Voices and Pictures from an Online Course and a Face to Face Course

Authors: Eti Gilad, Shosh Millet

Abstract:

In light of the technological development and its introduction into the field of education, an online course was designed in parallel to the 'conventional' course for teaching the ''Qualitative Research Methods''. This course aimed to characterize learning-teaching processes in a 'Qualitative Research Methods' course studied in two different frameworks. Moreover, its objective was to explore the difference between the culture of a physical learning environment and that of online learning. The research monitored four learner groups, a total of 72 students, for two years, two groups from the two course frameworks each year. The courses were obligatory for M.Ed. students at an academic college of education and were given by one female-lecturer. The research was conducted in the qualitative method as a case study in order to attain insights about occurrences in the actual contexts and sites in which they transpire. The research tools were open-ended questionnaire and reflections in the form of vignettes (meaningful short pictures) to all students as well as an interview with the lecturer. The tools facilitated not only triangulation but also collecting data consisting of voices and pictures of teaching and learning. The most prominent findings are: differences between the two courses in the change features of the learning environment culture for the acquisition of contents and qualitative research tools. They were manifested by teaching methods, illustration aids, lecturer's profile and students' profile.

Keywords: Face to face course, online course, qualitative research, vignettes.

Digital Object Identifier (DOI): doi.org/10.5281/zenodo.1107732

References:

[1] J. Abromitis, "Trend analysis of distance education and implication for public postsecondary institution," in Proc.TCC Online Conference, 2000.Available online: http://leahi.kcc.hawaii.edu./org/tcon2k/paper abromitisj.html
[2] A. Rotem, The third model as an opening for information community. Collaborative learning, education, teaching and learning in a computerized environment, 2011. Available online: http://avrumrotem.com. (Hebrew).
[3] A. Rotem, and Y. Peled, Towards an online school. Tel Aviv: MOFET 2008.
[4] S. Wiess, S, Virtual Education 101: More and more colleges and universities are offering classes on the Internet' but are these Cyber classrooms up tosnuff? WA/PO W31, 2000.
[5] A. Braziller, and D. Hegman, "Hybrid Instruction as a learning Solution," in Proc. TCC Online Conference, 2000. Available online:.http://leahi.kcc.hawaii.edu./org/tcon2k/paperBrazillera.html.
[6] J. L. Moore, C. Dickson-Deane, and K. Galyen, "e-Learning, online learning, and distance learning environments: Are they the same?"The Internet and Higher Education, vol.14, no. 2, 2011, pp. 129-135.
[7] M. Parkes, S. Stein, and C. Reading, "Student preparedness for university e-learning environments," The Internet and Higher Education, vol.25, 2014, pp. 1-10.
[8] M, Beller, "Virtual learning in an existing reality," .Academia: Magazine of the Universities Heads Committee, vol. 9, 2000, pp. 13-19. (Hebrew).
[9] L. Sjerry, "Issues in Distance Learning," Int. J. of D.L., vol. 1, 1995, pp. 337-365.
[10] G. Solomon, Technology and Education in the Information Age. Tel Aviv: ZmoraBitan Publishing and University of Haifa, 2000. (Hebrew).
[11] R. Donmoyer, "The qualitative/quantitative distinction: Is it is still a matter of different epistemologies?" in Proc. Annual Meeting of the American Education Research Association, Chicago, Illinois, 1997.
[12] Y. Lincoln, and E. G. Guba, Naturalistic Inquiry: Establishing trustworthiness, Newbury Park, California: Sage, 1985, ch. 11, pp. 289- 409.
[13] R. E. Harriot, and W. A. Firestone, "Multisite Qualitative policy Research: Optimizing Description and Generalizability," Educational Research, vol. 12, no. 2, 1983, pp. 14-19.
[14] S. Shlasky, and B. Alpert, Ways of writing a qualitative research, from dismantling of reality to its structure as a text, Tel Aviv: MOFET Institute, Klil Publishing House, 2007, p. 160. (Hebrew).
[15] R. K. Yin, Applications of Case Study Research. London: Sage Publication, 1993.
[16] M. Yosifun, "A case study,"inTraditions and Currents in Qualitative Research,N. Sabar Ben-Yehoshua, Ed. Lod: Dvir, 2001. (Hebrew).
[17] J. J. Smolicz, and M. J. Secombe, "Language as a core value of culture among Chinese students in Australia: A minor approach,"Journal of Asian Pacific Communication, vol. 1, 1990, pp. 229-245.
[18] S. Millet, and E. Gilad, "Change in Education System-From a Face-to- FaceCourse to a Virtual Course,"in Proc. ED-MEDIA,World Conference on EducationMultimedia, Hypermedia & Telecommunicationsand Association for theAdvancement of Computing in Education, 2008, pp. pp 5342-5350. Available online: www.aace.orgwww.EdiTLib.org.
[19] S. Millet, D. Patkin, and H. Ezer,"What is between Lafontaine's quarter and the rational number quarter? Or What is thedifference between math justice and jungle justice?" in Proc. 26st Conference of the International Group for the Psychology of Mathematics Education – PME, Norwich, UK., 2002.
[20] A. Shkedi, The meaning behind the words. Tel Aviv: Ramot Publishing, 2012,ch, 4-5. (Hebrew).
[21] L. Kassan, and M. Kromer-Nevo, Data analysis in qualitative research. Beer-Sheba: Ben-Gurion University of the Negev Publications, 2010, pp. 383-413. (Hebrew).
[22] N. Sabar Ben-Yehoshua, (2001). Traditions and Currents in Qualitative Research. Lod: Dvir, 2001. (Hebrew).
[23] S. Sharan, and D. Ishay, "A planned change in education,"in Planning the education policy, Y. Danilov,Ed. Jerusalem: Ministry of Education, 1990, pp.169-241. (Hebrew).
[24] A. Salant, "Communication Technologies on the Internet and consolidation of class identity,"in Bitaon, vol. 46, Tel Aviv: MOFET Institute, 2011. (Hebrew).
[25] A. Goldstein, "Issues in IT teaching: Investigation of computerized courses," in Proc.The virtual conference 'Opening Gates in Teacher Education'. Israel, 2001. Available online: http://vcisrael.macam.ac.il/site/heb/dropdown.asp?page=topics&subject =de (Hebrew).
[26] A. Naveh, "Empowering dialogues in the test of implementation,"in Empowering dialogues in humanistic education, N. Aloni, Ed. Tel Aviv: HakibbutzHameuchad Publishing, 2008,, pp. 398-421. (Hebrew).
[27] A. Hasegal, "Network technologies in education systems – From assimilation to adjustment," inComputerized technology in learning and teaching, D. Chen, and G. Koretz, Eds. Or Yehuda: Centre for Academic Studies, 2011, pp. 279-296. (Hebrew).
[28] S. Mazor, R. Nachmias, and R Mintz, "Empowering collaborative learning processes in Internet-based learning environments,"Eureka, vol. 20, 2005.. (Hebrew).
[29] D. Pasig, Taxonomy of future cognitive competences and skills. Ramat Gan: Bar-Ilan University, School of Education, 1996. (Hebrew)
[30] D. Pasig, Code of the future, Tel Aviv: SifreiHemed, YediotAcharonot Publications, 2008. (Hebrew).