![\"\"](\"https:\/\/news.elearninginside.com\/wp-content\/uploads\/2017\/12\/robot-class-1-greenhow-300x225.jpeg\")
The initiative is an effort of the Design Studio of MSU\u2019s School of Education. A recent study authored by John Bell\u2014Director of the Design Studio\u2014found that the use of robots significantly affected how students learn. It made them feel like they were in the room and part of a class.<\/p>\n
\u201cI teach graduate courses where the primary pedagogy is discussion-based,\u201d Greenhow continued. \u201cWhen you\u2019re in a discussion with some people in the room and others streaming in, you have these faces on the screen and you\u2019re trying to talk to someone, look at their face, look at the camera, and look at other people in the room. You can\u2019t have the same interpersonal experience.\u201d<\/p>\n
Before Robots, MSU Used a Unique Form of Blended Learning<\/h1>\n
MSU has spent years thinking about how to improve their online course offerings. While many universities approach online learning as a separate program altogether, MSU has taken a different approach. In 2015, they integrated their education psychology and education technology doctoral programs into single, hybrid, synchronous models.<\/p>\n
Using video conferencing software like Skype or Zoom, they began the process of bringing all their students together in a single blended environment. The initiative began with fixed computers in the classroom. Now, with the use of self-balancing robots, students can be even more present.<\/p>\n
According to Professor Greenhow, there were several reasons for this move.<\/p>\n
\u201cOne, research on online learning suggests how important peer-to-peer and student-to-instructor interaction is in keeping students engaged. When you don\u2019t create a sense of belonging, drop-out rates are higher, and students don\u2019t perform as well.\u201d<\/p>\n
\u201cTwo, we wanted to make sure that all of our students felt equal, that they were getting an equal experience, that they were getting an equal apprenticeship experience. One thing we found out quickly is that when online students participate in class discussion, they feel like they\u2019re interrupting, and they\u2019re not.\u201d<\/p>\n
\u201cWe also wanted people who were working full-time to bring their real world experience into the classroom \u2013 having those different perspectives would make all of us better.\u201d<\/p>\n
In Greenhow\u2019s experience, implementing robotics into the classroom has benefited in-person students\u2014not to mention herself\u2014just as much as they help online students.<\/p>\n
I, Robot-Assisted Instructor<\/h1>\n
While Greenhow had help from tech specialists from the Design Studio, the initiative did not come without its challenges.<\/p>\n
\u201cThe place where I felt like a fish out of water was using the full range of the robots\u2019 features. You can do all kinds of things with them, like zoom in or out, adjust the volume, move around the room, etc. I never really modeled that; it\u2019s almost like putting on an Ironman suit and just going.\u201d<\/p>\n
\u201cSometimes when people could turn their head screen, they did it. That makes sense. If you were sitting at a table with someone, it would be rude to not look at them.\u201d<\/p>\n