the virtual
classroom.
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A summary of the results of the photograph taken (4)
The overall enjoyment assessment of the experiment is positive:
1. not only among working students
for 95% of them it is very useful
2. but also among non-working students
for 75% it is quite useful or very useful
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Conclusion (a)
The analysis of the experience produces a clear picture:
1. What emerges is the absence of 2.0 didactic elements
2. The position of FAD students is therefore penalized compared to the faceto-face students
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Conclusion (b)
The study highlights how distance learning (elearning) practices are metabolizing into ordinary
teaching methods (face-to-face). This, alongside the
clearly positive aspects, is leading to the
consolidation of fairly ineffective e-learning
methods, as a relocation of the face-to-face lecture,
now overtaken in evolved distance learning
experiences.
Hence the need to accompany the normalization process with a new didactic model. In practice
three elements must be developed:
1.
the role of the Technology Center
2. training for university lecturers
3.university policy
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Thanks
Giovanni Ganino
gnngnn@unife.it
SE@ - Centre of communica\tion technologies, innovation and distance learning - University of Ferrara (Italy)
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