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European Journal of Open, Distance and E-Learning
Best of EDEN 2015 Special issue
Transactional Distance Dialogic Interactions and Student Satisfaction in a Multi-Institutional Blended Learning Environment
The Support and Promotion of Self-Regulated Learning in Distance Education
The role of campus-sessions and face-to-face meetings in distance education
Sólveig Jakobsdóttir [soljak@hi.is], University of Iceland – School of Education
v/Stakkahlíd, 105 Reykjavík, Iceland [http://www.hi.is]
This article focuses on preferences for campus-sessions and face-to-face meetings in distance education (DE) and how they want them organized. Results from three surveys among students and university teachers at Iceland University of Education (IUE)[1] are presented: 72 graduate students from seven cohorts in one program answered the first survey and 51 teachers the second. All DE students at IUE were invited to participate in the third: 527 responded (34%). The majority preferred to meet for a total of 2-5 days per course, 2-3 times per semester. Students living further away from the campus and younger students wanted to meet less than did older ones and those living closer. Participants wanted to use f2f sessions for discussions and to create a feeling of togetherness but had mixed feelings regarding lectures: some staff members and groups of undergraduates did not want to spend much time for lectures. Graduate students, who were used to online access to recorded lectures, tended to agree. Access to teacher education is important but DE students at IUE value f2f meetings as a significant part of their education even if some may want to see changes in how they are organized. Guidelines regarding campus sessions are provided (Jakobsdóttir et al., 2008).
Greinin fjallar um hvort fjarnemar vilja fá staðkennslu í námi sínu og þá hvernig þeir vilja að henni sé háttað. Greint er frá niðurstöðum þriggja kannana meðal fjarnema og kennara við Kennaraháskóla Íslands (KHÍ): 72 framhaldsnemar úr sjö árgöngum á í tölvu- og upplýsingatækni svöruðu fyrstu könnuninni og 51 kennari svipaðri könnun. Öllum fjarnemum við skólann var boðið að taka þátt í þriðju könnuninni: 527 svöruðu (34% svarhlutfall). Meirihlutinn vildi hittast í staðlotum 2-5 daga í hverju námskeiði, tvisvar til þrisvar á misseri. Nemendur sem bjuggu fjær og yngri nemendur vildu hittast sjaldnar en þeir sem eldri voru og þeir sem bjuggu nær. Þátttakendur vildu nýta staðbundinn tíma til umræðna og til að skapa góðan hópanda en voru blendnari í skoðunum gagnvart fyrirlestrum: sumir háskólakennarar og hópar grunnnema vildu ekki eyða miklum tíma í fyrirlestra né þeir framhaldsnemar sem voru vanir því að geta nálgast upptökur af fyrirlestrum á Netinu. Aðgengi að kennaramenntun er mikilvægt. En fjarnemar við KHÍ telja staðkennslu mikilvæga í menntun sinni jafnvel þó ýmsir þeirra vilji skipuleggja hana öðruvísi. Settar eru fram tillögur til að bæta staðlotur, þýddar úr skýrslu starfshóps á vegum kennarabrautar KHÍ og byggðar á niðurstöðum ofangreindra kannana (Jakobsdóttir o.fl., 2008).
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e-learning, distance learning, distance education, online learning, higher education, DE, blended learning, ICT, information and communication technology, internet, collaborative learning, learning management system, MOOC, interaction, LMS,
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