Proposal Title

Videoconferencing in Service-Learning and Practicum: Analysis from a Strengths-Based Perspective

Co-Authors

(bahayfo1@wsc.edu) Barbara Hayford, Wayne State College, Wayne NE

(kkirsch@csc.edu) Kathleen Kirsch, Chadron State College

Track

Research Project / Teaching with Technology

Proposal Abstract

Student learning, metacognition, and faculty reflections were examined over 4 semesters in two courses that moved from F2F to videoconferencing. One is a speech class at a technological university focusing on a service-learning STEM literacy project in which students created audio tours for a museum 1500 miles away. The museum director provided feedback. During spring 2014 (n=52) students received written feedback for their scripts. During fall 2014 (n=70) and spring 2015 (n=90) students met the director during one class period and received some feedback. During the fall 2015 (n=70) Skype was used and students received individual feedback. The second is a practicum class in a graduate school counseling program offered primarily online. During three semesters the faculty member and students all traveled considerable distances for F2F meetings. During fall 2015 students met with the faculty member and other students using Vidyo. Modifications were made in both courses to improve teaching and learning. A mixed-methods approach will be used to analyze results. Discussion will include how awareness of our strengths and personality types as faculty influenced our experience as the feedback methods progressed.

Session Format

Panel Session

Location

Room 210

Publication Type and Release Option

Presentation (Open Access)

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Mar 30th, 10:00 AM Mar 30th, 10:45 AM

Videoconferencing in Service-Learning and Practicum: Analysis from a Strengths-Based Perspective

Room 210

Student learning, metacognition, and faculty reflections were examined over 4 semesters in two courses that moved from F2F to videoconferencing. One is a speech class at a technological university focusing on a service-learning STEM literacy project in which students created audio tours for a museum 1500 miles away. The museum director provided feedback. During spring 2014 (n=52) students received written feedback for their scripts. During fall 2014 (n=70) and spring 2015 (n=90) students met the director during one class period and received some feedback. During the fall 2015 (n=70) Skype was used and students received individual feedback. The second is a practicum class in a graduate school counseling program offered primarily online. During three semesters the faculty member and students all traveled considerable distances for F2F meetings. During fall 2015 students met with the faculty member and other students using Vidyo. Modifications were made in both courses to improve teaching and learning. A mixed-methods approach will be used to analyze results. Discussion will include how awareness of our strengths and personality types as faculty influenced our experience as the feedback methods progressed.