Synchronous versus asynchronous online discussions in environmental science courses

1

• Synchronous versus asynchronous online
  discussions in environmental science courses
• Dr Kelly Miller
• School of Life and Environmental Sciences

2

• Overview

• The case study Society and Environment
• The environmental science student
• The communication strategies used
• The role of eLive

3

• The Case Study
• SQA201 Society and Environment

• Second year, on-campus, wholly online unit
• Core unit for Bachelor of Environmental Science
• Approx 170 students (Burwood, Warrnambool)
• Majority of students are
• Full-time
• On-campus or multimodal
• Commonwealth supported
• English speaking

4

• Unit Curriculum

• Valuing the environment
• Social research methods in environmental science
• Public participation in environmental
  decision-making

5

• Learning Preferences

1 least preferred 5 most preferred
Online learning
Cooke, R., Miller, K., and White, J. (2006)
Understanding student expectations in developing
environmental science courses. International
Journal of Learning 13(7), 9-20.
6

• The Communication Strategies Used

DSO Deakin Studies Online
7

• Unit Evaluation

• Student Evaluation of Teaching and Units (SETU)
• Additional survey
• To complement SETU
• 5-6 page anonymous survey
• Mailed to all students after results finalised

8

• Survey Aims

• 2005
• Attitudes towards online learning
• Attitudes towards online group work

Miller, K.K. (2007). Wholly online learning in
environmental science benefits and pitfalls.
International Journal of Learning 13(10) 95-103.
9

• Survey Aims

• 2005
• Attitudes towards online learning
• Attitudes towards online group work
• 2006/2007
• Attitudes towards, and use of, synchronous and
  asynchronous online communication technologies

10

• Communication Pathways

• Asynchronous
• Not live e.g. DSO discussion forums, email
• Synchronous
• Live real time e.g. eLive tutorials, online
  chat

11

• Use of DSO

• 64 of respondents accessed DSO from home (n
  100) 14 from university computer labs
• 88 of respondents accessed DSO at least once per
  week for this unit
• (From 2006 and 2007 data)

12

• Student responses

I did like and appreciate doing this subject,
both because of the content and learning to feel
more comfortable at a computer. I do not think
online learning is a good way to study. When
paying large fees I expect more.
13

• Mixed opinions about online learning

• I would have enjoyed the unit more if there had
  been some face-to-face classes
• 24 disagreed
• 21 were undecided
• 55 agreed

14

• The Role of eLive

n 100 (2006 and 2007 data)
15

• Percentage of respondents who enjoyed learning
  wholly online

P gt 0.05 n 99
16
This eLive is fantastic! I can't get over
the technology, the electric trains fascinate me
but this, phew. But its great I'm glad Deakin
is making us participate within a class over the
internet, because I would have never choosen to
do it otherwise, it is such an eye opener, not
to meantion the skills new technology we'll
learn from this, plus it will look real good on
all of our resume's. (2007 student posting on
DSO)
17

• Mixed opinions about online communication

• I prefer real-time discussions rather than DSO
  discussions
• 30 disagreed
• 36 were undecided
• 33 agreed

18

• Future Research

• Characteristics of environmental science students
  who value online learning
• Strategies to engage environmental science
  students in online units
• Longer term evaluations of online units