16 November 2017

One Size Does Not Fit All - Preliminary Findings

On November 13th, anthro everywhere! blogger Jennifer Long continued her One Size Does Not Fit All series where she provides readers with an overview of her new pedagogical research project in collaboration with Ms. Silvie Tanu Halim at the W. Booth School of Engineering Practice & Technology. This research explores mature and non-traditional students' educational experiences where we seek to understand how these perspectives differ depending on our medium of instruction: online (synchronous, asynchronous), or face-to-face.

We left off on Nov 12th discussing how blogger Jennifer Long invited students to participate in their survey.

Although the survey is still open, the following is a line graph outlining when we received our 86 responses (thus far):
Figure 1. Responses according to date
As mentioned in previous posts, although we did use incentives to encourage participation, it appears that most participants decided to take part soon after the project was introduced by Blogger Jennifer Long.

Dr. Long attended Ms. Tanu Halim's classes on November 07th (online, yes, I made an appearance in the online course) and November 9th (in class). November 7th sees the greatest spike. This spike can perhaps be accounted for, if we consider that students were already in front of their computer when they were invited to participate in an online survey. The second spike appears to be on the Sunday or Monday following my visit to the classroom (after the weekend) on the 10th.

I also thought I'd share some of the aggregated information about those taking part in the survey. When speaking about mature students, it became apparent that the majority of our respondents were between the ages of 21 and 25.
Age Ranges of Participants thus far (Nov 16 2017)
It will be interesting to compare this information with that of other scholars and how individuals 25+ experience education at SEPT when compared to those in the 21-25 category.

What is also informative are their responses to preferences to learning:
Learning Preferences of Mature Students
It will be very interesting to delve into their comments to understand what we see here, that more respondents prefer to learn new course material in-class rather than online.

Check out future posts to learn how the researchers will collect and analyse their data -- or see all posts in the One Size Does Not Fit All research series on our updated page Special Series: Ethnography & ... (formerly "Ethnography & Tourism")

Want to use these findings for your own work? Please cite this source as follows:

  • Long, J., & Tanu Halim, S. (2017, November 16). One Size Does Not Fit All - Preliminary Findings [Web log post]. Retrieved from https://anthrolens.blogspot.ca/2017/11/one-size-does-not-fit-all-preliminary.html

13 November 2017

One Size Does Not Fit All - Encouraging Participation without Coercing Participation

We take up from where we left off on November 8th when anthro everywhere! blogger Jennifer Long continued her overview of her new pedagogical research project in collaboration with Ms. Silvie Tanu Halim at the W. Booth School of Engineering Practice & Technology. All posts that begin with 'One Size Does Not Fit All' describe a project which explores mature and non-traditional students' educational experiences and seeks to understand how these perspectives differ depending on our medium of instruction: online (synchronous, asynchronous), or face-to-face.

We left off on Nov 8th providing a final overview of our survey questions about educational experiences and preferences. Today, we're going to discuss how blogger Jennifer Long invited students to participate in their survey.

As discussed in previous posts, the target population of our research are our own students. To be more specific, they are Ms. Tanu Halim's students. To conduct this research, Ms. Tanu Halim and Dr. Long had to submit an ethics proposal to our university's board of ethics for research projects involving human beings. This is standard practice for any researchers working with consenting individuals. Unsurprisingly, our research board wanted to understand how we'd be mitigating the pressure students might feel if their own instructor is asking them to take part in research.

First, as researchers, we had to outline how our research was voluntary, as in, our participants would not be negatively effected by choosing not to take part. Therefore, our letter of consent included the following text:

Your participation in this study is strictly voluntary. This study is not an assessment component for this course; therefore, your responses will not be evaluated in any way during this study. As such, your grade for your class will not be negatively impacted if you choose to withdraw or not participate in the study. 

We also outlined the potential risks facing students if students chose to take part. For this project, we identified the potential of both psychological and social risks. The following is the text describing how we will try to mitigate these risks:

Psychological risks:
Participants are informed in the online invitation and Letter of Information that this study is voluntary. If worried about the social risk, students are informed in the invitation text and Letter of Information that they can access the survey and choose not to participate while still contributing to the 70% participation threshold. 

Social Risks:
Further, if participants wish not to answer particular survey questions, they will have the option to skip any question they are not comfortable answering. 

As described in the psychological risks, we're awarding everyone in the class a bonus mark once we've hit a 70% response rate threshold. To maintain anonymous responses, we've decide to dole out these bonus marks to everyone as we're not collecting their identifying information. This could however make some students feel forced to take part and therefore, we've included an option where students can click on the survey and then decide not to take part (selecting 'no' to the consent screen). In so doing, these click throughs to 'non consent' still count toward the 70% threshold.

There has been some debate regarding how much incentivizing participants will influence the responses researchers receive.  As becomes evident, Ms. Tanu Halim and I had to walk a fine line of trying to entice students to participate (online surveys suffer from low response rates) and overstepping our boundaries as instructors by influencing our students to take part.

Another step we're taking to encourage realistic responses and experiences is to collect this information anonymously.  In taking this approach, we're hoping that our students are able to willingly take part and provide us in-depth information about their learning experiences and preferences in ways that are meaningful to them. Further, if we don't know who took part, we can't give preferential treatment to anyone.

Finally, when inviting students to take part in our survey, Dr. Tanu Halim left the room while Dr. Long provided a brief explanation about the research and its project plan. This 'script' is outlined again in our ethics proposal, as a means to avoid undue coercive behaviour. This approach allows students to ask questions and speak to any concerns they may have away from the eyes and ears of their professor. Blogger Jennifer Long told the students about the study and where to find the link, but students have the choice to take part at a later point in time and not, for example, under Dr. Long's 'watchful eye'. This would present few options for some students.

Check out future posts to learn how the researchers will collect and analyse their data.

Want to use any ethics phrasing for your own work?
Please cite this source as follows:
Long, J., & Tanu Halim, S. (2017, November 13). One Size Does Not Fit All - Enouraging Participation without Coercive Participation [Web log post]. Retrieved from https://anthrolens.blogspot.ca/2017/11/one-size-does-not-fit-all-encouraging.html


08 November 2017

One Size Does Not Fit All - Research on Mature Students' Educational Experiences

In a follow up from our post on November 2nd, anthro everywhere! blogger Jennifer Long continues to discuss her new pedagogical research project in collaboration with Ms. Silvie Tanu Halim at the W. Booth School of Engineering Practice & Technology. 

Check out last week's posts to learn the context behind our study. In a nutshell, we seek to know more about mature and non-traditional students' educational experiences  and, to explore how these perspectives differ depending on our medium of instruction: online (synchronous, asynchronous), or face-to-face.

We left off on Nov 2nd by showcasing some of our questions about the demographic information of our participants. In today's post, we get down to the nitty-gritty of the learning experiences and preferences.

The rest of our questions deal with student experiences of online learning. Therefore, we have to narrow our participant group to those with online experiences. 

Question 8 follows: Have you ever taken an online course (including high school, college or university courses, training, or workshops) in the past? Yes/No

Here, we put a little logic into things, if a student answers 'no', they are thanked for their time. If they answer yes, students will continue on to the question set below.

If student participants select yes, they are asked to fill out a matrix  with answers between not very effective (all the way) to very effective for the following items:
  1. How effective do you find time spent attending online lectures (in synchronous [defined in survey] format)?
  2. How effective do you find time spent watching pre-recorded lecture videos (which you can watch at any time)?
  3. How effective do you find time spent reading through course notes (for comprehension of material)?
  4. How effective do you find time spent working through problems in the course textbook (through self-directed learning in complement to online resources)?
  5. How effective do you find time spent discussing course content with student peers? 
  6. How effective do you find time spent discussing course content with your instructors?
Then we ask them questions about their use of resource materials for online learning: 

  1. Do you prefer synchronous or asynchronous learning for online courses? Why?
  2. Do you use the accommodation/preference options on the pre-recorded videos (e.g. slow down, speed up videos)? 
  3. Do you replay videos if you do not understand a concept? Why (or why not)? 
  4. How important is it to have an online community with your student peers? Scale of not at all to very important.
As it happens, our survey opened up last night. Check out some of next week's posts to learn how blogger Jennifer Long invites her colleagues students to participate and how we work to avoid undue pressure on our student participants to take part in our survey.

Want to use these questions for your own work? 
Please cite this source as follows:
Long, J., & Tanu Halim, S. (2017, November 02). One Size Does Not Fit All - Research on Mature Students' Educational Experiences [Web log post]. Retrieved from http://anthrolens.blogspot.ca/2017/11/one-size-does-not-fit-all-research-on.html

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