Exploring Tutor and Student Experiences in Online Synchronous Learning Environments in the Performing Arts

Abstract

High levels of student dissatisfaction and attrition persist in blended and online distance learning programmes. As students and tutors become more geographically dispersed with fewer opportunities for face-to-face contact emergent technologies like Online Synchronous Learning Environments (OSLEs) may provide an interactive, connected learning environment. OSLEs, such as Blackboard Collaborate and Adobe Connect, are web-based, computer-mediated communication programs typically using video and audio. This article reports the findings of an exploratory, nine-month study in the performing arts in which tutors used an OSLE for dissertation supervision, pastoral support and performance feedback. Garrison & Anderson’s (2003) Community of Inquiry (COI) framework was used as the basis for evaluation of student and tutor experiences to explore in what ways learning could be supported when using the OSLE. Our findings indicate significant benefits of OSLEs including convenience, immediacy of communication and empowerment of learners, even for our rehearsal-based case study. For students, it was important to see and talk with each other (peers and tutors), share and discuss developing ideas and check understanding through the video and audio media. Tutors reported that OSLEs required them to re-think the design of the learning environment, re-visit how they facilitated discourse and re-examine their communication skills especially with regard to feedback on student performance. Technical limitations such as poor quality audio and video, lack of system robustness, and the need for turn-taking did impact on learning; however, it was accepted that OSLE-technology was improving, and rapidly so. Despite the limitations of the study, the evaluation using the COI framework demonstrated that learning had been supported and that use of an OSLE could support all three elements of the framework: social, cognitive and tutor presence. Also, it was apparent that the tutors and most of the students were extremely committed to using the OSLE believing it offered a lively, personal and dynamic learning space.

Share and Cite:

Peacock, S. , Murray, S. , Dean, J. , Brown, D. , Girdler, S. & Mastrominico, B. (2012). Exploring Tutor and Student Experiences in Online Synchronous Learning Environments in the Performing Arts. Creative Education, 3, 1269-1280. doi: 10.4236/ce.2012.37186.

Conflicts of Interest

The authors declare no conflicts of interest.

References

[1] Abbass, A., Arthey, S., Elliott, J., Fedak, T., Nowoweiski, D., Markovski, J., & Nowoweiski, S. (2011). Web-conference supervision for advanced psychotherapy training: A practical guide. Psychotherapy, 48, 109-118. doi:10.1037/a0022427
[2] Browne, T., Hewitt, R., Jenkins, M., Voce, J., Walker, R., & Yip, H. (2010). 2010 Survey of technology enhanced learning for higher education in the UK. URL (last checked 26 August 2012). http://www.ucisa.ac.uk/~/media/groups/ssg/surveys/TEL%20survey%202010_FINAL
[3] Bryman, A. (2001). Social research methods. Oxford: Oxford University Press.
[4] Burbules, N. (1993). Dialogue in teaching: Theory and practice. New York: Teachers College Press.
[5] Butler, J., & Sullivan, M. (2007). Pitfalls, perils, and profound pleasures of live elearning. Distance Learning, 4, 31-36.
[6] Carbonaro, M., King, S., Taylor, E., Satzinger, F., Snart, F., & Drummond, J. (2008). Integration of e-learning technologies in an interprofessional health science course. Medical Teacher, 30, 25-33. doi:10.1080/01421590701753450
[7] Chatterton, P. (2010). Designing for participant engagement with blackboard collaborate. URL (last checked 26 August 2012). http://www.jisc.ac.uk/media/documents/programmes/elearning/Collaborateguidance/Blackboard%20Collaborate%20Good%20Practice% 20Guide.pdf
[8] Childs, M. (2003). E-tutoring in synchronous and asynchronous environments. Interactions Journal, 7. URL (last checked 26 August 2012). http://www2.warwick.ac.uk/services/ldc/resource/interactions/archive/issue20/childs
[9] Cornelius, S., & Gash, D. (2012). How do you know if anyone is there? Questions from teachers new to virtual classrooms. Educational Developments, 13, 1-7.
[10] de Freitas, S., & Neumann, T. (2009). Pedagogical strategies supporting the use of synchronous audiographic conferencing: A review of the literature. British Journal of Educational Technology, 40, 980-998. doi:10.1111/j.1467-8535.2008.00887.x
[11] Dammers, R. (2009). Utilizing Internet-based video conferencing for instrumental music lessons. Applications of Research in Music, 28, 17- 24. doi:10.1177/8755123309344159
[12] DiMaria-Ghalili, R. A., Ostrow, L., & Rodney, K. (2005). Webcasting: A new instructional technology in distance graduate nursing education. Journal of Nursing Education, 44, 11-18.
[13] Falloon, G. (2011). Making the connection: Moore’s theory of transacttional distance and its relevance to the use of a virtual classroom in postgraduate online teacher education. Journal of Research on Technology in Education, 43, 187-209.
[14] Garrison, D. R. (2011). E-learning in the 21st century. A framework for research and practice. (2nd ed.). London: Routledge.
[15] Garrison, D. R., & Anderson, T. (2003). E-Learning in the 21st century: A framework for research and practice. London: Routledge/Falmer. doi:10.4324/9780203166093
[16] Garrison, R., & Arbaugh, J. (2007) Researching the community of inquiry framework: Review, issues, and future directions. The Internet and Higher Education, 10, 157-172. doi:10.1016/j.iheduc.2007.04.001
[17] Glazier, J. D. (1992). Qualitative research methodologies for library and information science: an introduction. In J. D. Glazier, & R. R. Powell (Eds.) Qualitative research in information management (pp. 1-13). Englewood, CO: Libraries Unlimited.
[18] Gomm, R., Hammersley, M., & Foster, P. (2000). Case study and generalization. In R. Gomm, M. Hammersley, & P. Foster (Eds.), Case study method (pp. 98-115). London: Sage.
[19] Janson, M. (2004). Distance makes the dancer grow stronger. Dance Teacher, 26, 46-48.
[20] JISCinfoNet. (2012). Effective use of virtual learning environments. URL (last checked 1 September 2012). http://www.jiscinfonet.ac.uk/InfoKits/effective-use-of-VLEs
[21] Laubach, M., & Little, L. (2009). Trials and triumphs: piloting a web conference system to deliver blended learning across multiple sites. Journal of the Research Centre for Educational Technology, 5, 56- 67.
[22] McBrien, J., & Jones P. (2009). Virtual spaces: Employing a synchronous online classroom to facilitate student engagement in online learning. International Review of Research in Open and Distance Learning, 10, 1-17.
[23] Murray, S., & Peacock, S. (2011). Recommendations and guidelines for tutors using online synchronous learning environments (OSLE). URL (last checked 29 August 2012). http://www.qmu.ac.uk/palatine/documents/KeyRecommendations.pdf
[24] Murray, S., & Peacock, S. (2012). The video diary as a method of data collection in qualitative educational research. International Journal of Qualitative Methods. In progress.
[25] Olaniran, B. (2006). Applying synchronous computer-mediated communication into course design: some considerations and practical guides. Campus-Wide Information Systems, 23, 210-220. doi:10.1108/10650740610674210
[26] Ostrow, L., & DiMaria-Ghalili, R. A. (2005). Distance education for graduate nursing: one state school’s experience. Journal of Nursing Education, 44, 5-10.
[27] Parrish, M. (2008). Dancing the distance: iDance Arizona videoconferencing reaches rural communities. Research in Dance Education, 9, 187-208. doi:10.1080/14647890802087811
[28] Paulus, T., & Phipps, G. (2008). Approaches to case analyses in synchronous and asynchronous environments. Journal of ComputerMediated Communication, 13, 459-484. doi:10.1111/j.1083-6101.2008.00405.x
[29] Peacock, S., Murray, S., Girdler, S., Brown, D., Dean, J., & Mastrominico, B. (2011). An exploration of learner and tutor experience in using online synchronous learning environments (OSLEs) across disciplines within the School of Drama and Creative Industries. URL (last checked 26 August 2012).
[30] http://www.qmu.ac.uk/palatine/documents/OSLE.pdf
[31] Porto, S. (2006). Synchronous online conferencing. DE Oracle @ UMC. URL (last checked 26 August 2012). http://deoracle.org/online-pedagogy/synchronous-communication/synchronous-conferencing.html
[32] Quality Assurance Agency for Higher Education (2007). Drama, dance and performance. URL (last checked 26 August 2012).
[33] http://www.qmu.ac.uk/futurefocus/EmployabilityProfiles/Dance%20Drama%20and%20Performance%20Employability%20Profile.pdf
[34] Rogoza, C. (2007).Wimba live classroom. A case study of diffusion of innovation. Distance learning, 4, 48-56.
[35] Rushle, S., & Loch, B. (2008). Conducting a trial of web conferencing software: Why, how, and perceptions from the coalface. Turkish Online Journal of Distance Education, 9, 19-28.
[36] Stake, R. (2000). Case studies. In N. K. Denzin, & Y. S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 435-454). Thousand Oaks, CA: Sage.
[37] Skylar, A. (2009) A comparison of asynchronous online text-based lectures and synchronous interactive web conferencing lectures. Issues in Teacher Education, 18, 69-84.
[38] Valaitis, R., Akhtar-Danesh, N., Eva, K., Levinson, A., & Wainman, B. (2007). Pragmatists, positive communicators, and shy enthusiasts: Three viewpoints on web conferencing in health sciences education. Journal of Medical Internet Research, 9. URL (last checked 26 August 2012). http://www.jmir.org/2007/5/e39

Copyright © 2024 by authors and Scientific Research Publishing Inc.

Creative Commons License

This work and the related PDF file are licensed under a Creative Commons Attribution 4.0 International License.