Assume a tone of formality when handling a problem—formality in online classrooms signifies seriousness and firmness, especially when contrasting with an otherwise more casual instructor tone.
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Three Tips for Handling Disruptive Online Students Faculty Focus | Faculty Focus - 0 views
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"Assume a tone of formality when handling a problem-formality in online classrooms signifies seriousness and firmness, especially when contrasting with an otherwise more casual instructor tone. "
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Tips for Establishing a Rapport with Online Students Faculty Focus | Faculty Focus - 0 views
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Start your course or program with a welcoming e-mail.
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Follow up on all e-mail received—and promptly.
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Use chat rooms, threaded discussions, journals, etc.
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Send general e-mails throughout the course—and post them.
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ompliments on their work, insights, extra efforts, an outstanding project or paper, etc.
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Do not use stuffy, formal language
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Do occasional “just-for-fun” things.
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Building Rapport with Your Students Faculty Focus | Faculty Focus - 0 views
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Higher motivation—When students feel rapport with their teachers and feel that their teacher’s personalities are something like their own, motivation is higher.
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Higher motivation—When students feel rapport with their teachers and feel that their teacher’s personalities are something like their own, motivation is higher.
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—When students feel rapport with their teachers and feel that their teacher’s personalities are something like their own, motivation is higher.
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Higher motivation
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Increased comfor
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ncreased quality
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Satisfaction
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Enhanced communication
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Trust
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Encouraging Students' Intrinsic Motivation - 0 views
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In my work with other faculty members on teaching and learning, many issues arise. One that is discussed repeatedly is the concern that students focus too much on grades and not enough on learning. In part, the issue here is one of extrinsic vs. intrinsic motivation.
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How to Design Effective Online Group Work Activities Faculty Focus | Faculty Focus - 0 views
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Online collaboration tools While Skype and other real-time collaboration tools make it easier for dispersed students to “get together,” Mandernach cautions against overusing synchronous tools. Instead, she says, you should encourage your students to take advantage of the many asynchronous collaborative tools inside your course management system or some of the new Web 2.0 tools. Some of her favorite Web 2.0 tools include: Tokbox, VoiceThread, Creately, Google Docs, and Teambox. These tools are relatively easy to use and help build a sense of community in the online classroom. They’re also another way to get students to buy into group work activities and using them makes the students more marketable upon graduation. “If you can use the collaborative environment to really bring them into your classroom and get connected to you and connected to their peers you’re going to see a lot of benefits besides increased test scores,” Mandernach says. “Many employers and graduate schools really view online learning as learning in isolation, and I think it’s important for students to show that they are capable of collaborative work — that they can work independently and with others.”
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In the recent online seminar Online Group Work: Making It Meaningful and Manageable, Mandernach provided tips for adapting proven face-to-face group work strategies to the online environment. The key is to design tasks that are truly collaborative, meaning the students will benefit more from doing the activity as a group than doing it alone. Effective online group activities often fall into one of three categories: There’s no right answer, such as debates, or research on controversial issues. There are multiple perspectives, such as analyzing current events, cultural comparisons, or case studies. There are too many resources for one person to evaluate, so a jigsaw puzzle approach is needed with each student responsible for one part.
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Ian August etap 640 SuMmEr 2011 - 1 views
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Student centered learning
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question your assumptions! why do you assume that "student-centered" means "teacher-less"?
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why do I need to pay for this if I am on my own.
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well... if this were true, you could walk into a library and "BAM" - you would know it all! digg into your assumptions here... it is about role and expectations and where the focus is. Is it on the student or on the teacher? see my blog post "if i do all the work, who does all the learning?" : )
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I wish I could walk into a library and know it all! I sometimes (jokingly) tell my students to put their textbooks under their pillow at night in hopes that learning-by-diffusion may come true!
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leaders.
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could not locate a link for diigo but I contacted Mimi for more info
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But the last article I read after the, yawn, diffusion one, yawn, was about digital natives. WOW .
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I am glad that Prensky "engaged" you, but in the long run the other article would help you to better understand and serve the fauclty you work with. Theories help us frame and understand probelms systematically. I need you to think about this and to think about what "engages" you and why. So here is something to engage you. Prensky is WRONG!!! I was hoping you would find find this on your own: http://steve-wheeler.blogspot.com/2011/05/natives-are-revolting.html - Steve is a friend of mine and a well-known and respected blogger. Digg into this controversy! And then come back and tell me what you think!
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I so agree. I use the polling option in my online course and was told I was the first to ever try. I believe that part of the problem is that online learning is coming from the top down, with little support. -
how do you use the polling option diane, for what type of assignments? Prof. Pickett has been telling me to let the student decide on many things, like Bill Pelz course, where the students approve each others final essays. when you say top down do you mean the teacher ruling the classing room? Because that seems to be the norm, how f2f classes run as well.
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They use the basics like read this article and write this paper or take this quiz.
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I am a visual person and find that I don't still have a mental map of this class. I wander around quite a bit. I have developed a few shortcuts, but it is definitely a work in progress.
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The map of the class has definitley gotten better since the start, I dont know if you used angel, but we use it at our college, I dont think I can send pics through here but I will send them to you another way.
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t took me a minute to figure out the moodle system.
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Do you like moodle better than Angel? I am disappointed in Angel's blog, so I will need to send my students to edublogs.
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These ideas are the modern theories in action, of the students new role in the classroom, whether online or f2f. Professor's have said in the past "this is our class", but these ideas I have mentioned are really creating an "our class" type of atmosphere where the teacher and students are more equal participants in the learning process than the traditional model of the teacher being the boss, and the student being the subordinate.
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I agree. This is certainly a benefit of online learning. You don't have to worry, as an instructor, about who's paying attention or talking in the back or being the "disciplinarian" you can all just focus on coming together and learning as a community.
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Randy Pausch
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wikis's
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I'm going to include a student project that also has them create and work within a Wiki. It looks to be the perfect environment for collaboration on a single document (a short story).
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This also shows the teacher asking the student to be an active participant in their own learning,
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Yes, that's what the online environment is all about...student centered social learning.
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Every one of the teachers in Exempler courses for observation talked about they way analzye their course, sometimes when its over sometimes during, to see what worked and what did not work
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We are already learning this through our use of "self assessment." I would imagine it takes a few runs through the course to work out all the kinks, and if it's a subject like science or technology where the information changes constantly, it's ever-evolving.
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That was the role of student.
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In the wake of new technology, the role of the student is changing very quickly to one of self-directed learning.
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Ah this is a philosophical stand. Many times we teach by the way we learn; however, this may not be the best for our students.
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The Angel LMS that I am familiar with even gives he teacher the option to shut off news posts in a discussion forum so the student has only one option and that is to reply to a previous post.
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That's an interesting idea, especially when there are too many discussions going on.
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build a wiki together
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I was going to have my students do the same, however, I just noticed that the course shell has an option for a Wiki...did anybody else see that? Anybody know how it works? I have since decided to give my students a choice other than to "write" a short story in small groups within a Wikispace. I'm going to allow them to recreate or interpret a short story in a multi-media fashion. Howard Gardner influenced. :-)
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don’t show them how you do it, let them find out how it is done on their own
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leave it up to the student to choose,
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I guess I can guide, so when the students get off course I can say hey you should check this guy out, or this writer out.
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I had an instructor last semester (Jason Vickers, if you get a chance to take a class with him, he's great! Also, he's a PhD student) who would do this exactly. He would scarcely add to our discussions as he said that oftentimes that can shut them down, but when he did it usually was to suggest that we check certain authors/theories/articles out that might help put us back on the right track.
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I remember Alex suggesting something to me during the first week or two when I was a little lost. She pointed me in the right direction and that was good because I was able to focus my energies.
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Case Study
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Very good idea, because you're right...it seems like a very large amount of information that you're trying to cover. Case studies might work better.
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Hopefully they will read the author I provide them with and than on their own they will read more articles by that author because they like him.
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Perhaps you can assign one particular article, and then actually provide them with the links to 1-3 other article they might find of interest.
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Another issue I am having is questioning if I have too much for the student to do. I really wanted them to do a group project but it seems like too much work.
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Have you gone through the learning activities for each module and guesstimated how long it would take them to do? That might give you a better idea of whether it's too much. Just a suggestion.
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letting the student do the heavy lifitng. Professor Pickett told me that it is a hard concept to implement as a teacher and I am seeing that.
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letting go of control of someone else's learning is a constant struggle. just keep telling yourself that it is NOT about you and what you know. It is about your students and catalyzing the passion for the topic of your course in them... they are the only ones that can do that... remember... if you do all the work, who does the learning? you have to let go and trust them to learn. That does NOT mean you are not there or that you have chaos.... you have to design it and facilitate it so that it works that way. It is a LOT of work : )
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I am so glad I took this class. I learned so much, I feel so much more confident in my job as an instructional designer, and I feel more confident to take my skills to a new job envirnment. ANYONE HIRING OUT THERE?
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I learned about some really important concepts for teaching online, like; -supply the students with a lot of information, module overviews, due dates, contact info, detailed explanation of how to complete assignments, rubric describing what type of work constitutes a Grade of A, B, C etc, -show your teacher presence in the course, by answering questions fairly quickly, posting in the discussion to guide, engage, provoke the student to do more research, asking for student input and using it, -Let the students do as much as possible instead of giving them everything ona silver platter. -Let students play the role of teacher in some of their assignments
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After the first two weeks of this course, the first module, I learned so much, and grew so much more confident in my ability to work with faculty developing online courses.
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What Online Students Want to Tell Faculty - 0 views
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Designing your course to promote quality interaction between faculty and students and among students is essential. Consider emphasizing the course conference by making it a part of your class assessment possibly as a substitute for test, paper, or project.
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Be patient and available. Remember some of us are first time online learners and are still trying to figure out this method of teaching and learning.
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Be accessible
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Put yourself into the class. “The professor was always available, encouraging and even made the lessons humorous by adding personal tidbits.” “She gave us constant feedback and encouragement.”
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Think about your role in the discussion. Students want you to be present.
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It's important to be present, but it's also necessary to know when to step back and observe interaction between students.
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Give frequent feedback on assignments so students have a sense of what they have mastered and where they need to focus attention.
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Helps students to know that you are "there" and motivates them to improve in subsequent activities.
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Your presence in the class is important. These courses should not be seen by the student as “self-taught.”
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Outlines student concerns of online learning and what instructors should know about student needs.
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Learning from Our Teaching Mistakes | Faculty Focus - 0 views
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I hold in particularly high esteem those faculty members not only willing to talk about teaching failures but also to publish articles about them
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But you also can’t read them and be unimpressed by how much they learned through the analysis. Each one is an exemplar of the kind of critical reflection that fosters growth. This is reflection that makes us wise and wonderful teachers. And finally you also can’t read these articles and not realize how much there is for us to learn from one another’s mistakes. I’m definitely in favor of more articles like these, but there is one caveat. It might be better if they were published after you have tenure or a continuing contract.
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Teaching Standardized Courses: Advantages and Disadvantages | Faculty Focus - 0 views
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Yet there are those who feel “standardized” means “canned” — with no input from the teacher, and no opportunities for instructors to fully leverage their expertise, much less infuse their teaching style into the course.
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In fact, she says, teaching an online course with some standardized content can carry with it certain instructor benefits, including: Allows you to spend less time preparing your online course Lets you focus your energies on teaching the course Enables you to teach a wider range of courses Gives your course a professional look and feel, with multimedia components that appeal to today’s students
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Despite the many benefits of standardized courses, however there are some pitfalls that need to be addressed, including the potential for: A poor fit between course design and the instructor’s teaching style, in some cases there may be irreconcilable differences Lack of ownership and engagement Loss of interest after repeating the same content semester after semester Disagreement with aspects of course content
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“You’ll want to thoroughly familiarize yourself with the course you are going to teach, because if you don’t understand the content, approach, and principles of that course, you will find it hard to be an effective instructor,” Ko says. “Also find out what you can add or change in the course, whether that is your own commentary, additional resources, assignments, or discussion questions. Or it may be that your unique contribution will be in providing feedback and facilitating interaction in the class.”
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Despite the many benefits of standardized courses, however there are some pitfalls that need to be addressed, including the potential for: A poor fit between course design and the instructor's teaching style, in some cases there may be irreconcilable differences Lack of ownership and engagement Loss of interest after repeating the same content semester after semester Disagreement with aspects of course content
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Six Tips for Keeping Students Engaged | Faculty Focus - 0 views
Assessing Online Learning - Faculty Focus - 0 views
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Personality Matters When Teaching Online | Faculty Focus - 1 views
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But once an instructor is in the classroom, these abilities and achievements can go only so far. There also must be a constant injection of personality.
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But once an instructor is in the classroom, these abilities and achievements can go only so far. There also must be a constant injection of personality.
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But once an instructor is in the classroom, these abilities and achievements can go only so far. There also must be a constant injection of personality.
Practical Advice for Going from Face to Face to Online Teaching | Faculty Focus - 0 views
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Online Instructional Effort Measured through the Lens of Teaching Presence in the Commu... - 1 views
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The focus of this paper is teaching presence, which has been defined as “the design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile outcomes” (Garrison et al., 2000).
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Instructor teaching presence is hypothesized to be an indicator of online instructional quality. Empirical research has supported this view with evidence indicating strong correlations between the quality of teaching presence and student satisfaction and learning (Bangert, 2008; Picciano, 2002; Shea, Pickett, & Pelz, 2003)
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First, there is a need to revisit two of the original three teaching presence elements.
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The second limitation relates to design and organization (DE).
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The third limitation relates to the locus of research investigating teaching presence which has been limited largely to threaded discussions.
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Lastly, a careful review of the original teaching presence indicators developed by Anderson et al. (2001) reveals that they are largely reliant upon the threaded discussion activities of the instructor and thus fall short in identifying and articulating the full range of online collaborative tasks and effort demonstrated by both instructors and students.
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If students’ perceptions indicate that they place a premium on instructor interaction (Anderson, 2003; Shea et al., 2006) instructors must actively manage students’ expectations about the nature of online learning and the role of the instructor in this process. Online instructors can accomplish this by taking the time to communicate that online courses are not teacher-centered models of learning and by explaining the rationale behind student-to-student interaction in negotiating shared meaning through discourse.
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These results suggest that students’ teaching presence may have a “floor” threshold level and when the instructor's participation within the threaded discussion drops to zero students attempt to recreate “instructional equilibrium.”
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When accounting for instructor teaching presence in all areas of a course, we see that there is a certain ebb and flow to teaching presence.
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restricting analysis of teaching presence to discussion areas may present too narrow a view of individual instructor’s effort. Some instructors may take a strategic approach by participating in early discussions to model how to formulate probing questions and by providing direct feedback with the goal of withdrawing once this scaffolding is completed
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These results also document a significant correlation between instructional effort reflected in frequency of teaching presence behaviors and learning outcomes evidence through instructor-assigned grades on closely related assignments.
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Where does teaching presence occur in online courses? 2. How do instructors employ communicative functionality within the course to demonstrate teaching presence? 3. In what ways do students demonstrate teaching presence? 4. Does teaching presence shift over time? 5. Does teaching presence correlate with learning outcomes reflected in instructor-assigned grades?
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In this study we found that the effectiveness of the instructor did not depend on participation within the threaded discussion per se, but that responsiveness and effective interaction with students was carried out through a variety of forums, including the ask-a-question area, email, and other modes of communication. We suggest that benchmarks for effective interaction be communicated to instructors and that institutions provide training and support for online faculty around teaching presence.
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With more than 4 million students enrolled in online courses in the US alone (Allen & Seaman, 2010), it is now time to inquire into the nature of instructional effort in online environments. Reflecting the community of inquiry (CoI) framework (Garrison, Anderson, & Archer, 2000) this paper addresses the following questions: How has instructor teaching presence (Anderson, Rourke, Garrison, & Archer, 2001) traditionally been viewed by researchers? What does productive instructor effort look like in an entire course, not just the main threaded discussion? Results suggest that conventional research approaches, based on quantitative content analysis, fail to account for the majority of teaching presence behaviors and thus may significantly under represent productive online instructional effort.
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Using Content Curation Tools to Engage Students | Faculty Focus - 0 views
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content curation online content curation software ScoopIt
shared by Alicia Fernandez on 23 Jun 14
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The abundance of freely available information also has changed the role of educators. It's no longer about us standing in front of class and providing information. It's about helping these learners contextualize that information. Helping them connect it to what is out there in the real world and give it foundation and meaning. They have access to the information already, but can they critically evaluate it and figure out which piece goes into which puzzle? Then the question becomes, how should we, as instructors, be helping them? One method to facilitate this process is to have the students contribute to the class content. There are a variety of sites out there that combine content curation with a social networking component, thereby allowing users to discover, organize, and share content around a specific topic.
Simple Techniques for Applying Active Learning Strategies to Online Course Videos | Fac... - 0 views
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ETAP640 active learning simple techniques online education
shared by Elena Buttgereit on 19 Jul 14
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Designing Online Courses to Meet the Needs of a Diverse Student Population | Faculty Focus - 1 views
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Building discussion board assignments into your online course allows shy students to share their thoughts and ideas from within their own comfort zone, and participate more fully than they would ever do in a traditional face-to-face class.
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Instructional Immediacy and the Seven Principles: Strategies for Facilitating Online Co... - 0 views
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One approach is research in the area of instructional immediacy.
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Chickering and Gamson’s (1987) seminal work, Seven Principles of Good Practice in Undergraduate Education and its subsequent applications of instructional strategies used in web-based classe
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The IHEP (2000) report, a sequel to the widely cited 1999 report that identified “gaps in the literature” of web-based learning, cited 24 benchmarks considered essential for ensuring quality and excellence in web-based courses
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Ehrmann (1995) encouraged researchers to focus on (a) which teaching and learning strategies are best (regardless of technology used) for the specific content and audience, and (b) which technologies are best for supporting those strategies (p. 4).
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he technology media, as Clark (1983) explained, are just “vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes change in our nutrition” (p. 445).
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While nonverbal immediacy is important, verbal immediacy may be more relevant to web-based instructional settings as the instructor is not physically apparent to provide nonverbal cues.
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As students move through the different quadrants when learning a lesson, the teacher’s role changes from content expert (quadrants 1, 2) to facilitator and coach (quadrants 3, 4). The 4MAT cycle of learning centers on teaching to the learner where they are by considering their learning styles, left-right brain processing, and multiple intelligences (cf. Gardner 1999). The 4MAT model has been adapted to distance education by offering web-based educator training that mirrors the core principles of the 4MAT model.
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immediacy training program
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Faculty participating in such training increased their use of verbal immediacy behaviors by 42 percent and, consequently, experienced a 59 percent increase in student participation in class compared to those in the control group.
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Immediacy also relates to course design, or how a teacher deliberately arranges a set of external events to support the (learner’s) internal learning process (Gagne? 1992).
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The authors suggested programming the computer to issue personal greetings when a user logs on
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students’ perception of increased interaction with the instructor occurred when they interacted with the course (regardless if they had direct contact with the instructor) on a consistent basis.
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Seven Principles of Good Practice in Undergraduate Education, Chickering and Gamson (1986)