Interuniversity collaborative learning with Wiki toolsets An interregional study on notification of e-business-qualification.

Transcription

1 12th European Conference on e-learning #ECEL2013 SKEMA Sophia Antipolis Interuniversity collaborative learning with Wiki toolsets An interregional study on notification of e-business-qualification. 1. Background 2. Cross Teaching Scenario 3. Research Method 4. Result Discussion

2 1 Background

3 Europe km mi Background 3

4 Berlin Magdeburg GERMANY Linz Vienna AUSTRIA Background 4

5

6 Johannes Kepler Universität Linz ~ students; 2.500~ employees 59 BA-, MA-, PhD- study programs at 118 instituts - Faculty of Social sciences, Business and Economics - Faculty of Engineering and Natural Sciences - Faculty of Law Dept. of Data Processing in Social Sciences, Economics and Business - Information Systems - Business and Internet (E-Business) - Interactive Media - E-Learning Background Johannes Kepler Universität Linz 6

7 2 Cross Teaching Scenario Motivation Scenario Learning Setting

8 Cross Teaching Scenario 8

9 Cross-Teaching-Szenario Students Linz Tutors Linz Lecturer Linz StudiVZ Students Magdeburg Facebook Skype Connectroom Moodle Wiki Forum Chat Skype Lecturer MAgdeburg Cross Teaching Scenario 9

10 Scope of work Elaboration of an E-Business case study: - Predetermined, e.g. Harvard Business Manager - Self investigated, e.g. business case Learning outcome - Wiki documentation - Presentation at home campus Cross Teaching Scenario 10

11 Cross Teaching Scenario 11

12 3 Research Method Method itself Cohorts, Criteria Online survey implementation Underlying data

13 Online survey More then 370 students overall participated ( ) at Magdeburg and Stendal - 85 at Linz - 45 E-Tutors from Linz 259 questionaires evaluated Add on: Field reports from E-Tutors Field reports from involved students (Linz) Research Method 13

14 Demography male female total number age number age number age Linz Magdeburg/ Stendal Total 37 25, , , , , , , , ,4 Research Method 14

15 Surfing* IHE$Book$fig$2 Entertainment* Musik*streaming*or*download* Video*watching*or*download* So]ware*download* Internet usage (n=259) Informa^on*retrieval* EPMail* Chat* Messenger*(ICQ)* Onlinebanking* Onlineshopping* Home* Social*Networks*(Facebook,*LinkedIn*etc)* WebP*or*Videoconferencing* VoIP*(e.g.*Skype)* Passive*use*of*Web*2.0*(Wiki,*Blog)* Ac^ve*use*of*Web*2.0*(Wiki,*Blog*genera^ng)* 0%* 20%* 40%* 60%* 80%* 100%* Undergraduate* Graduate* Research Method 15

16 Hours per week spent online (n=259) > 41 h h h 6-10 h male female < 5 h 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% Research Method 16

17 HE'Book'fig'1 Magdeburg*total* Employment of students (n=259) V T G *N Magdeburg*female* Magdeburg*male* Linz*total* Linz*female* Linz*male* 0%* 10%* 20%* 30%* 40%* 50%* 60%* 70%* 80%* 90%* 100%* Full\me*(>*35*hrs)* Par]me*(16M34hrs)* par]me*(<*15*hrs)* non*employed* Research Method 17

18 learning outcome and employment of students (n=224) non*employed* 3,5%* 23,3%* 39,5%* 31,4%* parome*(<*15h)* 12,2%* 10,0%* 38,9%* 35,6%* poor* sansfactory* fair* parome*(16=34h)* 13,9%* 33,3%* 36,1%* 16,7%* good* excellent* fullnme*(>35h)* 16,7%* 8,3%* 16,7%* 58,3%* 0%* 20%* 40%* 60%* 80%* 100%* Research Method 18

19 4 Result Discussion Media usage Communication media Social aspects in groups Assessment of teaching method Learning outcome

20 IHE)table)3 Phases of teamwork arbeit*in*interregionalen*gruppen*intensiver (average duration in days, n=197) Getting to know Choice of topic Structure development (Agenda) Distribution of work Collaboration beside Wiki Interregional regional Collaboration with Wiki Preparing presentation other Result Discussion 20

21 SocialMedia*(Facebook,*LinkedIn*etc.) 2,69 1,92 Mobile*communication*(SMS,*Mobile*Media) 2,39 2,00 Rating of used media (n=200) IHE face-to-face Forum Chat Wiki Audio communikation (telephone incl.) Video conference SocialMedia (Facebook, LinkedIn etc.) Mobile communication (SMS, Mobile Media) Undergraduate Graduate (1) - not useful (4) - very useful Result Discussion 21

22 3,25 4,88 0,43 1,46 3,58 4,00 9,29 Use of media for case study (n=123) 0* 1* 2* 3* 4* 5* 6* 7* 8* Time in hrs Wiki* Forum* PowerPoint*or*similiar* Chat* Text*edi`ng*(e.g.*Word)* regional* interregional* media*use* E * Audio*communica`on*(phone)* Social*Media* Video*communica`on*(e.g.*skype)* Other*media* 0%* 10%* 20%* 30%* 40%* 50%* 60%* 70%* 80%* 90%* 100%* percentage of media use Result Discussion 22

23 2,25 0,46 Enjoyment o 2,35 0,43 CostHbenefit*ratio neral* 2,75 0,36 Case*study*in*general* Ranking of case study as teaching method (n=202) Case study as teaching method Case study for learning media literacy Case study for intercultural enrichement Case study for learning virtual communication Personal learning outcome 2,86 3,02 2,71 3,07 2,77 Enjoyment Cost-benefit ratio 2,25 2,35 Case study in general (1) poor - (4) very good 2,75 1,0 1,5 2,0 2,5 3,0 3,5 4,0 Result Discussion 23

24 Werte eilenbeschriftungen WikiTime*in*hours Average time working on the Anzahl*B*Q06_Phasen wiki (n=199) *B*fair 3,83 *B*useful 4,40 *B*very*useful 5,85 esamtergebnis 4,95 4*B*very*useful* 3*B*useful* WikiTime*in*hours* 2*B*fair* 1* 2* 3* 4* 5* 6* Result Discussion 24

25 Qualitative statements of different students taken from their feedbacks I d rate video conferencing with a concurrent use of google docs best, as it allowed us to talk simultaneously without any time lag, so we could work out the core points really together. For us audio communication via skype was very important as well. We used it to discuss the outline and who should work on which issues. The wiki allowed us to follow the progress of this work; therefore it is useful, too. , Wiki and forum ease communication but can be really time-consuming, because you always have to wait for answers. Chat is a very good alternative, although the typing is quite time-consuming as well. Direct contact still is the fastest and most effective way of communication to solve problems or manage difficulties. Result Discussion 25

26 Qualitative statements of different students taken from their feedbacks The Wiki is really good, because all group members have access to the whole communication which is not the case with s or other media, where it can happen that some just do not get certain information. The Wiki offered us the opportunity to keep track of our work. But as the Wiki often seemed to work against us, it was rather time-consuming to take care of the Wiki problems. To keep direct contact is still the best. And of course video conferencing is also very useful if you have to work with students from other countries. But as we had no other students in our group, it was not necessary for us to use it. Result Discussion 26

27 Conflict report of students We (students from Stendal) were blamed for not having contributed to the work on the Wiki although we worked out everything while the students from Linz provided hardly any contributions!!! (Stendal) there were some participants who hardly ever took part in anything. Those students were repeatedly invited by the tutors as well as by their fellow students to collaborate in the work, which, however, not always had a positive effect. (Stendal) Unfortunately our colleagues from Germany did not work out their assigned tasks in an acceptable way. As a consequence we (two students from Linz) had to work out the whole case study (Wiki and presentation) on our own. (Linz) Result Discussion 27

28 1,5% 6,1% 2,8% satisfactory 8,1% 2,0% 3,6% 18,5% 26,5% 20,7% fair 16,2% 17,0% 16,8% 39,2% 30,6% 36,9% good* learning outcome of case 48,6% study 40,0% (n=179) 42,3% 30,8% 24,5% 29,1% excellent 21,6% 35,0% 31,4% 100,0% 100,0% 100,0% n=179 Gesamtergebnis 100,0% 100,0% 100,0% n regional* 26,5%* 30,6%* 24,5%* poor* sajsfactory* fair* good** interregional* 18,5%* 39,2%* 30,8%* excellent* 0%* 20%* 40%* 60%* 80%* 100%* Result Discussion 28

29 interregional* 18,5%* 39,2%* 30,8%* good** excellent* learning outcome of case study (n=139) 0%* 20%* 40%* 60%* 80%* 100%* moderated* 17,0%* 40,0%* 35,0%* poor* sajsfactory* fair* good** not*moderated* 16,2%* 48,6%* 21,6%* excellent* 0%* 20%* 40%* 60%* 80%* 100%* Result Discussion 29

30 Belts and whistles Development of E-Business competency - cross-border, crosscultural, interactive Teaching of media literacy!! - Global workplaces require virtual modes of working Wiki supports multidimensional teaching and learning setting - e.g. constructivist approach with case studies Quality: Sharing competences of both partners Quantity: Saving of time and resources - Lecture exchange (ERASMUS-Program and lecture recording) - Shared supervision of students Wiki Tech should be enhanced to be open for synchronous work! Result Discussion 30

31 Thank you for your interest! #ECEL2013 Contact: Prof. Dr. Michael A. Herzog Magdeburg-Stendal University Dept. of Economics Head of Research Group SPiRIT Ass.Prof. Dr. Elisabeth Katzlinger Johannes Kepler University Linz Dept. of Data Processing in Social Sciences, Economics and Business