Acco Inspiratie Event - Presentatie van de keynote van Jo Tondeur & Sarah Howard

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ACCO INSPIRATIE EVENT WHAT’S THE PERFECT BLEND? JO TONDEUR & SARAH HOWARD 20 mei 2021

Towards the perfect blend in Higher Education

Jo Tondeur, Vrije Universiteit Brussel, Belgium Sarah Howard, University of Wollongong, Australia @jotondeur & @sahoward_uow

Problem statement COVID-19 pandemic causes education institutions

around the world to go online

This form of online teaching and learning is often called

'emergency/remote teaching'

Online platforms have been widely used in higher

educaiton, but online teaching was not widespread

This event has resulted in institutions considering how

they may 'blend' teaching and learning in the future

We asked: How ready were teachers for online teaching

and what does this mean for future blended learning? Who's ready?

Online readiness What? 1) how well teachers felt they were prepared for

online teaching (personnel readiness)

2) how well they felt their institutions were

prepared (contextual readiness) Why?

Findings can inform a person-centred approach to

support transitions to online & blended teaching. How? International survey to capture teachers'

teaching characteristics & experience, self-efficacy to teach online, online readiness & institutional support

 Collected data between April - June 2020  1203 total respondents: Higher education teachers (n = 743) included in this analysis  81% had to move all of their face-to-face teaching to online

The Coronline Study

 The majority of respondents had not previously taught online (63%).

 Only 6-7 days to switch to online learning  23% reported insufficient technical support  41% lacked pedagogical support  Significant differences between teachers 

Exploring profiles of online readiness

Were you ready to teach online?

What about blended?

How do I do it?

TPACK is highly personal (Nies, 2015)

TPACK is context specific!

Mateo

Teachers need to bridge the gap between technology, pe dagogy & content knowledge (Voogt et al., 2012)

TPACK?

They must be competent in the 3 forms of knowledge, but more importantly, they must be able to integrate them (Sang et al., 2014; Schmidt et al., 2009)

Ahmed

How do I provide online feedback?

Three dimensions of perceived online presence in this study: - Cognitive activation - Clear instruction - Feedback and assessment (Martin, Budhrani, & Wang, 2019).

Online presence?

Chemin vers la Liberté. Artiest Amani Bodo

I need support to do this well.

Kadija

Institutional support?

Institutional characteristics, such as technical support, pedagogical support, leadership and the school vision are important for the implementation of online learning (Bao, 2020)

gTPACK=TPACK self-efficacy POPCLA=Online presence: Clarity of instruction POPFED=Online presence: Feedback & assessment POPCOG=Online presence: Cognitive activation gPIS=Institutional support PISCO1=Technical support during COVID-19 PISCO2=Pedagogical support during COVID-19

Readiness profiles

gTPACK=TPACK self-efficacy POPCLA=Online presence: Clarity of instruction POPFED=Online presence: Feedback & assessment POPCOG=Online presence: Cognitive activation gPIS=Institutional support PISCO1=Technical support during COVID-19 PISCO2=Pedagogical support during COVID-19

Profile 1: Don't ask me, I only work here.

Profile 1: Don't ask me, I only work here.  Who is in the profile (n = 385)? 

51% women / 49% men in this profile



The least amount of online teaching experience (69% no experience)



6 days to switch to online teaching because of COVID-19

 Responses to remote teaching:  "(…) There are none in comparison with traditional teaching (except that

you can reach out to other students abroad (but this is irrelevant in the COVID-19 situation)".

 "It's important to stress that while institutions do their best to deal with this

situation, the pedagogical impact of online teaching is in no way comparable with traditional teaching where people actually meet and learn so much more indirectly by having that contact".

Profile 1: Don't ask me, I only work here.  "Quick transition puts enor [sic] pressure on students/teachers, trial and error

of new techniques, time of preparation is not taken into account, you work long hours sitting behind your desk, work/life balans [sic] is out of the door,…not taken into account of the institution that not all students and not all teachers gave even access to technology and the needed technology environment and the challenges of home situation is not taken into account"

 "It is a terribly lonely way of teaching that deprives me of the most essential

thing about giving courses, namely the living interaction with my students"

gTPACK=TPACK self-efficacy POPCLA=Online presence: Clarity of instruction POPFED=Online presence: Feedback & assessment POPCOG=Online presence: Cognitive activation gPIS=Institutional support PISCO1=Technical support during COVID-19 PISCO2=Pedagogical support during COVID-19

Profile 2: Hey buddy, could you give me a hand?

Profile 2: Hey buddy, could you give me a hand?  Who is in the profile (n = 385)? 

54% women / 46% of men



61% had no online teaching experience



6 days to switch to online teaching because of COVID-19



Transition to remote teaching was mandatory for 82%

 Responses to remote teaching: 

"It is so boring, for teachers as well as students...I miss the interaction with students and colleagues...I'm very good at explaining, telling stories, using humor to let my students pay attention and to let them remember stuff.

Now, all of that is gone…"

Profile 2: Hey buddy, could you give me a hand?

"The teachers at our institution have all the tools necessary for a "good" online learning setup and they have access to online manuals explaining how to use each tool optimally. "

Now a lot of time is spent on making a plan for online learning. We will learn a lot from this and there will also be a mental shift among teachers, policy makers and students (…). There will be new opportunities.

Institutions play an important role in making available softwares, training for those less familair with new technologies. For some students (especially those who also work) this is an excellent option since they can combine their professional, student and family life easier.

gTPACK=TPACK self-efficacy POPCLA=Online presence: Clarity of instruction POPFED=Online presence: Feedback & assessment POPCOG=Online presence: Cognitive activation gPIS=Institutional support PISCO1=Technical support during COVID-19 PISCO2=Pedagogical support during COVID-19

Profile 3: I am an island

Profile 3: I am an island  Who is in the profile (n = only 63) 

68% of women in this profile!



60% had online teaching experience

 Responses to remote teaching:  "I was teaching courses on integration of technology and therefore it was easier for me to transition as I am comfortable with various instructional technology. Moreover, I have been delivering webinars as professional development or consulting before. My responses might not be typical".  It went better than I thought. I found myself quickly picking up the technical knowledge required to conduct online teaching. But I have invested quite some time in learning technology. Psychologically, it's a must-do situation, which encourages a more open attitude towards online teaching. This can be a good start to rethink about how we can integrate technology into our teaching. But traditional teaching won't be completely replaced because learning through human contact is very important in societies.

Profile 3: I am an island  Responses to remote teaching:  "The current situation has made explicit the learning potentials of digital technologies.

However, as the transition has been imposed by the context and derived from fast governmental decisions, it has also revealed dissimilar degrees of expertise on the part of teachers to use technologies to increase students’ learning achievements, as well as different extents in which primary, secondary and higher education institutions are prepared to face a problem like this".  "The decision of my institution to change the overall teaching into online was informed to teachers the day before the beginning of the academic year. Hence, teachers appeared to feel lost when planning and implementing the design. I have heard also from my students and students of other universities (e.g., family members) that there are different extents and ways of use (e.g., some courses only offer resources and send homework; others use video-conferencing, forums, chats and promote individual, as well as collaborative activities through the online platforms used in each institution)".

SQD Model

How to support change in practice?

The SQD model provides a way to consider both the individual and the institution when changing practice.

The institution

And what about the institution?

The SQD model provides a way to consider both the individual and the institution when changing practice.

Scenarios for support: Less ready Some lecturers are uncertain how they can teach in

the online space. They are struggling to understand how they should be designing online learning and how to best reach their students.

 For lecturers with lower confidence and knowledge

of online teaching, it's important to first address some technical solution -- so they can feel more effective and build confidence.

● Matteo's university Teaching & Learning Centre

suggested he use 'breakout rooms' for group discussions.

● This was a simple solution to Mateo being able to

replicate his F2F classroom practice. It's a simple strategy and one he was able to successfully implement.

Scenarios for support: I'm ready, but

Scenarios for support

Lecturers with higher perceptions of their own

readiness are not looking for technological support.

They are seeking pedagogical support to extend their practice. Some teachers feel the school is setting up unreasonable for online teaching.

They also Institutions expectations need to provide a vision and personfelt there was limitedtosupport and to ceentred approach support forresources online teaching implement online learning in a way that would engage and learning. students.

Kadja is looking for 'just-in-time' support to develop online problem-based learning. But, this is not available to her, so she may not follow up on this Thepractice. school can include teachers in discussions about 

creating a vision for online teaching, to build  Ahmed isto looking for guidanceinonchange. developing his commitment and engagement

approaches to online feedback. He was provided  Thewith school needs solution to have that a clear professional a possible fit his needs, which he development strategy and structures to aid can now build on in hissupport own practice.

teacher change processes and fulfil expectations.

Institutional support: Are they ready?

Scenarios for support

Some teachers feel the school is setting up

unreasonable expectations for online teaching. They also felt there was limited support and resources to implement online learning in a way that would engage students. The school can include teachers in discussions about

creating a vision for online teaching, to build commitment to and engagement in change.

 The school needs to have a clear professional

development strategy and support structures to aid teacher change processes and fulfil expectations.

Designing blended learning experiences

Scenarios for support Blended learning is designing content-rich and engaging learning experiences across online and face to face spaces. Some teachers feel the school is setting up

The profiles highlight links between unreasonable expectations for onlinepersonal teaching. They also characteristics, institutional characteristics and felt there was limited support and resources to training implementfor online learning in ateams) way that would engage strategies BL (e.g., design students.

This supports a person-centred approach to professional development – rather than a homogenous approach. The school can include teachers in discussions about creating a vision for online teaching, to build commitment and engagement in change.

The scenariosto illustrate different levels of support needed in – not create a 'perfect blend' but to  an Theinstitution school needs toto have a clear professional support the design of blended learning. development strategy and support structures to aid teacher change processes and fulfil expectations. https://forms.gle/DbYvf4rmEmK8iVTW9…

Towards the perfect blend in Higher Education

Jo Tondeur, Vrije Universiteit Brussel, Belgium Sarah Howard, University of Wollongong, Australia @jotondeur & @sahoward_uow

● Currently collecting data until July 2021

What now? The Coronline Follow-up Study

● Exploring profiles of teachers’ readiness for blended learning

https://forms.gle/DbYvf4rmEmK8iVTW9…

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