Remote Mentoring
Introduction: Videoconferencing has been previously used in teaching extensively for many different purposes. This project has investigated (i) applying it to highly analytical individual electrical engineering problem-solving (which is an unusual context) and (ii) videoconferencing as out-of-hours remote guidance, where the student uses their camera to share exactly their view of the problem they are working on at the time they are undertaking self-directed study, while the mentor advises remotely. Remote guidance of this kind can be seen as an emerging opportunity area for the novel use of technology in education, and will be strongly enabled by both a new generation of wearable devices with ‘world-view’/’egocentric’ networked cameras, and by the peer-to-peer economy that is disrupting many other businesses.
Theoretical Background: Videoconferencing has been used extensively in online and distance learning. Perhaps not surprisingly, in that context researchers have found that online students supported by synchronous tutorials (Skype) achieved higher results than those with asynchronous tutorials (Strang, 2012). In terms of the requirements for technology support of these synchronous tutorials, application sharing and audio appear to be the most critical elements (Böhne et al., 2004). Telecollaboration in language learning (tandem) is also well-established, and has brought about overwhelmingly positive student experiences, reported for example by Schenker (2017). In STEM disciplines, screencasts in mathematics courses were found to have a positive effect on student performance, although students may not be able to verify their understanding easily (Dunleavy and Dede, 2013). However, there does seem to be considerable potential to meet students’ demands for support out of hours (Tisdell, 2017)
Aims: To investigate how technology can support students outside of regular hours (e.g. when they are at home engaged in self-directed learning), and allow educators to see what students are doing; point; annotate; share content; share explanations; and share the above with any student who wants to join.
Progress / Outcomes / Next steps:
An evaluation of remote mentoring in the ELEC2134 Circuits and Signals found that this form of learning support was very popular – even more popular than similar face-to-face support. Student reported that it was particularly helpful for resolving problems, clarifying/reinforcing knowledge, and for revising for exams. Blackboard Collaborate Ultra was fairly effective as a first platform, however with future technology development there are lots of new opportunities on the horizon in terms of remote sharing of learner’s point of view.
A Scientia Education Academy Lecture on Peer-to-Peer Education was delivered in September, disseminating the above findings. Following this, A/Prof Mira Kim adopted ideas from the lecture to help make the very successful PELE program more scalable and hence expand it. A follow-up publication is under development.
References
- Strang, KD., (2012). Skype Synchronous Interaction Effectiveness in a Quantitative Management Science CourseBöhne, A., Rütters, K., & Wagner, B. (2004). Evaluation of Tele-tutorial Support in a Remote Programming Laboratory.
- Schenker, T. (2017). Synchronous Telecollaboration for Novice Language Learners: Effects on Speaking Skills and Language Learning Interests. Alsic. 20. 1-18. 10.4000/alsic.3068.
- Dunleavy, M,. Dede, C,. (2014). Augmented Reality Teaching and Learning. Handbook of Research on Educational Communications and Technology. 735-745. 10.1007/978-1-4614-3185-5_59.
- Tisdell, C., “Can technology facilitate learning on a level playing field?”, UNSW Scientia Academy Lecture, 31st July 2017, available via https://teaching.unsw.edu.au/SEAFellows/ChrisTisdell (accessed 25/6/19)
