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Alicia Fernandez

Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education - 0 views

www.anitacrawley.net/...GarrisonAndersonArcher2000.pdf

Community of Inquiry higher education teaching presence social presence cognitive presence

shared by Alicia Fernandez on 11 Jun 14 - No Cached
  • Alicia Fernandez on 15 Jun 14
     
    The purpose of this study is to provide conceptual order and a tool for the use of computer-mediated communication (CMC) and computer conferencing in supporting an educational experience. Central to the study introduced here is a model of community inquiry that constitutes three elements essential to an educational transaction-cognitive presence, social presence, and teaching presence. Indicators (key words/phrases) for each of the three elements emerged from the analysis of computer-conferencing transcripts. The indicators described represent a template or tool for researchers to analyze written transcripts, as well as a guide to educators for the optimal use of computer conferencing as a medium to facilitate an educational transaction. This research would suggest that computer conferencing has considerable potential to create a community of inquiry for educational purposes
Jane DeMeis

Online Communities: Design, Theory and Practice - 0 views

jcmc.indiana.edu/...preece.html

design Community

shared by Jane DeMeis on 07 Jun 09 - Cached
  • Jane DeMeis on 07 Jun 09
     
    Computer Mediated Communication: The Journal of Computer-Mediated Communication
Diane Gusa

RESEARCH IN ONLINE LEARNING COMMUNITY - 0 views

www.ascilite.org.au/...chtu_frame.html

online community social presence learning

shared by Diane Gusa on 13 Jul 11 - No Cached
  • RESEARCH IN ONLINE LEARNING COMMUNITY
  • High Social PresenceLearning in an online learning community occurs as an active social process that is defined as: "the level of social presence depends upon social context, online communication, and interactivity (Tu & McIsaac, 2002)." Online social presence (Hiltz, 1998) is required to ensure the online interaction necessary to sustain community activity. Social presence is a critical factor that affects the online learning community. Gunawardena and Zittle (1997) found that social presence is the predictive of the satisfaction of online learners with their learning. Social presence, online learners' social relationships, tasks being engaged in (Tu & Corry, 2002b), communication styles and personal characteristics have impacts on online learning (Tu & McIsaac, 2001). Therefore, researchers concluded that to foster an ideal online learning community, one should increase and idealize the level of social presence
  • Computer-mediated communication democratizes the online learning environment (DiMatteo, 1990; Rheingold, 1993; Sproull & Kiesler, 1991a
  • ...7 more annotations...
  • ..for anyone to become an information provider for others, thereby both democratizing information access and enabling new roles for network users. In the most successful online courses, students assume some of the roles that traditionally belong to the instructor" (p. 208).
  • Because of the blurred roles of students and teachers, more weight is placed on the learning process/experience than upon roles. In other words, both students and teachers, as learners, share their responsibilities in online learning. Morrison (1995) argued that the learning process is unbounded by time (when one learns), space (where one learns), mode (how one learns), pace (the rate at which one learns), level (the depth of learning) and role (with whom one learns). Therefore, it is not merely learner-centered; in fact, an online learning community is a learner-driven process. While the learning is in transition from teacher-centered to learner-driven, the focus which had emphasized the needs of organization, government, and institutional is moving to a focus on community-centered needs. This shift has made lifelong learning more important.
  • Effective learning occurs in active approaches that present learning as a social process that takes place through communication with others (Hiltz, 1998; Mead, 1934)
  • Social interaction is a key component in social learning according to Vygotsky's theory.
  • "The level of social presence depends upon social context, online communication, and interactivity. When the level of social presence is high, there is a potential that online learners will engage more interactively in online activities (Tu & McIsaac, 2002).
  • In a knowledge construction community, one should have the opportunity to make contributions that will enhance the total learning value of the community. L
  • Chih-Hsiung Tu
  • Diane Gusa on 13 Jul 11
     
    conference paper
Alena Rodick

Learners' Perceived Information Overload in Online Learning via Computer-Mediated Commu... - 0 views

eric.ed.gov/?id=EJ962651

instructional theory information overload

shared by Alena Rodick on 22 Jun 14 - No Cached
  • Alena Rodick on 22 Jun 14
     
    Many studies report information overload as one of the main problems that students encounter in online learning via computer-mediated communication. This study aimed to explore the sources of online students' information overload and offer suggestions for increasing students' cognitive resources for learning.
Sue Rappazzo

Teaching at an Internet Distance-----MERLOT - 1 views

web.archive.org/...tid_report.html

merlot elearning virtual education teaching Module 4

shared by Sue Rappazzo on 10 Jul 10 - Cached
Kelly Hermann liked it
  • Several of our speakers were able to shed light on the cause of this rising tide of faculty opposition to computer mediated instruction. Andrew Feenberg of San Diego State University summarizes the situation in the opening paragraph of his "Distance Learning: Promise or Threat" (1999) article: "Once the stepchild of the academy, distance learning is finally taken seriously. But not in precisely the way early innovators like myself had hoped. It is not faculty who are in the forefront of the movement to network education. Instead politicians, university administrations and computer and telecommunications companies have decided there is money in it. But proposals for a radical "retooling" of the university emanating from these sources are guaranteed to provoke instant faculty hostility."
    • Kelly Hermann
      Kelly Hermann on 19 Jul 10
       
      As a red-head, I'm just glad they didn't use the phrase "red-headed stepchild." LOL
  • The implementation of online education shows both promise and peril. Computer mediated instruction may indeed introduce new and highly effective teaching paradigms, but high-quality teaching is not always assured. Administrative decisions made without due consideration to pedagogy, or worse, with policies or technology that hampers quality, may cause much wasted time, money and effort of both faculty and students.
  • In training, a particular package of knowledge is imparted to an individual so that he or she can assume work within a system, as the firefighters do for example. According to Noble, training and education are appropriately distinguished in terms of autonomy (Noble, 1999). In becoming trained, an individual relinquishes autonomy. The purpose of education, as compared to training, is to impart autonomy to the student. In teaching students to think critically, we say in effect "Student, know thyself." Education is not just the transmission of knowledge, important as that is, but also has to do with the transformation of persons (and the development of critical thinking skills).
  • ...11 more annotations...
  • Does good teaching in the classroom translate to good teaching online? If so, what elements can be translated and which ones can't or shouldn't?
  • "The shared mantra of the faculty and staff during the development of this document was that "good teaching is good teaching!" An Emerging Set of Guiding Principles... is less about distance education and more about what makes for an effective educational experience, regardless of where or when it is delivered."
  • Good practice encourages student-faculty contact. Good practice encourages cooperation among students. Good practice encourages active learning. Good practice gives prompt feedback. Good practice emphasizes time on task. Good practice communicates high expectations. Good practice respects diverse talents and ways of learning.
  • Frequent student-faculty contact in and out of class is the most important factor in student motivation and involvement. Faculty concern helps students get through rough times and keep on working. Knowing a few faculty members well enhances students' intellectual commitment and encourages them to think about their own values and future plans.
  • At first glance, teaching a class without the ability to see and hear the students in person appears daunting. The enlightened, quizzical, or stony facial expressions, the sighs of distress or gasps of wonder, and even the less-than-subtle raised hands or interjected queries that constitute immediate feedback to a lecture, discussion, or clinical situation are absent. Yet the proponents of online instruction will argue that these obstacles can be overcome, and that the online format has its own advantages. In the online experiences documented in the "Net.Learning" (www.pbs.org/netlearning/home.html) videotape, which our seminar viewed early in the year, Peggy Lant of the California Polytechnic State University, San Luis Obispo presented a striking example that occurred in her class' online discussion of civil war. One student's comments were especially gripping as she had just survived a civil war in her home country. Shy students who have trouble participating in a classroom discussion are said to feel more comfortable in an online setting. The ability to sit and think as one composes a question or comment also can raise the quality of the discussion. Susan Montgomery at the University of Michigan has developed an interactive website that addresses diverse learning styles through the use of multimedia (Montgomery, 1998).
  • Teachers, trainers, and professors with years of experience in classrooms report that computer networking encourages the high-quality interaction and sharing that is at the heart of education. ...(The) characteristics of online classes... generally result in students' contributing material that is much better than something they would say off the top of their heads in a face-to-face class. There is a converse side, however. Just after the passage above, Harasim cautions (Harasim et al. 1995) On the other hand, unless the teacher facilitates the networking activities skillfully, serious problems may develop. A conference may turn into a monologue of lecture-type material to which very few responses are made. It may become a disorganized mountain of information that is confusing and overwhelming for the participants. It may even break down socially into name calling rather than building a sense of community.
  • At what cost is this high degree of interaction, the need for which we suspect is student motivation and the professor's (online) attentiveness, achieved? In the previous section it was noted that charismatic professors of large (several hundred student) classes might indeed reach and motivate the students in the back row by intangible displays of attentiveness. Online, attentiveness must be tangible, and may involve more effort than in a face-to-face setting. These considerations imply an inherent limitation of online class size; size is determined by the amount of effort required to form a "community of learners."
  • Small class sizes and the linear dependence of effort on student numbers are indicative of the high level of interaction needed for high quality online teaching
  • The best way to maintain the connection [between online education and the values of traditional education] is through ensuring that distance learning is 'delivered' not just by CD ROMs, but by living teachers, fully qualified and interested in doing so online ... [P]repackaged material will be seen to replace not the teacher as a mentor and guide but the lecture and the textbook. Interaction with the professor will continue to be the centerpiece of education, no matter what the medium.
  • and Ronald Owston, who points out (Owston, 1997) "...we cannot simply ask 'Do students learn better with the Web as compared to traditional classroom instruction?' We have to realize that no medium, in and of itself, will likely improve learning in a significant way when it is used to deliver instruction. Nor is it realistic to expect the Web, when used as a tool, to develop in students any unique skills."
  • Facilitating Online Courses: A Checklist for Action The key concept in network teaching is to facilitate collaborative learning, not to deliver a course in a fixed and rigid, one-way format. Do not lecture. Be clear about expectations of the participants. Be flexible and patient. Be responsive. Do not overload. Monitor and prompt for participation. For assignments, set up small groups and assign tasks to them. Be a process facilitator. Write weaving comments every week or two... Organize the interaction. Set rules and standards for good netiquette (network etiquette)... Establish clear norms for participation and procedures for grading... Assign individuals or small groups to play the role of teacher and of moderator for portions of the course. Close and purge moribund conferences in stages... Adopt a flexible approach toward curriculum integration on global networks.
  • Sue Rappazzo on 10 Jul 10
     
    Love the step child reference!
  • ...3 more comments...
  • Sue Rappazzo on 10 Jul 10
     
    Have I not struggled with this throughout this course?!
  • Sue Rappazzo on 10 Jul 10
     
    Joy and I talked about this in discussions. I am now struggling with making a project mgr. aware of this at work. The vendor training online was boring so lets deliver it all in person. Junk is Junk online or in person!
  • Sue Rappazzo on 10 Jul 10
     
    That body language we mentioned in discussions this week in ETAP687
  • Sue Rappazzo on 10 Jul 10
     
    MERLOT-Teaching at internet distance
  • Sue Rappazzo on 10 Jul 10
     
    module 4 merlot
Nicole Arduini-Van Hoose

Student Participation, Interaction, and Regulation in a Computer-Mediated Communication... - 0 views

www.eric.ed.gov/...detailmini.jsp

shared by Nicole Arduini-Van Hoose on 14 Jun 11 - No Cached
  • Nicole Arduini-Van Hoose on 14 Jun 11
     
    study examined student interaction and participation within a computer-mediated communication (Need ERIC login)
Nicole Arduini-Van Hoose

Critical Inquiry in a Text-Based Environment: Computer Conferencing in Higher Education - 0 views

www.mendeley.com/...erencing-in-higher-education-1

shared by Nicole Arduini-Van Hoose on 10 Jul 11 - No Cached
  • Nicole Arduini-Van Hoose on 10 Jul 11
     
    The purpose of this study is to provide conceptual order and a tool for the use of computer-mediated communication (CMC) and computer conferencing in supporting an educational experience. Central to the study introduced here is a model of community inquiry that constitutes three elements essential to an educational transactioncognitive presence, social presence, and teaching presence.
Melissa Pietricola

Concept Mapping As A Medium Of Shared Cognition In Computer Supported Collaborative Pro... - 1 views

www.questia.com/l4gsTl56!1380883283!1935743228

teaching

shared by Melissa Pietricola on 14 Jul 10 - No Cached
  • the mode of sharing and the representation of knowledge as expressed by students are more important than the access to the distributed resources itself.
    • Melissa Pietricola
      Melissa Pietricola on 14 Jul 10
       
      Mode of sharing being of the utmost importance.
  • concept Shared cognition emphasises the mutual understanding of collaborators' perspectives and shared interpretations of the problem as an essential requirement of collaboration
  • very important that cooperating subjects acquire a common frame of reference to communicate their individual viewpoints
  • ...5 more annotations...
  • knowledge is arranged in networks with meaningful connections between nodes.
  • hared cognition is built upon the individual inputs in the collaborative process. Representing their cognitive structures and negotiating about the meaning of concepts, individuals reach a common vision on the problem.
  • Shared cognition at the same is the way a group contributes to "personal meaning" at the level of individual students
  • shared cognition is substantial for cognitive construction and reconstruction and that concept mapping is an effective tool for mediating computer-supported collaboration
  • orm in which knowledge is shared strongly influences the process of shaping, and shared cognition subsequently influences the effectiveness of collaborative learning
James Ranni

DO ONLINE STUDENTS DREAM OF ELECTRIC TEACHERS? - 0 views

74.125.153.132/search

shared by James Ranni on 17 Jun 09 - Cached
  • However, few would deny that there is a strong probability that the distancing effect of computer-mediated asynchronous learning will cause many instructors and students to view one another more like extensions of the machines through which they are communicating than as real persons with emotions, aspirations, problems, time constraints and (in the case of most faculty) the very real need for sleep. As overworked online instructors turn to labor-saving shortcuts, such as computer software that can actually grade papers, and are compelled by the financial exigencies of higher education to increase their class sizes to unmanageable proportions, the problem of distancing is becoming increasingly serious [1].
Alicia Fernandez

Early Attrition among First Time eLearners: A Review of Factors that Contribute to Drop... - 1 views

jolt.merlot.org/Vol2_No2_TylerSmith.htm

attrition cognitive load first time online learners

shared by Alicia Fernandez on 03 Jun 12 - Cached
  • Some have reported attrition from eLearning as high as 70 - 80% (Flood 2002, Forrester 2000, in Dagger & Wade, 2004). Parker (1999) argues that “With the growth of distance education has come the problem of exceedingly high attrition rates”. Citing Carter (1996), she suggests that eLearning student attrition in some institutions is exceeds 40%, while others (Frankola, 2001). Diaz (2002), put it at between 20 - 50%,  and Carr (2000), estimate it to be 10% - 20% higher than for traditional on-campus education.
  • learners in employment bring a different set of needs, strategies and motivations to the learning process.
  • frequently geographically removed from the learning resources, information sources, learner peers and Tutors compared to their on-campus peers
  • ...27 more annotations...
  • Employed adults tend to complete eLearning in their personal time due to workload pressures in the workplace and/or Internet access issues at work
  • Cognitive Load Theory
  • states that learning is initially processed in working memory
  • Learning complex or technically demanding material requires building mental models or cognitive schemas about the subject being studied or the skill being developed over time
  • Learning new material or a skill, for which a schema in long term memory is undeveloped or non-existent, can cause working memory to quickly overload its limited capacity. This overloading can result in a learner becoming highly anxious and losing confidence, which in turn can lead to the learning process, in effect, freezing and the learner being unable to continue.  
  •  “Digital literacy involves more than the ability to use software or operate a digital device; it includes a large variety of complex cognitive, motor, sociological and emotional skills, which users need in order to function effectively in digital environments.”
  • It is this author’s experience in designing, developing and delivering several eLearning programmes to public sector employees in New Zealand, that a face to face workshop prior the start of the online distance course can make a significant difference to a first time eLearner’s perception and experience of eLearning. 
  • This type of pre-course face-to-face induction workshop can also be used to foster the group’s sense of itself, and to identify the individual participants and their backgrounds, along with their expectations and concerns. It is also helpful to have the course design, structure and philosophy explained and to discuss anxieties associated with beginning an online course.
  • The multi
  • al learning tasks of the first time eLearner
  • dimension
  • (1) negotiating the technology; (2) negotiating the course website; (3) negotiating the course content (4) becoming an eLearner (5) negotiating CMC interaction.
  • come to terms with the computing technologies involved.
  • develop a mental model of the content structure and navigation system in order to find his/her way around
  • engage with the learning materials, readings, activities and assessments that make up a programme of study
  • Confronting the actual content and of becoming a learner again.
  • anxiety
  • abandon his/her existing mental model of what it is to be a learner in a formal learning situation
  • embrace a model based on a self-directed and motivated learner
  • undertake the learning tasks involved in interacting with peers via synchronous and asynchronous Computer Mediated Communication
  • Successfully negotiating this early experience depends very much on the relevant skills, circumstances, motivations and personal attributes of the learner. It follows then, that paying particular attention to how an eLearning course is structured and introduced and the manner in which the learner is inducted can make a very important difference in a learner deciding whether or not to engage and persist or to drop out. 
  • actually apprising learners of the issues of cognitive overload and how it is commonly experienced would go some way towards inoculating learners against its more pernicious effects.
  • Supporting learners till they are over the initial “eLearning learning-curve hump”, may involve a seemingly high level of resource and effort on the part of the course facilitator and associated programme administration staff, but the payoff is that fewer learners will drop out at the early stage.
  • Actively supporting, encouraging, gently cajoling and following up on learners who seem to be struggling will help to keep wavering learners in the course.
  • In terms of the actual course design and the structure of the materials and learning activities, then it is a useful practice to aim to start slowly and build the course tempo over time.
  • The one area where something may be done to reduce attrition is in the early stages of an online course.
  • Cognitive overload is a likely contributor to high drop out rates, particularly where those withdrawing do so within the first few weeks of the start of a course.  Greater levels of persistence and completions may be achieved if learners are supported to anticipate, prepare for, recognise and recover from the cognitive burden they may experience as first time eLearners.   
  • b malczyk on 22 Jun 12
     
    Looks at why some students don't make it through online courses- many first time online students are unsure what to expect and are just overwhelmed by the whole experience.
  • Irene Watts-Politza on 07 Jul 12
     
    The experience of the first-time online learner is qualified. Suggestions for decreasing early attrition are suggested.
  • Alicia Fernandez on 12 Aug 14
     
    Attrition among mature adult online learners is affected by sociological, psychological, technical and cognitive factors, critical features of which are the notions of cognitive load and locus of control.
Diane Gusa

Relational Context of Teaching - 3 views

relationalcontextofteaching.edublogs.org

shared by Diane Gusa on 07 Jun 11 - No Cached
Kristen Della liked it
  • He continues that we can face the future with confidence if we know how to teach ourselves, read between the subjective lines of media, process the vast amount of information that will be available, work collaboratively, and reaching for resources that will expand our capacities – for example a resource like this course!!
  • I believe that anyone can conquer fear by doing the things he fears to do, provided he keeps doing them until he gets a record of successful experience behind him.
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      You can do this!!! You are doing this diane!!! Thank you for being brave and persisting. you just made my day!! : )
  • However, to be part of the social network and be actively involve citizens, each must become life-long learners. 
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      ... and like it or not life is now technology mediated. No matter who you end up being "when you grow up" if you are not comfortable with technology, can't assess/evaluate information, can't find information when you need it, you will be at a disadvantage.
    • Diane Gusa
      Diane Gusa on 17 Jun 11
       
      I agree. I am concern for the students who are not exposed to this technology. In our district, the computer teacher was laid off, yet we kept all the coaches/sports. Adults, who are not on board with the technological needs of their students, are the ones making these decisions.
  • ...25 more annotations...
  • Eleanor Roosevelt
    • alexandra m. pickett
      alexandra m. pickett on 07 Jun 11
       
      don't forget to self-assess!
  • I am going to give this blog a 3.
  • Teacher presence
  • June 21st,
    • alexandra m. pickett
      alexandra m. pickett on 22 Jun 11
       
      diane: the blogging assignment for module 2 was due on june 19th.
  • What I would like is to have the option of posting and assessing it as NG (no grade)
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      I too feel that the blog area should be a little more relaxed. I like your idea of a NG post. I'm wondering if you could create a separate "page" just for social commentary. Just a thought.
  • Finally, I carefully considers there are no place where Alex might say “can you tell me more”
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      It's okay if Alex asks you to elaborate a little more, that's the role of the instructor if the students aren't providing enough feedback.
  • Since our blogs are shared work-spaces, we are suppose to engage in collaborative reflective discourses,  creating a shared understanding, leading to collaborative knowledge
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      Yes, it has taken me a while to figure all this out as well. I never take the straight path from point A to point B. I always take the detour, but I do get there eventually :-)
  • Dewey states: “I assume that amid all uncertainties there is one permanent frame of reference: namely the organic connection between education and personal experience. (Dewey 1939:25).
    • Donna Angley
      Donna Angley on 23 Jun 11
       
      Dewey was a great believer in the connection between the educational system and the social community. "It was forgotten that to become integral parts of the child's conduct and chracter they must be assimilated; not as mere items of information, but as organic parts of his present needs and aims -- which in turn are social" (Dewey). In his book, The School and Society, he talks about the deep connection between home and school, between home and work, and the importance of the school as the connector.
  • pay attention
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      I had a doctor describe ADD very aptly to me. He said think about your child's surroundings as radio waves. Your child is picking up every radio wave that is out there and he does not have the ability to ignore any of it. When my son was 11 he described his inability to understand things in school like this: it's like I'm looking through a window that is foggy. I can see, but it's not clear enough to make sense.
    • Diane Gusa
      Diane Gusa on 09 Jul 11
       
      This was a good explanation of ADD. Do you know that there is a college that is set up for ADD students? It is called Landmark College and it is a remarkable place!
  • then I go on an adventure and troll through the internet and my books to satisfy my desire to learn. I continue, immerse in my hyper-focus state of mind, until I feel that I have a deep understanding of whatever I am exploring.
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      This is a good thing; it's what online learning is all about. I realize it's probably frustrating to you because you focus so intensely on what you're doing, but I definitely see your presence in this course, so I wouldn't worry that you're not interacting enough. Just for the record, 12 posts is difficult for me as well when you consider how much research goes into each one.
  • I will investigate and use group Wikis
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      I've decided to have my students use Wiki as well for a group project. I think it will be a good learning activity and will give them the opportunity to collaborate outside of the forum. They will be writing their own short stories in small groups.
  • detailed rubric
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      I need to create a rubric for my "Book Club" forum. Any suggestions for where to start? Do I reinvent the wheel, or are there sites that have pre-fabricated rubrics that can be tweaked to fit my needs?
    • Diane Gusa
      Diane Gusa on 04 Jul 11
       
      Hi Donna, Whenever youi can do not reinvent the wheel. I am going to post either today or tomorrow a post on building a rubric. First I need to see what Alex wants us to do
  • plan on using Alex’s rubric for my instructional design,
    • Donna Angley
      Donna Angley on 02 Jul 11
       
      Can we do this, just borrow a rubric from somebody else? That would be awesome, but I don't want to plagarize anything.
    • Diane Gusa
      Diane Gusa on 04 Jul 11
       
      I prefer to think I synthesize....I always search the internet for "ideas" for my rubrics and course syllabi.
    • ian august
      ian august on 17 Jul 11
       
      Hey diane, sometimes I never know when I am ready to write. I thought I had the pattern down. Read the material, take notes, reflect and research on what interests or inspres me, but this module I was not ready to blog and i started writing something, and some crazy stuff just came out. It might have been the two best blog posts of the semester. 
    • ian august
      ian august on 17 Jul 11
       
      Give this women a thousand points for quoting me :)!!
    • Diane Gusa
      Diane Gusa on 30 Jul 11
       
      Yes Ian I have learned much from you all. I also could use the 1,000 points! :)
    • ian august
      ian august on 17 Jul 11
       
      While i agree with you I think I would not push myself sometimes if I wasnt forced. I might have chosen to slack instead of worked when I was tired or busy with life.  Do you think you can use different models of teaching with different students in the same class?
    • Kimberly Barss
      Kimberly Barss on 29 Jul 11
       
      I agree with Ian...it reminds me of doing sports in high school. If my coach didn't push us harder and harder we wouldn't ever have been successful! Alex is our coach and we can either choose to step up to the plate and work our butts off or we can sit on the bench and let the game, or in this case the learning, pass us by!
    • Kimberly Barss
      Kimberly Barss on 29 Jul 11
       
      On a side note, I loved kung fu panda!!
  • I am saddened and concern for the positivist, behaviorist methods she employs and models. I
    • Donna Angley
      Donna Angley on 19 Jul 11
       
      I don't understand this comment.
    • Diane Gusa
      Diane Gusa on 17 Aug 11
       
      This was base on reading only half of the rubric...
  • poor grade.
    • Donna Angley
      Donna Angley on 19 Jul 11
       
      This is the second time you've brought up this issue. The way I see, Alex is the instructor, and she has designed a course with rubrics. I really don't see that the rubrics are that difficult to understand. I understand you wanting to get an "A" but if you want the "A" you have to work hard for it. If your life circumstances prevent you from doing what she considers the fair amount of work, that's not her problem. I don't feel an instructor should change the syllabus or rubrics for every student that complains about the work load, unless the instructor has received numerous complaints. I think that perhaps you have a lot on your plate right now, atleast that's the feeling I get from reading some of your posts. I can understand that, I've been through a lot myself this semester. However, it's unfair to expect Alex to change the point system just for you. May I suggest something: Clearly you are a hard working student, but circumstances are obviously preventing you from putting in the amount of work needed to earn an "A." Just accept that and work toward a "B" which is a perfectly acceptable grade. Take the pressure off of yourself. It's just a grade. A year or two from now it won't matter. All that will matter is that you learned about online teaching and came away with a robust course that you can teach. I think that's a good deal.
    • Diane Gusa
      Diane Gusa on 30 Jul 11
       
      Donna My comment is a pedagogical one and not an attack on Alex. The point I may not be making clearly, why the number 12? I am not the only student who has stated that a post takes several hours. Does Alex require this? No. Why I take this time is because of the quality I expect to bring to the discussion forum. I was not posting prior knowlege, but new understandings. Learning takes time and the #12 does not seem to recognize this time. I again do not see "choice" in this rubric. I agree the knowlege is the goal, and I have no problem with what I have learned and will continue to learn. However, with the exception of the last grading I have not gotten a "B" but failed every discussion forum except the last. Yes I was teaching a summer online course. I also have home responisblilites. These were stresses, but not obstacles. According to the expectations we were expected to do ~ 45 hours in class work and 100+ hours building our course. I don't know about you but the class work I have done over 150 hours just in class work. Finally, why do I bring this argument up for a second time. It is not for Alex to change; but for you all in this class to not simply copy and use Alex's rubric in your own courses. That is why I speak out.
    • Diane Gusa
      Diane Gusa on 17 Aug 11
       
      Again if I had scrolled down I would have seen that 12 posts were not required.
  • In the future I will build my course off line,
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      Good idea!
  • when a student finally understands that their discussions need to encompass teaching, cognitive engagement, and social presence, then the discussion forum truly becomes a awesome learning tool!!!!!!  
    • Donna Angley
      Donna Angley on 30 Jul 11
       
      I guess that's what it's all about in the end. I'm not sure all online students understand this concept when they first delve into it. I've actually added a resource that explains the generalities of social learning theory and the students part in it.
  • Alex, my  Shifu, has diligently pushed me down the road of online pedagogy. There were many times when I landed hard and bounced a few times. However, just like the panda, I too will become capable in my bumbling ways. I too realize there is no secret ingredients in 21st century teaching….it still is best practices in education with technology embedded in it.
    • alexandra m. pickett
      alexandra m. pickett on 05 Aug 11
       
      i TOTALLY LOVE this image : ) thank you! : )
  • I have changed in many ways as a result of this class. I am now and will continue to be a blogger, and use blogs  as one way to facilitate learning for my students. I understand the Community of inquiry approach, and have now created a rubric for my discussion forums that reflect the elements of teacher, cognitive, and social presence. I was fortunate to be teaching online as I took this class, and I observed my discussion forums going from conversations to dialogue that exhibit depth of learning. I have observed the pedagogy of my professor and will incorporate similar ways of interacting with my students, using the tools that web 2.0 affords me. I have moved from having little enthusiasm for online learning to embracing it as an essential medium for learning.  
  • I will do this because I care about their learning.
  • I knew I needed this course to become the better online teacher, what I didn’t know was the transformative change  that I would experience this summer.
  • ulnerability, especially with the knowledge that their efforts will be evaluated by their instructor.
Diana Cary

Student Perceptions of Asynchronous Computer-Mediated Communication in Face-to-Face Cou... - 0 views

jcmc.indiana.edu/...an.html

CMC Research Asychronous Face-to-Face

shared by Diana Cary on 11 Jun 13 - Cached
  • Finally, CMC can provide a more comfortable environment and discussion opportunities for students who do not perform well in spontaneous face-to-face discussion because they are shy or because their native language is not English (Berge & Collins, 1993; Harasim, 1990; Leasure, Davis, & Thievon, 2000).
Anneke Chodan

Students' Distress with Distance Education - Noriko Hara and Rob Kling (Center for Soci... - 0 views

scholarworks.iu.edu/...wp00-01B.html

distance education technical difficulties students

shared by Anneke Chodan on 06 Jun 12 - No Cached
  • Irene Watts-Politza on 06 Jun 12
     
    Many advocates of computer-mediated distance education emphasize its positive aspects and understate the kinds of communicative and technical capabilities and work required by students and faculty.
  • Anneke Chodan on 12 Jun 12
     
    Small study of the frustrations faced by students who were new to distance learning.
Alicia Fernandez

Interaction and cognitive engagement: An analysis of four asynchronous online discussions - 0 views

download.springer.com/...1007%252Fs11251-006-0004-0.pdf

asynchronous discussion online discussion cognitive engagement computer-mediated communication discussion forum

shared by Alicia Fernandez on 23 Jun 14 - No Cached
  • Alicia Fernandez on 23 Jun 14
     
    Article analyzes types of interaction that occur during online discussions, examines levels of student cognitive engagement in each discussion, and explores their effects on and implications for learning and teaching in higher education. By combining methods of social network analysis with qualitative content analysis, the article explores new methodologies for analyzing participation, interaction, and learning that take place online, and suggests areas for research in learning and teaching online.
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