Влияние виртуальных обучающий сред на процесс коммуникации между студентами и преподавателями / An impact of Virtual Learning Environments on communication process between students and instructors
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Introduction 3
Chapter 1. Theoretical Framework for studying an impact of VLE
on communications in a learning process 4
1.1 Concept of VLE: general overview 4
Description 4
Basic elements 6
Students’ web-portal 6
The electronic library 7
Networking tools for recording, editing and reviewing. 8
Synchronous communication facilities 9
Virtual worlds 11
1.2 Approaches to understanding communications in
VLE 13
VLE as a new medium of communication 14
Potential for VLE use in university science classrooms.... 16
Recent research findings 18
The way forward: propositions and challenges 21
Chapter 2. Communicative practices and communication barriers
between students and instructors in VLE 26
2.1 Research design 26
Case study approach 30
General characteristics of a case study 30
Type of case study: embedded case study 32
SPSU and The university of Warwick 33
2.2 Virtual Learning Environments 34
BlackBoard 34
BlackBoard in SPSU 37
Sakai 38
Sakai in SPSU 40
Sakai and Vkontakte 41
2.3 Practical impact of VLE on communication between students
and instructors at SPSU and Warwick university 45
Hate BlackBoard - Love BlackBoard 48
Conclusion 49
Limitations 49
Role of the instructor 51
Perspectives 52
Bibliography 54
Appendix (questionnaire) 56
Appendix II (interview guide) 57
Appendix III (miscellaneous) 60
Chapter 1. Theoretical Framework for studying an impact of VLE
on communications in a learning process 4
1.1 Concept of VLE: general overview 4
Description 4
Basic elements 6
Students’ web-portal 6
The electronic library 7
Networking tools for recording, editing and reviewing. 8
Synchronous communication facilities 9
Virtual worlds 11
1.2 Approaches to understanding communications in
VLE 13
VLE as a new medium of communication 14
Potential for VLE use in university science classrooms.... 16
Recent research findings 18
The way forward: propositions and challenges 21
Chapter 2. Communicative practices and communication barriers
between students and instructors in VLE 26
2.1 Research design 26
Case study approach 30
General characteristics of a case study 30
Type of case study: embedded case study 32
SPSU and The university of Warwick 33
2.2 Virtual Learning Environments 34
BlackBoard 34
BlackBoard in SPSU 37
Sakai 38
Sakai in SPSU 40
Sakai and Vkontakte 41
2.3 Practical impact of VLE on communication between students
and instructors at SPSU and Warwick university 45
Hate BlackBoard - Love BlackBoard 48
Conclusion 49
Limitations 49
Role of the instructor 51
Perspectives 52
Bibliography 54
Appendix (questionnaire) 56
Appendix II (interview guide) 57
Appendix III (miscellaneous) 60
Virtual Learning Environments in higher education
In recent years, a surge of interest in Information technologies in education has raised. This field is not well researched as it is a young field which has been rising for the last years. As information technologies and virtual learning environments (BlackBoard, Sakai) (and other university systems) are helping in the process of getting education, this particular thesis might be of interest, since it looks deep into these systems and tries to analyze not only virtual connections in these systems between actors of university life, but also tries to explain how does the whole network of different systems affects communication process between them. In order to do that, an online survey will be used to get quantitative information from students, and in-depth interviews with academics and staff responsible for maintaining university systems to get qualitative. One of the steps to informatization was to apply new IT services to the university to make some aspects of student’s life easier. Starting with electronic schedule and personal page of a student with just information about passport, level of education and a name, we are moving forward, introducing Sakai and Blackboard, virtual learning environments and management systems to create a better learning and communication field. Currently, my hypothesis, based on a short-survey and personal findings is that those systems are not working in their full potential and some of the basic features, such as communication with students and professors, inquiries and some others are underused, and this might be due to many reasons which this study is also aiming to find. As a conclusion, this thesis presents results of the research, discusses limitations and perspectives of such technologies and possibilities for communication in VLE and VIS.
In recent years, a surge of interest in Information technologies in education has raised. This field is not well researched as it is a young field which has been rising for the last years. As information technologies and virtual learning environments (BlackBoard, Sakai) (and other university systems) are helping in the process of getting education, this particular thesis might be of interest, since it looks deep into these systems and tries to analyze not only virtual connections in these systems between actors of university life, but also tries to explain how does the whole network of different systems affects communication process between them. In order to do that, an online survey will be used to get quantitative information from students, and in-depth interviews with academics and staff responsible for maintaining university systems to get qualitative. One of the steps to informatization was to apply new IT services to the university to make some aspects of student’s life easier. Starting with electronic schedule and personal page of a student with just information about passport, level of education and a name, we are moving forward, introducing Sakai and Blackboard, virtual learning environments and management systems to create a better learning and communication field. Currently, my hypothesis, based on a short-survey and personal findings is that those systems are not working in their full potential and some of the basic features, such as communication with students and professors, inquiries and some others are underused, and this might be due to many reasons which this study is also aiming to find. As a conclusion, this thesis presents results of the research, discusses limitations and perspectives of such technologies and possibilities for communication in VLE and VIS.
SPSU and Warwick
1. The better way is to combine on-line education and auditory one. The student should be given a choice of the most accessible and convenient form of education, including a combined one, in which full-time instruction is combined with elements of distance education. For example, traditional auditory forms of academic work do not always guarantee a better development of communication skills than with distance learning. And if in-person training is not provided the opportunity to re-study the material of lectures delivered by leading specialists, then distance learning technologies that provide video recording of lectures or the provision of training programs, allow them to work with them at convenient time, if necessary repeatedly returning to repetitions. Many full-time students of higher and professional education combine study with work, and providing them with such opportunities would certainly contribute to greater access to quality education.
2. To make the most out of the VLE it should be noticed. According to the gathered data, many of the students didn’t even hear about the VLE. Information on existing VLE in universities and other educational institutions, should be brought to the attention of all persons for whom such resources may be of interest. For example, already now the Russian sector of the Internet network has thousands of educational Web pages, interesting and useful for both teachers and trainees. However, the lack of full-fledged catalogs makes access to these important materials difficult. Joint development of specialized resources by teachers and scientists from several educational institutions and scientific and methodological centers also contributes to greater awareness (the idea from one of the interviews).
3. To be effective tool for communication, it should answer demands of the students. The cost and, accordingly, the accessibility of VLE depend to a great extent on the proper strategy for purchasing, developing and using the software of the educational process. A quality education should use, if possible, the technology of tomorrow. It is very important, that for the right amount of spent money there is a right amount of properly working tools given.
4. There is a field for an improvement on both sides (Warwick and SPSU).
VLE in general
Approachability. First, according to found theory, students will not need to come to the university for regular classes and for a session. The whole process goes through the Internet. Therefore, the distance from the location of the student to the educational institution (provided the communication works well) is not an obstacle to an effective educational process. Students learn in a convenient place for themselves, on a convenient schedule and at a convenient pace. The only visit is the surrender of the state certification examinations and the receipt of a diploma. According to normative documents, attestation of the future specialist is possible only internally.
Increasing skills. Secondly, since the motivation for choosing a student for a particular training course is his real need for specific knowledge, skills and skills that he will apply in practice, the productivity and effectiveness of training will incomparably increase in comparison with other forms of education.
At Warwick, VLE makes education easier to manage. Thirdly students often engaged in an individual plan, based on the level of their basic training and their needs. It is quite possible for them to combine learning with other studies or with basic professional activities.
Computer literacy is needed. Fourthly, this form of education takes place far from the educational institution, far from teachers and does not imply visual control of teachers behind the actions of students, it will require the children to be extremely motivated, self-organized, diligent, able and willing to work independently. Also, they, need to have a certain starting level of knowledge of computer literacy. But, if the students do not understand something, or they
have any difficulties in their studies, through the forum at any time, at any stage of the training they can ask for an explanation to the administrator, tutor teachers and their classmates. - This is a very important point that fundamentally distinguishes networked learning from correspondence: the student does not remain alone with incomprehensible material, but, like with full-time education, can always promptly clarify all issues.
For taking the most out of VLE, there should be different courses uploaded. Fifthly, the distance learning network program traditionally consists of separate courses (modules). General disciplines students learn from the materials laid out in the shell (after which they perform the test work - this can be the performance of the test, problem solving, drafting and protection of the project, etc. Profile disciplines are also initially studied by students in electronic textbooks and programs, but the most important ones Questions of profile disciplines after the general independent acquaintance are sorted out together with the instructor-tutor at consultations and videoconferences. As a control, computer testing systems. The protection of the developed projects and also the traditional forms: examinations, interviews, the protection of coursework, conducted in the videoconference mode.
Role of the instructor
The instructor in such a virtual educational environment must adapt and define his role:
1) in the new form of communication - asynchronous "conversation", since the virtual discussion is conducted in a different way (short and concreteness of statements, unambiguous statements become important criteria) and serves as an additional means for developing the ability to reflect in communication, increases the level of logical and abstract thinking of students;
2) using modern technologies (for example, project methodology) as one of the theoretical foundations important for the installation of virtual associations for training;
3) applying modern principles of education (for example, individualization as a priority in education today, practical orientation as a productive combination of the system of continuing education and professional development with practical skills of students that will allow each member of the virtual community to build its own trajectory for innovative work);
4) in creating a pedagogical Internet environment (and VLE), taking into account technological, administrative and financial opportunities;
5) in structuring the virtual learning environment, which should, while remaining flexible and open, adapt to individual differences and take into account the personal needs of students, and this requires the development of a new concept and teaching methodology;
6) in the relationship between virtual associations and various forms of traditional communities for the direction and pedagogical support of the professional activities of these new virtual spaces.
Thus, as the configuration of education changes in the direction of its continuity, innovativeness and priority use of modern technologies, then the education of instructors must be rethought for a new educational environment.
Perspectives
Clear and unified criteria for assessing knowledge for all teachers and disciplines should be developed. I use in the distance education a test system for assessing knowledge is clearly inadequate, it is necessary to evaluate both the independence, activity, development of the learner in the course of cognitive activity. The necessary tests should accompany the current checks with the help of special systems, open for work at any time. Such systems that provide feedback to the teacher - real or virtual, for example, using a system that can be used to solve the correct answer.
How to increase the accessibility of quality education. It is necessary to look at the problem of providing quality and accessible education on the other hand, when all new information technologies are implemented with the aim of improving the quality of education for a limited number of students. This may be due to the development and use of specialized models designed for business games or computer experiments, the use of specialized computer equipment, other expensive technologies and software products. Nevertheless, in this case, it is possible to formulate the principles of their use, which, while preserving the high quality of the teaching, will increase its accessibility.
A virtual educational environment is an environment different from the traditional way of obtaining (providing) education, the nature of educational communication, carried out both indirectly - at a distance, and traditionally - "eye to eye".
Information and communication technologies (media) used in the virtual educational environment are its means, the composition and specific gravity of which varies depending on technological progress, the degree of accessibility to the students, the model of the organization of the educational process.
1. The developed model of the virtual educational environment organization allows to implement the innovative approach in professional development; Realize the continuity of education and build an individual trajectory of the student's professional growth; Carry out professional support of the teacher (teacher), make educational resources available, regardless of the location of the student; Use innovative educational products, integrate the practical experience of the teacher and the discovery of scientists in the field of innovative technologies, etc.
2. An open model of modern education is optimal for solving modern educational problems of continuous professional development using a virtual educational environment, meeting the educational needs of those interested in obtaining this teacher education.
The development of education should be carried out as a transition from a "closed" education model to an open one, based on the use of a virtual educational environment as the main means of communication between the teacher and the learner.
1. The better way is to combine on-line education and auditory one. The student should be given a choice of the most accessible and convenient form of education, including a combined one, in which full-time instruction is combined with elements of distance education. For example, traditional auditory forms of academic work do not always guarantee a better development of communication skills than with distance learning. And if in-person training is not provided the opportunity to re-study the material of lectures delivered by leading specialists, then distance learning technologies that provide video recording of lectures or the provision of training programs, allow them to work with them at convenient time, if necessary repeatedly returning to repetitions. Many full-time students of higher and professional education combine study with work, and providing them with such opportunities would certainly contribute to greater access to quality education.
2. To make the most out of the VLE it should be noticed. According to the gathered data, many of the students didn’t even hear about the VLE. Information on existing VLE in universities and other educational institutions, should be brought to the attention of all persons for whom such resources may be of interest. For example, already now the Russian sector of the Internet network has thousands of educational Web pages, interesting and useful for both teachers and trainees. However, the lack of full-fledged catalogs makes access to these important materials difficult. Joint development of specialized resources by teachers and scientists from several educational institutions and scientific and methodological centers also contributes to greater awareness (the idea from one of the interviews).
3. To be effective tool for communication, it should answer demands of the students. The cost and, accordingly, the accessibility of VLE depend to a great extent on the proper strategy for purchasing, developing and using the software of the educational process. A quality education should use, if possible, the technology of tomorrow. It is very important, that for the right amount of spent money there is a right amount of properly working tools given.
4. There is a field for an improvement on both sides (Warwick and SPSU).
VLE in general
Approachability. First, according to found theory, students will not need to come to the university for regular classes and for a session. The whole process goes through the Internet. Therefore, the distance from the location of the student to the educational institution (provided the communication works well) is not an obstacle to an effective educational process. Students learn in a convenient place for themselves, on a convenient schedule and at a convenient pace. The only visit is the surrender of the state certification examinations and the receipt of a diploma. According to normative documents, attestation of the future specialist is possible only internally.
Increasing skills. Secondly, since the motivation for choosing a student for a particular training course is his real need for specific knowledge, skills and skills that he will apply in practice, the productivity and effectiveness of training will incomparably increase in comparison with other forms of education.
At Warwick, VLE makes education easier to manage. Thirdly students often engaged in an individual plan, based on the level of their basic training and their needs. It is quite possible for them to combine learning with other studies or with basic professional activities.
Computer literacy is needed. Fourthly, this form of education takes place far from the educational institution, far from teachers and does not imply visual control of teachers behind the actions of students, it will require the children to be extremely motivated, self-organized, diligent, able and willing to work independently. Also, they, need to have a certain starting level of knowledge of computer literacy. But, if the students do not understand something, or they
have any difficulties in their studies, through the forum at any time, at any stage of the training they can ask for an explanation to the administrator, tutor teachers and their classmates. - This is a very important point that fundamentally distinguishes networked learning from correspondence: the student does not remain alone with incomprehensible material, but, like with full-time education, can always promptly clarify all issues.
For taking the most out of VLE, there should be different courses uploaded. Fifthly, the distance learning network program traditionally consists of separate courses (modules). General disciplines students learn from the materials laid out in the shell (after which they perform the test work - this can be the performance of the test, problem solving, drafting and protection of the project, etc. Profile disciplines are also initially studied by students in electronic textbooks and programs, but the most important ones Questions of profile disciplines after the general independent acquaintance are sorted out together with the instructor-tutor at consultations and videoconferences. As a control, computer testing systems. The protection of the developed projects and also the traditional forms: examinations, interviews, the protection of coursework, conducted in the videoconference mode.
Role of the instructor
The instructor in such a virtual educational environment must adapt and define his role:
1) in the new form of communication - asynchronous "conversation", since the virtual discussion is conducted in a different way (short and concreteness of statements, unambiguous statements become important criteria) and serves as an additional means for developing the ability to reflect in communication, increases the level of logical and abstract thinking of students;
2) using modern technologies (for example, project methodology) as one of the theoretical foundations important for the installation of virtual associations for training;
3) applying modern principles of education (for example, individualization as a priority in education today, practical orientation as a productive combination of the system of continuing education and professional development with practical skills of students that will allow each member of the virtual community to build its own trajectory for innovative work);
4) in creating a pedagogical Internet environment (and VLE), taking into account technological, administrative and financial opportunities;
5) in structuring the virtual learning environment, which should, while remaining flexible and open, adapt to individual differences and take into account the personal needs of students, and this requires the development of a new concept and teaching methodology;
6) in the relationship between virtual associations and various forms of traditional communities for the direction and pedagogical support of the professional activities of these new virtual spaces.
Thus, as the configuration of education changes in the direction of its continuity, innovativeness and priority use of modern technologies, then the education of instructors must be rethought for a new educational environment.
Perspectives
Clear and unified criteria for assessing knowledge for all teachers and disciplines should be developed. I use in the distance education a test system for assessing knowledge is clearly inadequate, it is necessary to evaluate both the independence, activity, development of the learner in the course of cognitive activity. The necessary tests should accompany the current checks with the help of special systems, open for work at any time. Such systems that provide feedback to the teacher - real or virtual, for example, using a system that can be used to solve the correct answer.
How to increase the accessibility of quality education. It is necessary to look at the problem of providing quality and accessible education on the other hand, when all new information technologies are implemented with the aim of improving the quality of education for a limited number of students. This may be due to the development and use of specialized models designed for business games or computer experiments, the use of specialized computer equipment, other expensive technologies and software products. Nevertheless, in this case, it is possible to formulate the principles of their use, which, while preserving the high quality of the teaching, will increase its accessibility.
A virtual educational environment is an environment different from the traditional way of obtaining (providing) education, the nature of educational communication, carried out both indirectly - at a distance, and traditionally - "eye to eye".
Information and communication technologies (media) used in the virtual educational environment are its means, the composition and specific gravity of which varies depending on technological progress, the degree of accessibility to the students, the model of the organization of the educational process.
1. The developed model of the virtual educational environment organization allows to implement the innovative approach in professional development; Realize the continuity of education and build an individual trajectory of the student's professional growth; Carry out professional support of the teacher (teacher), make educational resources available, regardless of the location of the student; Use innovative educational products, integrate the practical experience of the teacher and the discovery of scientists in the field of innovative technologies, etc.
2. An open model of modern education is optimal for solving modern educational problems of continuous professional development using a virtual educational environment, meeting the educational needs of those interested in obtaining this teacher education.
The development of education should be carried out as a transition from a "closed" education model to an open one, based on the use of a virtual educational environment as the main means of communication between the teacher and the learner.
