Virtually There:

Designing Effective Cross-Cultural Online Special

Education Courses in the Pacific

Patricia Edelen-SmithKavita Rao

Lillian SegalJim Skouge

Focus of our presentation:

• Including synchronous technology in online course design

• Constructivist methods

• Cultural considerations

Background

• Basic special education teacher training needed

• Limited access to institutions of higher education

Micronesian Region

• Rural setting• Traditional lifestyles• Diverse cultural groups

Student Feedback from Past Online Courses

• Sense of isolation• Affinity for face-to-face

communication• Limited computer/internet

access• Too much text-based

learning

Theoretical Frameworks

1. Constructivist Theories2. Adult Learning Theories3. Cross-Cultural Principles

Translating Theory into Design

Constructivist1. Actively construct knowledge2. Use multimodal resources3. Create artifacts or products

Cross-Cultural Principles (for indigenous groups)

3. Connect to local community4. Use narrative structures

Adult Learning1. Provide relevant and realistic contexts 2. Learn through collaboration

The Research StudyPhase I: Developed course elements• Teaching methods• Learning activities• Delivery methods (asynchronous &

synchronous)

Phase II: Implementation 8-week “Introduction to Exceptionalities” course

During and after Phase II: Data CollectionExamined student experiences & knowledge gains

Course ElementsSynchronousSaturday: Attend weekly “virtual class” meeting

• Instructor presentation and discussion• Teach Us• Photo Story (Final project)

Saturday: Watch a movie or DVD for next week

AsynchronousThursday: Individual assignment dueAnytime: Use resources on eCollege (courseware)Anytime: EmailAnytime: Textbook as reference

The Virtual Class

Constructivist Elements:• Use of multimedia• Real time interactions with instructor•Learning WITH others•Process and product based

Adult Learning &Cross-cultural principles:•Relevance to real life•Built communities of practice•Let students teach us

Data Collection

Quantitative– Pre- and post-tests

Qualitative– Document analysis– Interview data– Observation data

Research Question #1Will curriculum and delivery result in

meeting course objectives?

Overall mean gain: +6.3 pointsPaired t-test (t = 5.9, df = 11, p < .0001)Effect size is 1.57 (Cohen, 1988)

Research Questions #2 & #3

Examined student comments on CONSTRUCTIVIST and CROSS CULTURAL elements of course:

#2: What learning preferences should be taken into account? #3: How does the use of multimedia materials affect the learning experience of Pacific islander participants?

Key Findings

Instructional Strategies and Delivery

Working in various collaborative formats– Valued group activities (small and large)– Stated benefits of all three formats

Meeting weekly in Virtual Classes– Effective way to learn (from presentations)– Highly motivating and engaging– Connection with instructors– Instant feedback

Key Findings

Use of Multimedia Materials

Movies and Videos– Effective way to learn characteristics– Saw what “inclusion” looks like– Touching and “emotional” experience– Liked the movie guide and group discussion

Virtual Class Multimedia Presentations– Clear, concise and easy to understand– Felt a connection with visual images from other

Pacific islands– Downloaded materials for future reference

From Theory to Practice

Constructivist Strategies• Social construction on knowledge

– Peer collaboration & instructor mentoring

• Multimedia Materials– Visual instruction– Visual constructivism

Adult Learning & Cross-Cultural Principles

• Communities of practice• Connection to local community

Achieving Cross-Cultural Dialogue

Teach Us activity• Providing equal spaces for interaction• Multiple cultures model of e-learning

Photo Story activity• Active creation of knowledge• Emulated narrative format

Are We Virtually There?

Student value on virtual class– Initial reaction and transformation– Valued relationships with instructor and with

each other (“as good as face to face”)– High level of engagement

Recommendations for virtual class sessions– Set clear expectations– Make sessions meaningful

Where did we go next?

Synchronous and constructivist strategies used in:

• Special Education certificate courses in Special Education certificate courses in Saipan/Rota/Tinian (CNMI islands)Saipan/Rota/Tinian (CNMI islands)

• Graduate level course: Literacy Strategies Graduate level course: Literacy Strategies for Students with Mild/Moderate for Students with Mild/Moderate DisabilitiesDisabilities

CNMI certificate courses• Introduction to Exceptional Introduction to Exceptional

ChildrenChildren

• Classroom Organization and Classroom Organization and ManagementManagement

• Modification and Adaptation Modification and Adaptation of Curriculum, Including of Curriculum, Including Family SupportsFamily Supports

• Assessment, Planning, & Assessment, Planning, & Instruction for Students with Instruction for Students with Disabilities Disabilities

Lessons Learned from CNMI courses

Challenges:• Slow/problematic internet connection at Slow/problematic internet connection at

timestimes

• Some students initially struggled with basic Some students initially struggled with basic computer skills necessary to function in computer skills necessary to function in online classonline class

• Some students lacked proper equipment Some students lacked proper equipment (computer, internet, microphone)(computer, internet, microphone)

Lessons Learned from CNMI coursesWhat Worked:

• Virtual class (Elluminate) sessions built a Virtual class (Elluminate) sessions built a sense of community and relationship through:sense of community and relationship through:

– Online discussion with instructorsOnline discussion with instructors

– Collaborative activities on whiteboardCollaborative activities on whiteboard

– ““Teach Us” activityTeach Us” activity

– Final project presentationsFinal project presentations

• Multimedia resources and activities:Multimedia resources and activities:

– IRIS Center Modules (from Vanderbilt U)IRIS Center Modules (from Vanderbilt U)

– Media (on YouTube and DVDs)Media (on YouTube and DVDs)

Literacy Strategies for Students with Mild/Moderate Disabilities

Background:• Statewide mild/moderate M.Ed./PB program• Twenty-five students: Kauai, Oahu, Maui and Big

Island

Combined synchronous with asynchronous delivery

• Weekly “virtual class” meetings• On-going internet, media and discussion

assignments during week• Final Project: Case Study intervention project

Literacy Strategies for Students with Mild/Moderate Disabilities

Virtual Class Interactions:• PowerPoint “lecture”• Break-out rooms • Polling• Web tours• Desktop sharing• Student PowerPoint presentations• Q & A/Live Discussion

Literacy Strategies for Students with Mild/Moderate Disabilities

Asynchronous –Media assignments

• U tube clips, IRIS modules, videos, tutorials, virtual labs, narrated PPts, interactive websites, audio files

Asynchronous – Discussion board

• Think-Pair-Share, Round Robin groups, Jigsaw groups, Ask the Expert, Top Three

What Worked – What Didn’t

• Virtual class through sharing, connecting, Virtual class through sharing, connecting, community buildingcommunity building

• Multimedia Resources accessed on Multimedia Resources accessed on

the internet the internet • Guided discussion threadsGuided discussion threads

________________________________________________________________________

• Enough time to find the resourcesEnough time to find the resources• Technology issues e.g. mike/earphonesTechnology issues e.g. mike/earphones

Questions/Comments

• Pat Edelen-Smith, Ed.D: pates@hawaii.edu

• Kavita Rao, PhD: kavitar@hawaii.edu

• Lillian Segal. M.Ed: segal@hawaii.edu