Statement of Problem:

The increased use of technology and the implementation of Distance Learning in the classrooms of South Dakota is creating a need for teacher training in distance education. Training of these teachers is going to be unique, because distance learning is a relatively new concept to the state. In order for schools to send and receive distance classes, teachers will have to be trained how to teach in this new manner.

Method:

Setting of the Research:

The lecture hall has student desks hooked together and gradually stacked in the room.

Subjects:

Focus:

Role of Observer:

Type of Data to be Collected:

Interim Analysis and Conclusion:

In observing the participants over the three day time period, it was clear that they were becoming more comfortable with each other as time went on. The first day of observation was the first time the participants actually met each other in most cases. They were very stiff with their reactions and questions to each other and to the group when problem solving and answering the instructors questions. An example of this is when they are asked to give Doreen a hand and the group looks around the room waiting for someone else to start the clapping. In most cases they end up not clapping. No one volunteered much information unless asked directly. When the group had to do assigned tasks as a large group, they completed the job, but the interaction with each other was short and to the point. When given the task of defining adjectives to describe a constructive friend the group came up with 12 terms. All of the adjectives were volunteered by females with the exception of one.

This is quite different from the observation made on the last day. On this day the participants were to identify the components of a good lesson plan. They immediately went to work as a group in order to complete the assignment. It is interesting to note that they were asking each other for help in completing their thoughts at this observation point.

Although this is a good start to analyzing how DTL participants respond to each other in problem solving assignments, further observations need to be done to conclusively determine whether it is gender or time that makes the difference in how participants respond to each other. This research needs to be continued in analyzing the participants and how they problem solve their questions so that when they are back in their school districts, they have the skills to effectively teach via distance education. It is recommended that the research be continued during the July DTL academy also.

Appendix

Field Notes for June 13, 20000

When entering the computer lab (regular classroom) the 7 female and 4 male students were randomly seated around the room. Each had a computer workstation in front of them that they were working on individually. There were two female instructors seated at the front of the room behind a table. Sporadically one or two would get up and walk out of the room until all were gone.

The students were directed to go to Room 143, which is a VTEL lab. Upon entering this room, all four males seated themselves to the left-hand side of the room and the females sat to the right-hand side. The males were spread out individually at tables with the females clustered around 3 tables.

The first task assigned to the group was to determine who was going to be the facilitator for the VTEL session. All the students looked at each other until one male said, "Just exactly what does a facilitator do?" It was explained to him and he said he would do it. Body language from the rest in the room indicated that everyone was glad he had volunteered – Bodies relaxed, people smiled, a couple of others clapped.

When the VTEL session started, everyone’s attention was on the monitors. One woman at the back of the room opens up her notebook and immediately begins to take notes. The woman beside her looks around the room and then opens up her notebook and starts to take notes. After a few minutes another woman at the front of the room starts to take notes.

Betty Bowers asks for questions. Everyone in the room looked at each other – no comments were made.

Group is asked over the VTEL to give Doreen a hand – Everyone looks around the room at each other and laughs. Finally someone claps and the others join in.

Constructive Friend lesson begins. Five people begin to take notes – three from before and two other females.

Female makes comment to male – snickering under their breath during presentation.

Note takers drop off to original three women. Everyone else listening intently to Betty Bowers. Interesting to note that the note takers are at the back of the room where they have lots of room to spread out to take the notes.

Request for clapping – no one does – everyone looks at everyone else and just sits there.

Constructive friend activity/assignment is explained. Need to come up with a list of adjectives. Females all start throwing out adjectives. Group comes up with 15 descriptive adjectives to describe a constructive friend. Only one male volunteers an adjective.

Betty Bowers come back on VTEL – 3 same females begin to take notes. One male doodling. Betty asks for clapping – this time everyone looks at each other (don’t clap) but they do laugh.

Betty and Doreen ask for comments on their clothing – red vs. white. The females in the room comment amongst each other. No males offer opinions.

Session is over. Table of 2 females visit with each other and comment on the session. Much female interaction. Males walk out of room. End of session.

Field Notes: June 14, 2000

The DTL students were grouped in the marketplace eating area for a large group activity. Upon entering the room is it was easy to determine that they were supposed to be working in groups 3 large groups that had split up into smaller subgroups.

Observed group of 3 men and 1 woman working. Subgroups were mainly 4. One man sitting entirely alone and a group of 2 woman otherwise groups of 4.

Man out of observed group receives a paper and comments "Oh great engaged learning! We get to do engaged learning!" (Defiantly a note of sarcasm)

Group not staying on task – visiting in general going on.

Man sitting alone is working hard – reading, writing. No one approaches him.

People getting up and randomly join other groups.

2 women break off from group and start working together.

Betty Bowers begins to speak. Note taking going on and listening. Women only taking notes.

Sporadic clapping as Betty asks for it occurring mainly from the women in the room.

As the exercises continue, females continue to take notes. Others listening. This is taking place more in the middle of the room where Betty is standing. On the outskirts much visiting is taking place. Cannot hear what it is regarding as they are whispering due to Betty talking.

DTL instructors introduce themselves – at the end sporadic clapping – mainly by females again.

Field notes June 15, 2000

Students are all working on computers. Two males in front discussing what is one ones monitor. (can’t see what it is) The older gentlemen is scrolling and pointing to his screen and talking to the younger one. Younger one sits back, crosses his arms and scowls. Older man keeps pointing and talking. Younger one turns to his computer and keyboards something. During this time a man in the row behind them, has been watching over his monitor screen. He asks, "What are you showing him". The older gentleman responds" A on-line Biology quiz". The three men then begin discussing on-line resources together.

Female turns computer on and nothing happens after a few minutes. She pounds on the keyboard with one finger. Man sitting next to her points to her keyboard. She laughs, touches where he pointed. She starts talking to him.

Group gets up and moves to VTEL lab.

Visiting going on among participants. Appear to be more comfortable as a group with each other than on Tuesday. Much laughter and comments. Males are still on one side of the room and females on the other, but have the middle has moved next to each other and they are talking across the tables to each other.

Interactive Video Demonstration:

Asked for volunteers: Wesley immediately asked to run the equipment. No one would volunteer to be facilitator. They have to come up with a joke. They sit and look at each other. Finally a joke is told by someone (female) and everyone says, "you’re the facilitator". She says no way and then finally agrees. Joke is: Why did the chicken cross the road? The VTEL system was on the other side". Everyone groans and laughs.

VTEL is up and running, but there is much conversation and laughing in the room. The video camera is not working quite right and everyone is volunteering suggestions on how to get it to work.

Trouble with sound on VTEL also. Facilitator has to break in and tell Betty Bowers that the group cannot hear. Find out that they need to break into groups and think about the components of a good lesson plan. Supposed to work in groups of four. Three men work in a group and get right to the task. Two groups of females are formed and have a hard time getting going on the assignment. A woman says, "Catch their attention….can’t think of the word." Male says, "Set". She responds, "Yes, that’s the word I want."

Come back into a big group. "How are we going to share our information? White Board, Easel, document camera? The facilitator decides on the document camera.

Two men jump right in and start compiling the list. Three young women and one older one sit in the front of the room with their chins in their hands appearing to not be paying attention.

One woman takes notes all the way through the session even though they are told the information will be posted on the web. Everyone watches monitor.