“It Needs to be Better than Face-to-Face”: Introducing Elluminate into a Social Sciences Distance Learning Programme

Middleton, Dave; Smith, Donna

doi:10.11120/elss.2013.00016

Cited by 4 publications

(7 citation statements)

References 11 publications

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“…Students' reluctance to use the microphone has similarities with the findings of earlier studies (Middleton and Smith 2013;Smith and Smith 2014). Online environments have been conceptualised as 'uncanny spaces' (Bayne 2008), where students experience uncertainty in terms of people seeming ghostly or disembodied.…”

Section: Discussionmentioning

confidence: 60%

“…Polling tools, for example, allowed shy students to express opinions confidently, without feeling judged. Questionnaires returned by psychology students at The Open University suggested a reluctance to use the microphone (Middleton and Smith 2013). Up to 170 students attended these sessions; these unusually high numbers are likely to have affected experiences.…”

Section: Literature Reviewmentioning

confidence: 99%

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Students’ experiences of synchronous online tuition in health and social care

Chandler

2022

Research in Learning Technology

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This article considers the online tutorial experiences of 10 female undergraduate students studying a health and social care module at a large UK-based university that specialises in distance learning. The research uses the Community of Inquiry as a theoretical framework and takes an experience-centred narrative approach, using Voice-Centred Relational Method to analyse diaries and interviews. The analysis uncovers how tutorial experiences are embedded in the social and cultural contexts of students’ lives and are fitted around their caring roles. These students experience variation in tutorial design and in the tutors’ characteristics. They value friendly, empathetic tutors who enable students’ contributions and respond encouragingly. Students avoid using microphones in tutorials for multiple reasons but enjoy taking an active part via other tools. They appreciate hearing peers’ perspectives and prefer small group sizes. A sense of community is missing, particularly for students with fewer supportive friends, colleagues, or family members. They long to see people’s faces and build relationships. An awareness of students’ contexts and preferences can help educators to enable positive tutorial experiences.

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Section: Discussionmentioning

confidence: 60%

Section: Literature Reviewmentioning

confidence: 99%

Students’ experiences of synchronous online tuition in health and social care

Chandler

2022

Research in Learning Technology

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“…Some studies found students were reluctant to engage with the use of webcams and audio, but reported they were happier to use other tools such as the chat facility, whiteboard and emoticons (Kuo et al. , 2014; Parenti, 2013; Swaggerty and Broemmel, 2017; Middleton and Smith, 2013). The extent of web cam and audio usage was difficult to assess, however it appeared to work best within small group work settings (de Jong et al.…”

Section: Resultsmentioning

confidence: 99%

“…Falloon (2012) suggests the quality of computer hardware and network connectivity was important to enable students to interact in online classes, with others identifying how technology used inappropriately or with poor planning, hampers learning (McBrien et al, 2009;Middleton and Smith, 2013;Donelan and Kear, 2018;Erikson et al, 2020). Some studies found students were reluctant to engage with the use of webcams and audio, but reported they were happier to use other tools such as the chat facility, whiteboard and emoticons (Kuo et al, 2014;Parenti, 2013;Swaggerty and Broemmel, 2017;Middleton and Smith, 2013). The extent of web cam and audio usage was difficult to assess, however it appeared to work best within small group work settings (de Jong et al, 2018;Hopkins, 2010).…”

Section: Overview Of Evidencementioning

confidence: 99%

“…However, the time span of this review, limits some of the usefulness of these findings as newer technological advances such as Whatsapp were not featured. Falloon (2012) suggests the quality of computer hardware and network connectivity was important to enable students to interact in online classes, with others identifying how technology used inappropriately or with poor planning, hampers learning (McBrien et al, 2009;Middleton and Smith, 2013;Donelan and Kear, 2018;Erikson et al, 2020). Some studies found students were reluctant to engage with the use of webcams and audio, but reported they were happier to use other tools such as the chat facility, whiteboard and emoticons (Kuo et al, 2014;Parenti, 2013;Swaggerty and Broemmel, 2017;Middleton and Smith, 2013).…”

Section: Overview Of Evidencementioning

confidence: 99%

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Student and teacher experiences of online synchronous learning

Mallon

Richards²,

Rixon³

2023

JARHE

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PurposeThe outbreak of the COVID-19 pandemic brought about rapid changes in higher education (HE) pedagogies, with universities adding online options to their core face to face offering. The use of technology to facilitate learning has been a mainstay in traditional distance education settings. The paper aims to understand student and teacher experience of synchronous online learning in HE to develop practice and assist those newly coming to online teaching.Design/methodology/approachThe authors conducted a ‘rapid review’ of articles related to this topic over the last 21 years. Thematic analysis of the 61 studies identified for inclusion were; Use of technology, planned pedagogy, comparison of synchronous and asynchronous learning, relationships online, teacher and student attitudes, COVID-19 reflections.FindingsThis study’s findings show many studies examined the transition from classroom to online learning, rather than the experience of being online. Building a community of learning, with interaction between all parties, was central to success in the development of an approach to online synchronous teaching.Research limitations/implicationsFew of the early papers included here expressly explored student and teacher experiences of synchronous learning. Instead, they broadly discussed blended learning, or compared functionality and effectiveness of online teaching, with traditional in person or offline/asynchronous alternatives. An additional drawback was that educators were frequently involved in studies which investigated the experiences of their own students.Originality/valueThis study is one of the few to focus on the experience of staff and students in the online synchronous environment. The results show there is scope to achieve improvement in online learning, through research focussed on how students, lecturers and institutional administrators adapt to the new normal.

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