Videoconferencing in Service-Learning and Practicum: Analysis from a Strengths-Based Perspective
Track
Research Project / Teaching with Technology
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
Recommended Citation
Blomstrom, Sally A.; Schaeffer, Susan; and Carnot, Mary Jo, "Videoconferencing in Service-Learning and Practicum: Analysis from a Strengths-Based Perspective" (2016). SoTL Commons Conference. 84.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2016/84
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.
