Transcript Technical Classes Online: A Different Breed of Learning? Paula San Millan Maurino, Ph.D. Francine Federman, Ph.D. Lorraine Greenwald, Ph.D. Farmingdale State College State University of New.

Technical Classes Online:
A Different Breed of Learning?
Paula San Millan Maurino, Ph.D.
Francine Federman, Ph.D.
Lorraine Greenwald, Ph.D.
Farmingdale State College
State University of New York
.
Dissertation
Online Threaded Discussions:
Purposes, Goals and Objectives
 Rationale for dissertation
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Interaction cannot be evaluated until
instructor’s purposes, goals and objectives
are known first
Methodology
Interviewed 30 online instructors at
Farmingdale State
 Analyzed “starter” questions
 Analyzed database transcripts
 Focus groups from private colleges

Research Questions

Main Research Question:
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What are the purposes, goals and
objectives set by online instructors for the
utilization of threaded discussions?
Five Sub Questions
Sub Research Questions
How do faculty evaluate the success and
value of online discussions?
2. Are threaded discussions valued for social
or cognitive purposes or both?
3. Do instructor characteristics influence the
purposes, goals and objectives?
4. Do student characteristics influence the
purposes, goals and objectives of online
threaded discussions?
1.
Sub Research Question 5
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Do academic discipline and the
educational level of students affect the
purpose and objectives set by the
instructor for threaded discussions within
online courses?
Lower level vs. Higher level
 Discipline
 Technical vs. Nontechnical

Upper and Lower Level
Percent of Instructors Teaching Lower Level, Upper Level,
and Both Lower and Upper Level Classes
Both
37%
Lower Level
30%
Upper Level
33%
Upper Level vs. Lower Level

Lower Level
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Higher Level
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More hand holding needed/supervision
Students have more time to participate
More enthusiastic
More experienced, mature
More to offer a discussion
Classes are so diverse, level does not matter
Discipline/Academic School
Did NOT have a strong effect on the
goals set or use of discussions
 Did affect perceptions of quality/success
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• More Arts and Sciences instructors
considered their discussions successful
Discipline/Academic School
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Best courses for discussion
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liberal arts and humanities courses such as
literature, philosophy, history and psychology
Worst courses for discussion

math classes such as calculus and statistics and
business/programming classes such as
accounting or database.
Definition of Technical

Researcher’s Definition
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A course devoted to learning a specific skill.
Determined by instructor
 Could be in any academic
school/discipline
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Technical vs. Non-Technical
Percent of Instructors Teaching Technical, Non-Technical
and Both Technical and Non-Technical Classes
Both
23%
Technical
27%
Non-Technical
50%
Technical vs. Nontechnical
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No pattern/relationship between
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Level and technical nature of class
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Just as many lower level class rated technical as
upper level
No relationship between faculty profile and
technical nature of class
Technical vs. NonTechnical
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Technical classes seen as unique and different
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In interviews & source documents
What makes a technical class different?
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Devoted to learning a specific skill
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Students immersed in “doing” or “making”
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Main focus and objective
NOT general knowledge foundation
Offline
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Classes may be taught in a lab
May not have class discussion or participation
Focus and Objective of the Course
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Concerns expressed about moving a
technical class online
May change nature and focus
 Active to passive learning?
 Is talking about an activity as important as
doing it?
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Discussion topics – What to talk about
Hard to find topics to discuss
 Current trends and events most popular
 Less likely to do so – main objective was
making or doing
 Students see discussion as “busy work”
 Participate only because it is required
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Student Time Constraints
Adding discussion increases time
students must put in to complete course
requirements
 Alternative
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Shorten time allocated to hands-on activities
 Does this affect successful achievement of
course objectives and learning outcomes?
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Time Delay
Delayed response by instructor may be
critical
 Minor correction made by a “live”
instructor in minutes may require days to
correct online

Time Constraints of Instructors
If time lags are more important, must the
instructor be accessible more often?
 Are synchronous meetings necessary?
 Are online office hours necessary?
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Additional Requirements
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Students may need specific software
programs or equipment
Students need to be able to successfully load
and set up equipment themselves
Should the instructor allow extra time at the
start of the semester for this setup?
Problems with setup?
Can results of the technical activity be
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Transferred between student and teacher
Student and other students?
Interaction Shift
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Current literature points to need for and benefit
of group and social interaction
Technical classes may have different needs in
this area
Some students need more one-on-one
interaction
Some students don’t need any – “they just get
it”
Need for teacher presence is determined by
whether particular students “get it”
Interaction Shift (cont.)
More one-to-one interaction for some
students, may leave less time for other
students and group interaction
 Group interaction often involves one
student asking others for help
 Change to social dynamics of class?
 Are stronger students willing to help and
provide scaffolding for weaker students?
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Administrative Concerns
Workload requirements
 Size of class
 Can curriculum be modified for online
classes?
 Should curriculum be modified for online
classes?
 Are all classes suited to the online
format?
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Implications
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Online technical instructors may need to
rethink strategies
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Can individual learning activities be turned
into group activities?
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Break up hands-on activities into pieces and
have the group put them together?
Are different textbooks/hand outs/lecture
materials needed?
Implications
Connect the discussions to the hands on
activities
 Use discussions to decrease work load
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To answer individual questions
 To achieve teacher presence
 To allow one student to help another
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Thank you!
Paula Maurino
Farmingdale State University