Implementation and Evaluation of an E-tutor Program Eric Zhi-Feng Liu and Hwa-Wei Ko Graduate Institute of Learning & Instruction National Central University No.300 Jung-da Road, Chung-Li City, Taoyuan TAIWAN
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[email protected] Abstract: Chunghwa Telecom held an E-tutor program in 2005. The program used the X-Learn system as its distance learning system. Twenty-seven pre-service teachers and eighteen students participated in this program. Each student was matched with one or two teachers by subject (e.g., English or Mathematics). Through interviews and reflective journal, this study identified problems that the pre-service teachers will face during online instruction, and how the pre-service teachers feel about the X-Learn system and the E-tutor program. This study determined that pre-training, support from technical staff, and appropriate equipment are the essential to the success of the E-tutor program.
Key-Words: Information technology, E-tutor program, Distance education, Distance learning system, Reflective journal
1 Introduction Face-to-face teaching is the most common style in education, and can provide students sufficient information. Although personalized instruction is the most effective education method, due to a lack of teachers in the suburban area, individualized learning and instruction are not possible. The development of information technology has facilitated distance learning systems that bridge the geographic distance between teachers and students. X-Learn system, a distance learning system, has used in this study. Chunghwa Telecom in Taiwan started its Etutoring program in the first semester of 2005. Following the first semester, base on the pre-service teachers’ and the students’ suggestions, the system developers of Chunghwa Telecom decided to revise the X-Learn system overall. Davis brought up the idea of Technology Acceptance Model, which pointed out that the users’ perceived usefulness and perceived ease of use would affect their tendency of using the system[1]. Therefore, in this study, we will introduce the functions and interface of X-Learn system, and try to figure out factors that affect the pre-service teachers’ and students’ willingness of using X-Learn system. Not only the usability of X-Learn system, but also the interactions between teachers and students would affect the learning effects of students through distance learning[2, 3]. Therefore, we also pay attention to how teachers and students interact, and how they feel when they use X-Learn system.
2 Literature Review 2.1 Distance Learning The terms “distance education” and “distance learning” have often been used interchangeably. In distance learning, the student and teacher are separated in space and/or time[4]. Noncontiguous communication between student and teacher is mediated by print or another technology[4, 5]. The development of distance learning is inextricably linked with the development of new technologies. The development of distance learning can be viewed as three distinct stages[6]: 1. Passive distance learning: Initially, distance education was by mail. Learner and instructor transmit messages were one way and communication required considerable time. 2. Moderately active distance learning: The technology utilized in this stage consisted of twoway audio teletraining, one-way video/two-way audio teletraining, and two-way interactive audio/video transmissions. These distance learning environments facilitated synchronous communication, meaning that there was simultaneous transmission of messages between sender and receiver, and distance learners could receive immediate feedback. 3. Highly interactive: At this stage, the learning environment combines all previous distance
learning technologies with the capabilities of the Internet and World Wide Web. Course elements determine which technologies will be the primary communication form and which will be secondary. Palloff and Pratt proposed that distance learning infrastructure consists of faculty (teachers), students, and support staff, and various resources, including a budget, equipment, software, and training[7]. When hardware or software is difficult to obtain, it is impossible to achieve successful distance learning. Without support from technical staff, it was difficult for the participants in distance learning to keep going. Pre-training for participants is extremely important. Through pre-training, participants develop a confidence in using the distance learning system.
research university in northern Taiwan, and eighteen students at a junior high school in Nantou County in the middle of Taiwan.
3.3 X-Learn System
2.2 Reflective Journal To improve the process of reflection and reflective learning during training, many professional education programs require students to write reflective journals as a learning activity[8-10]. Education literature suggests that writing a reflective journal enhances reflection, critical thinking, integration of theory with practice, and promotes professional growth[11-14].
In a study, a researcher observed that the content in a reflective journal has two principal benefits[15]. The first benefit is personal reflection of teaching experiences. The remaining benefit is the recording of important topics or events. Reflecting on teaching is a process of reviewing teaching methods, and an opportunity to think about how teaching can be improved[14, 15].
Fig. 1: A snapshot of X-Learn system that was implemented by Chunghwa Telecom in 2005. 1. Start an instruction: After clicking an item, the XLearn system allows pre-service teachers and students to hear and see each other; at this time, preservice teachers start their online instruction.
Fig. 2: A sample screen of the functionality of recording.
3 Research Methodology 3.1 Purpose The specific purposes of this study are as follows: 1. To analyze the advantages and disadvantages of the X-Learn system. 2. To identify how teachers and students feel about and how they interact when using the X-Learn system.
3.2 Participant Study participants are twenty-seven pre-service teachers at the Center for Teacher Education at a
2. Recording: The X-Learn system allows preservice teachers to record their teaching process for future evaluation. 3. Teaching material area: Pre-service teachers can view the teaching material uploaded, and present the material to students.
Fig. 3: A sample screen of the functionality of whiteboard. 4. Whiteboard: This is the space teachers utilize while teaching. Teachers can draw or write in this area top explain important concepts. 5. Desktop sharing: This function allows preservice teachers to share their desktop with students. 6. Examination area: Pre-service teachers can upload practice exams for students in this area. 7. Webcam display area: The webcam images are displayed in this area. This function allows a preservice teacher and student to see each other.
Fig. 5: A sample screen of the functionality of chat room. 12. Chat room: Pre-service teachers and students can type in this area for communication. 13. Member list area: In this area, pre-service teachers can determine whether a student is in the system. If the student is active in the system, the student’s name will be displayed in green. When the student is not in the system, the student’s name will be red.
Fig. 6: A sample screen of the functionality of hardware control area. Fig. 4: A sample screen of the functionality of document management. 8. Document management: Pre-service teachers can upload teaching materials onto the X-Learn system here. The teaching materials must be PowerPoint or Windows Word documents. 9. Webcam display area: The video from the webcam is displayed in this area. 10. Microphone control: Pre-service teachers and students can adjust microphone volume. 11. Speaker control: Pre-service teachers and students can adjust speaker volume.
14. Hardware control area: In this area, Preservice teachers and students can adjust and test their microphone and webcam.
3.4 Procedures of E-tutor Program The E-tutor program lasts for one semester (fourteen weeks), with one two-hour session per week. Oneby-one teaching was utilized in this program. Mathematics and English were the only subjects in this E-tutor program. Before pre-service teachers started online instruction, the researcher and staff in charge of this E-tutor program at Chunghwa Telecom determined the time when pre-service teachers and students can participate in online instruction. The staff matched the pre-service teachers with the students in this study. One week prior to the start of online course, a
2-hour training session was provided for pre-service teachers and students. During training, participants received instruction regarding use of the X-Learn system. Briefly, pre-service teachers instruct online in their dorm; however, the computer lab in the school was available to any pre-service teacher who lacks the computer equipment. After each 2-hour session, the teachers wrote a reflective journal on their blog. Moreover, at midsemester, a discussion meeting was held that allowed pre-service teachers to share their experiences with the X-Learn system and identify any problems. The teachers also shared how they designed their teaching materials, interacted with students, and discussed their expectations.
4 Data Collection Discussion meetings, reflective journals and interviews were used to investigate how pre-service teachers felt about the E-tutor program and the XLearn system. This study also determined how preservice teachers performed online instruction, and the problems they faced, and how they solved these problems.
4.1 Reflective Journal Pre-service teachers were asked to write a reflective journal on a blog once a week after each teaching session. The reflective journal content included the teaching process, what occurred during teaching, and how they felt about teaching.
4.2 Interview Each pre-service teacher was interviewed once. During the interview, teachers were asked about their opinions regarding the X-Learn system, how they taught their students, how they interacted with students, and whether they believed that the E-tutor program is useful for students’ learning.
4.3 Discussion Meeting At mid-semester, a discussion meeting was held that allowed pre-service teachers to share their feelings regarding online instruction, and the X-Learn system. Furthermore the pre-service teachers also reported how they prepared their teaching material, how they taught their students, what problems they faced when teaching online, and how they solve these problems. Pre-service teachers also shared
their expectations themselves.
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5 Data Analysis After analyzing the data from reflective journals, interviews, and discussion meetings, results were separated into three categories: 1) issue about the XLearn system; 2) issue about online instruction; and, 3) issue about the support system.
5.1 The Issue about X-Learn System Pre-service teachers reported that the X-Learn system has numerous useful functions such as the whiteboard, ability to upload teaching material, and chat room. These functions are useful during teaching. However, the X-Learn system has some serious problems. Nineteen pre-service teachers say that the transmission of sound and video is not fluid. Some pre-service teachers could not hear or see their students. Consequently, many pre-service teachers used MSN, Skype or Yahoo Messenger for online instruction rather than the X-Learn system. The upload function in the X-Learn system also has several problems. The X-Learn system allows pre-service teachers to upload PowerPoint files, Word files, and JPEGs. However, when pre-service teachers used mathematical signs in their teaching materials, the X-Learn system did not show the mathematical sign correctly. This problem is significant when teaching mathematics. Three pre-service teachers indicated that the XLearn system is not stable. For example, when the pre-service teachers were reaching with the X-Learn system, the system would kick the teachers or students off the system. Pre-service teachers and students were then required login again. This was a waste of time, and affected teacher and students.
5.2 The Issue about Online Instruction Before pre-service teachers started online instruction, they contacted students via e-mail or telephone. Initially, most pre-service teachers paid considerable attention to helping students solve system problems. Many teachers indicated that students did not know how to use the X-Learn system. The pre-service teachers stated that in the beginning, they spent considerable time preparing teaching materials, and, as the course progressed, they spent relatively less time producing teaching materials of the same quality. The teachers also
indicated that this online instruction experience was helpful in that it allowed them to become familiar with course content and students. Additionally, preservice teachers also consider this course is a good opportunity to practice teaching. The pre-service teachers used different teaching methods for different students. When a student had troubles learning in school, the pre-service teachers spent additional time teaching. For students who learned well in school, pre-service teachers provided students with ample time to practice. The teachers provided their e-mail and MSN addresses to the students. Because voice and video data was not transmitted without problems by the X-Learn system, most teachers reported that they preferred face-to-face instruction to online instruction. However, they also stated that when the X-Learn system becomes stable, they will be willing to teach online.
5.3 The Issue of the Support System Fourteen pre-service teachers indicated that the 2hour introduction session was too short, and they hoped that technical staff can explain how to use the X-Learn system more slowly, thereby giving preservice teachers additional opportunities to practice. This will be very helpful for teachers. Some teachers indicated that they can design teaching material quickly and effectively when reference books are provided. Teachers reported that it was very inconvenient to write the math formulas and words with a mouse; the teachers suggested that a digital handwriter should be provided.
6 Conclusion This study demonstrated that the stability of the XLearn system affected the willingness of pre-service teacher to teach online. Online instruction was a new experience for the pre-service teachers. When engineers design the distance learning systems, they must ensure that the system is stable and easy to use. A distance learning system that is stable and easy to use will decrease teacher anxiety, and teachers will be willing to teach online. Providing pre-service teachers with sufficient hardware and support, such as reference books, digital handwriters, and webcams, is also important. All these supports will assist pre-service teachers in their online instruction. It is extremely important for pre-service teachers to become familiar with the distance learning system before they start teaching. Learning a new technology requires time. Thus, during training,
technical staff should explain how to use the online instruction system as clearly as possible, and should provide teachers with an opportunity to practice using the online instruction system. A channel should be built between participants using the Etutor program and technical staff. The speed with which technical staffs answer questions of participants is positively related to the tendency of participants to use the X-Learn system. Providing teachers an opportunity to teach students online is helpful in that it allows teachers with an opportunity to become accustomed to teaching material and students. At the same time, pre-service teachers can practice teaching via online instruction. Providing pre-service teachers with a chance to share their teaching experiences and the problems in the online instruction is beneficial. When pre-service teachers share their experiences, they can learn how others teach, how others interact with students, the problems others face, and how they solved the problems. Such interaction is helpful for pre-service teacher in improving their teaching skills. Acknowledgments: The authors would like to thank the National Science Council of the Republic of China for financially supporting this research under Contract No. NSC 94-2520-S-008-007. References: [1] Davis, F., User Acceptance of Information Technology: System Characteristics, User Perceptions and Behavioral Impacts, International Journal of Man-Machine Studies, Vol.38, No.3, 1993, pp.475-487. [2] Moore, M. G., Three Type of Interaction, The American Journal of Distance Education, Vol.3, No.2, 1989, pp.1-6. [3] Moore, M. G. and Kearsley, G., Distance Education: A Systems View, Wadsworth, Belmont, CA, 1996. [4] Keegan, D., The Foundations of Distance Education, Routledge, 1996. [5] Garrison, D. R. and Shale, D., Mapping the Boundaries of Distance Education: Problems in Defining the Field, The American Journal of Distance Education, Vol.1, No.1, 1987, pp. 713. [6] Williams, M. L., Paprock, K. and Covington, B., Distance Learning : The Essential Guide, Sage, Thousand Oaks, Calif, 1999. [7] Palloff, R. and Pratt, K., Building Learning Communities in Cyberspace: Effective
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