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alexandra m. pickett

Factors Influencing Faculty Satisfaction with Asynchronous Teaching and Learning in the... - 0 views

www.alnresearch.org/...fs-fredericksen.htm

faculty satisfaction at suny suny

shared by alexandra m. pickett on 22 Apr 08 - Cached
  • alexandra m. pickett on 22 Apr 08
     
    Eric Fredericksen, Alexandra Pickett, Peter Shea State University of New York William Pelz Herkimer County Community College Karen Swan University of Albany Abstract "…100% of faculty reported that they were either satisfied or very satisfied with the SUNY Learning Network." Spring 1999 SLN Faculty Satisfaction Survey The State University of New York (SUNY) Learning Network (SLN) is the on-line instructional program created for the 64 colleges and nearly 400,000 students of SUNY. The foundation of the program is freedom from schedule and location constraints for our faculty and students. The primary goals of the SLN are to bring SUNY's diverse and high-quality instructional programs within the reach of learners everywhere, and to be the best provider of asynchronous instruction for learners in New York State and beyond. We believe that these goals cannot be achieved unless faculty receives appropriate support. This paper will examine factors that have contributed to the high level of faculty satisfaction we have achieved in the SLN. The analysis will be done on several levels. This first section will look at the SLN at a program-wide level and will provide information regarding the systemic implementation of our asynchronous learning environment. The second section examines issues that contribute to on-line teaching satisfaction from a faculty- development and course-design perspective. This section will present the evolution of the four-stage faculty development process and a seven-step course design process that was developed by SLN and comment on lessons learned. The third section presents results from the SLN Faculty Satisfaction Survey conducted in spring 1999. This section examines factors from a quantitative analysis that significantly contributes to faculty satisfaction with on-line teaching and offers recommendations for course and program design based on these factors. The fourth section e
Irene Watts-Politza

Teachers' Invisible Presence in Net-based Distance Education | Hult | The International... - 0 views

www.irrodl.org/...838

distance education teachers university research teacher presence

shared by Irene Watts-Politza on 07 Jun 12 - No Cached
  • The stance taken in this paper, then, is constructivist – that conversation is learning in the making.
  • Any conversation, that is, draws on heteroglossia (Bakhtin’s neologism) – pools of different ideas whose elements, when exchanged, foster learning. According to Bakhtin, every utterance has a double significance. It is an expression of a 'unitary [common] language' used to conduct the conversation and, at the same time, it builds on the 'social and historical' differences embedded in the heteroglossia (1981, p. 272).
    • Irene Watts-Politza
      Irene Watts-Politza on 07 Jun 12
       
      This is what happens in a discussion thread.
  • Yuri Lotman,
  • ...28 more annotations...
  • described conversations as multi-authored texts rather than as multi-voiced heteroglossia (see Bakhtin, 1994,
  • texts “fulfill at least two basic functions:
  • fulfilled best when the codes of the speaker and the listener most completely coincide and, consequently, when the text has the maximum degree of univocality” (1988, p. 34). The generation of new meanings occurs when there are differences between the speaker and the listener. Texts used in educational exchanges cease:
  • online adult education is not the delivery of texts but, rather, the creation and insertion of ‘thinking devices’ into conversation.
  • For this article we have concentrated on teacher and student views of teachers’ role orientations in online courses.
  • our intention has been to identify and clarify teaching ‘saliences’ that have emerged in online adult education in Sweden. In a wider sense, however, our analysis is also a response to the question: ‘Whatever happened to teaching in the learning society?’
  • the posting data support the claim that the teachers adopted an initiating role.
  • Greater activity:
  • Greater influence on topic:
  • Faster response times:
  • When asked about their views, all students felt that teachers played a central role in supporting Net-based learning. Indeed, some of them suggested that moderation in online settings of adult education is more important than in face-to-face settings.
  • Orientations to Teaching
  • Activity Orientation
  • In this perspective, teachers gave students tasks that activated them and, thereby, fostered their understanding of subject matter.
  • offered students tips about articles, books and Internet sites
  • Some students spoke about being activated by stimulating tasks that led them to engage with the Web and libraries, with one of them adding ‘seeking by your self is a pre-condition for learning.’ Active searching also meant that students came into contact with information which extended their learning beyond the task itself.
  • None of the teachers, however, was entirely satisfied with their dialogic or conference practice. Levels of engagement, dialogue, and initiative-taking were not as high as they had hoped. In response, they tried to promote conversation by encouraging students to react to each other’s postings, by organising tasks where cooperation and interaction was needed, or by introducing new aspects and questions when discussion faltered.
  • Further, teachers reported that they also tried to act as models of good behaviour by giving swift replies to student postings and by making their own postings appropriate yet concise.
  • In contrast to the teachers most of the student group were satisfied with the course conversations.
  • A few
  • felt that sharing different aspects of the subject matter with the teacher and fellow students raised fresh questions. It made them reach beyond the book, evoking learning and thinking along new pathways. Even if they thought that well-chosen tasks were the most effective way of fostering dialogue, they also expected the course leader to participate fully, developing new themes if student postings declined, and remaining alert to student proposals that might enhance the interchange of ideas and knowledge.
  • Many students emphasised the importance of teaching that corroborated or validated their learning.
  • None of the teachers, however, spontaneously offered this view as their primary role or orientation. Nevertheless, when asked whether they had any correspondence with students through private mailboxes rather than ‘conferences’ and ‘cafes,’ some of them said that they occasionally responded privately to correct misinterpretations.
  • This task raises many questions about teaching, highlighting the difference, for example, between instructionist and constructionist paradigms for learning (Wilensky, 1991). Would a too well-planned course be instructionist, thus constraining student influence and the pursuit of democracy? In their postings, teachers in this study felt that there was no necessary contradiction – that well-planned courses could, indeed, strengthen student influence. Nevertheless, busy distance education students, according to the teachers, often appreciate instructionist courses with clearly stated activities and tasks, even if the students are left with limited opportunities to ‘construct their own relationships with the objects of knowledge’ (Wilensky, 1991, p. 202).
  • Teacher’s invisible presence is exemplified in taking a stand-by role and/ or being reluctant to intervene. ‘The [teachers’] silence should be deafening,’ one teacher recommended. Although most of the teachers agreed that well-planned courses do not inhibit course dialogue, the fact that in their own online course deliberations they set aside time to discuss this issue may reflect ambivalence in their stance. The question of when and how teachers should intervene remains impossible to resolve, except in practice.
  • three different aspects of teaching,
  • a second conclusion – that the promotion of learning in an open environment requires an animating or steering presence. Such teaching, however, is not a process of instruction. And for this reason the word teacher may no longer be appropriate. In English, the word tutor is commonly used in adult education, because it has connotations of ‘supervision’ and ‘guardianship’ as well as ‘instruction’ (see Oxford English Dictionary). More recently, Salmon has suggested ‘e-moderating,’ but even moderation carries instructionist connotations – to exercise a controlling influence over; to regulate, restrain, control, rule (OED) – that may not be appropriate to all forms of liberal education. In the context of mainland Europe, the word pedagogue may be appropriate since, etymologically, pedagogue denotes someone engaged in 'drawing out.'
  • Intellectual development, however, can be an intra- as well as an inter-personal phenomenon. That is, learning may not come directly from teachers but rather from their absent or invisible presence. Online pedagogues, therefore, can be present in different ways. They may be present in person, participating in learning conversations. They may constitute an absent presence that, nonetheless, is embodied in the learning resources directed towards students (e.g., the selected readings or activities). Or pedagogues may exist merely as inner voices, inherited from the language of others, that (invisibly) steer the desires, self-regulation, and self-direction of learners. Indeed, this last pedagogic position ‘auto-didacticism,’ has always been central to the post-Enlightenment ideals of liberal adult education.
    • Irene Watts-Politza
      Irene Watts-Politza on 07 Jun 12
       
      Here's the money.
  • Irene Watts-Politza on 07 Jun 12
     
    Swedish study of university student and professor attitudes toward satisfaction with and definition of teacher presence in online adult learning. Implications for course design with respect to knowing one's audience.
Irene Watts-Politza

Online Teaching Effectiveness: A Tale of Two Instructors | Gorsky | The International R... - 0 views

www.irrodl.org/...1270

shared by Irene Watts-Politza on 07 Jun 12 - Cached
  • We propose, as have others (i.e., Shea, Pickett, & Pelz, 2003), that the community of inquiry model (Garrison, Anderson, & Archer, 2000) reflects the principles of good practice in undergraduate education and can accurately quantify them.
    • Irene Watts-Politza
      Irene Watts-Politza on 07 Jun 12
       
      Go, Dr. Pickett!
  • issues of pedagogy, dialogue, and interaction
  • guide the coding of transcripts.
  • ...22 more annotations...
  • Social presence is the perceived presence of others in mediated communication (Rourke, Garrison, & Archer, 1999), which Garrison et al. (2000) contend supports both cognitive and teaching presence through its ability to instigate, to sustain, and to support interaction. It had its genesis in the work of John Dewey and is consistent with all theoretical approaches to learning in higher education.
  • Teaching presence is defined as “the design, facilitation and direction of cognitive and social processes for the purpose of realizing [students’] personally meaningful and educationally worthwhile outcomes” (Anderson et al., 2001, p.5). Vygotsky’s (1978) scaffolding analogies illustrate an assistive role for teachers in providing instructional support to students from their position of greater content knowledge. Although many authors recommend a “guide on the side” approach to moderating student discussions, a key feature of this social cognition model is the adult, the expert, or the more skilled peer who scaffolds a novice’s learning
  • Shea, Pickett, & Pelz , 2004
  • Each category of a tutor’s presence is vital to learning and to the establishment of the learning community; tutors' behavior must be such that they are seen to be “posting regularly, responding in a timely manner and modeling good online communication and interaction” (Palloff & Pratt, 2003, p.118). Without an instructor’s explicit guidance and “teaching presence,” students were found to engage primarily in “serial monologues” (Pawan et al., 2003). Baker (2004) discovered that “instructor immediacy, i.e., teaching presence (Rourke et al., 1999), was a more reliable predictor of effective cognitive learning than whether students felt close to each other. Studies have demonstrated that instructor participation in threaded discussion is critical to the development of social presence (Shea, Li, Swan, & Pickett, 2005; Swan & Shih, 2005) and sometimes not fully appreciated by online faculty (Liu, Bonk, Magjuka, Lee, & Su, 2005). Shea, Li, and Pickett (2006) proposed that teaching presence – viewed as the core role of the online instructor – is a promising mechanism for developing learning community in online environments.
  • students ranked instructor modeling as the most important element in building online community, while instructors ranked it fourth.
  • Shea (2006), who completed an extensive study of teaching presence and online learning, concluded that two categories (“design” and “directed facilitation”) sufficed to define the construct.
  • Kalman, Ravid, Raban, and Rafaeli (2006) argued that interactivity is an essential characteristic of effective online communication and plays an important role in keeping message threads and their authors together. Interactive communication (online as well as in traditional settings) is engaging, and loss of interactivity results in a breakdown of the communicative process.
  • Research indicates the existence of a relationship between learners’ perceptions of social presence and their motivation for participation in online discussions (Weaver & Albion, 2005).
  • Northrup (2002) found that online learners felt it was important for instructors to promote collaboration and conversation. When interactive activities are carefully planned, they lead not only to greater learning but also to enhanced motivation (Berge 1999; Northrup, 2002).
  • Researchers have suggested that timing of messages can serve as a proxy for a sense of social presence (Blanchard, 2004), as an indication of attentiveness (Walther & Bunz, 2005) or respect (Bargh & McKenna, 2004), and as a clue to the sociability of a community (Maloney-Krichmar & Preece, 2005). As such, the frequency of messages may serve as a signal for how engaged participants are with the community.
    • Irene Watts-Politza
      Irene Watts-Politza on 07 Jun 12
       
      Agreed.
  • Eom found that the most significant factors for increasing student satisfaction with online classes are paying attention to students and responding to their concerns.
  • The highly esteemed instructor was especially active from semester midpoint to semester end; she more than doubled her active participation in both teaching presence (especially discourse and instruction) and social presence (all three categories).
  • the lack of specific, progressively structured inquiry tasks and/or the lack of facilitation skills (teaching presence/facilitating discourse) may have contributed to the relatively limited occurrences of cognitive presence.
  • something else accounted for the extreme satisfaction and dissatisfaction experienced by students in the two forums. The something else may be the two exceptional events that occurred during the third month: The instructor held in low esteem became nearly dysfunctional, while the highly esteemed instructor exhibited very high teacher presence and social presence (see Table 3 and 4).
  • Shea, Pickett, and Pelt (2003) found that students’ perceived teacher presence also correlates with perceived learning as well as with students’ satisfaction with the forum. This correlation points to the tentative conclusion that teaching presence affords learning by setting a convenient climate.
  • we suggest that students’ perceived learning in course forums has a significant impact on their participation
  • the table is suggestive of the eventual possibility of having an “objective” tool for evaluating the quality of a given forum.
  • (Anderson et al., 2001).
  • Teaching effectiveness may be defined as how an instructor can best direct, facilitate, and support students toward certain academic ends, such as achievement and satisfaction. Teaching effectiveness has been investigated extensively in traditional classrooms for more than seven decades (for a meta-analysis of empirical studies from 1995-2004, see Seidel & Shavelson, 2007). Over the past five years, research has become directed toward teaching effectiveness in online or virtual classes. As a preface to our study, we discuss findings and conclusions concerning teaching effectiveness in traditional classrooms.
  • Journal Help ISSN: 1492-3831 Journal Content Search All Authors Title Abstract Index terms Full Text Browse By Issue By Author By Title User Username Password Remember me Article Tools Abstract Print this article Indexing metadata How to cite item Review policy Email this article (Login required) Email the author (Login required) Post a Comment (Login required) Font Size Make font size smaller Make font size default Make font size larger SUBSCRIBE TO MAILING LIST 5,591  subscribers Select Language​▼ function googleTranslateElementInit() { new google.translate.TranslateElement({ pageLanguage: 'en', autoDisplay: false, layout: google.translate.TranslateElement.InlineLayout.SIMPLE }, 'google_translate_element'); } Home About Register Archives Announcements Resources Submissions http://www.irrodl.org/
  • One of the most widely cited sources for teacher effectiveness in traditional classrooms is Chickering and Gamson (1987), who suggested seven principles for good practice in undergraduate education.
  • encourages student-faculty contact, encourages cooperation among students, encourages active learning, gives prompt feedback, emphasizes time on task, communicates high expectations, respects diverse talents and ways of learning.
sschwartz03

Ten Best Practices for Teaching Online - 2 views

www.designingforlearning.info/...tenbest.html

best practices

shared by sschwartz03 on 28 May 10 - Cached
    • Joy Quah Yien-ling
      Joy Quah Yien-ling on 28 May 10
       
      Very current and relevant readings
  • Best Practice 6: Early in the term -- about week 3, ask for informal feedback on "How is the course going?" and "Do you have any suggestions?" Course evaluations have been called "post mortem" evaluations as they are done after the fact, and nothing can be changed to increase satisfaction or facilitate learning. Early feedback surveys or just informal discussions ask students to provide feedback on what is working well in a course and what might help them have a better course experience. This early feedback is done early in the course so corrections and modifications can be made. It is an easy opening for students who might have comments or suggestions or questions.
    • Francisca Capponi
      Francisca Capponi on 01 Jun 10
       
      very important
  • Online learning is just as intensive as learning face-to-face, and time to do the work needs to be scheduled and planned for, just as if one were attending face-to-face classes. Being clear as to how much effort and time will be required on a weekly basis keeps surprises to a minimum.
  • ...6 more annotations...
  • A good strategy for developing a supportive online course community is to design a course with a balanced set of dialogues. This means designing a course so that the three dialogues of faculty to student, student to student and student to resource are about equal. In most online courses, the dialogue of faculty to student is provided with (1) mini-lectures in text or video or audio podcasts, (2) weekly coaching and reminder announcements and (3) explanations/interactions with the students.
  • When faculty actively interact and engage students in a face-to-face classroom, the class develops as a learning community, developing intellectual and personal bonds. The same type of bonding happens in an online setting.
  • Early feedback surveys or just informal discussions ask students to provide feedback on what is working well in a course and what might help them have a better course experience. This early feedback is done early in the course so corrections and modifications can be made. It is an easy opening for students who might have comments or suggestions or questions.
  • Quick One-Liner Hints Create open-ended questions that learners can explore and apply the concepts that they are learning Model good Socratic-type probing and follow-up questions. Why do you think that? What is your reasoning? Is there an alternative strategy? Ask clarifying questions that encourage students to think about what they know and don't know. Stagger due dates of the responses and consider mid-point summary and /or encouraging comments Provide guidelines and instruction on responding to other students. For example, suggest a two-part response: (1) what you liked or agreed with or what resonated with you, and (2) a follow-up question such as what you are wondering about or curious about, etc.
  • As courses come to a close, it is easy to forget the value of a good closing experience. In the final weeks of a course, students are likely to be stressed and not take the time to do the lists and the planning that can help reduce stress and provide a calming atmosphere. A favorite image of mine is from David Allen of Getting Things Done. Allen notes that making a list helps us to clear the "psychic ram" of our brains and we feel more relaxed and more in control. Once we have made our list and schedule, we don't have to continually remind ourselves of what needs to be done and when. Here are a few hints for closing out a course experience with style and panache. Take time to remind students of what's next and when assignments and readings are due. Announcements of this type provide a "To Do" list and schedule for the learners. And by implication this list provides a helpful "To Do" list and schedule for you. As always, it is good to post reminders and make references to the planning list in your comments. And update as you go. Plan the ending of the course experience. A well-designed ending of a course provides opportunities for reflection and integration of useful knowledge. It is also a time to wrap up positive social and cognitive experiences.
  • How is the learner supporting the community of learners and contributing to the overall growth of the group? We have much to learn about teaching and learning and specifically about teaching online. The good news is that in 2011 we now know much more than what we did in 1990 or even 2000. The list of references that follow are starting points for both general teaching and for teaching online.
  • Melissa Pietricola on 31 May 10
     
    This was a great article; it gave many suggestion that seem obvious, but gave me some good ideas to use in my own site. Really helpful!
Alicia Fernandez

Online Instructional Effort Measured through the Lens of Teaching Presence in the Commu... - 1 views

www.irrodl.org/...1648

Community of Inquiry higher education teaching presence content analysis

shared by Alicia Fernandez on 17 Jun 13 - No Cached
  • 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).
  • 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)
  • First, there is a need to revisit two of the original three teaching presence elements.
  • ...10 more annotations...
  • The second limitation relates to design and organization (DE).
  • The third limitation relates to the locus of research investigating teaching presence which has been limited largely to threaded discussions.
  • 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.
  • 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.
  • 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.”
  • 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.
  • 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
  • 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. 
  • 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?
  • 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. 
  • Alicia Fernandez on 15 Jun 14
     
    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.
alexandra m. pickett

Sloan-C - Publications - Journal: JALN - Vol4:2 Student Satisfaction and Perceived Lear... - 0 views

www.sloan-c.org/...v4n2_fredericksen.asp

jaln student satisfaction at suny vol4

shared by alexandra m. pickett on 22 Apr 08 - Cached
  • For new SLN faculty the first stage in their development as on-line instructors is to get on-line and access the SLN Faculty Developer Gateway (http://SLN.suny.edu/developer). There, they are introduced to the SLN faculty development and course design processes. They participate in a facilitated on-line conference to network with our growing community of on-line instructors and to get the feel for on-line discussion in the asynchronous Web environment. In stage two, faculty begin to conceptualize their courses. They complete an on-line orientation to the Web course environment and they also have the opportunity to observe a variety of live on-line courses that have been selected as models to help them get a sense of the possibilities and to get the look and feel of the on-line classroom. Stage three is the SLN Course Development stage. They are asked to attend three workshops. At the first workshop, faculty receive a customized course template created in Lotus Notes, access to our networked system and on-line resources, and a step-by-step guide for building the components of their course. They are also assigned an instructional design partner to work with throughout their first course-development and delivery cycles and have access to a Help Desk for technology support. Note that it is not until stage three of our faculty development process that faculty are introduced to the technology that they will use to create their course. Our primary focus is on developing and supporting on-line faculty and effective on-line pedagogy, not on the technology. 
    • alexandra m. pickett
      alexandra m. pickett on 27 May 08
       
      what are your thoughts on this passage?
    • Robert Braathe
      Robert Braathe on 30 May 08
       
      Getting faculty involved in the system of communicating in a new way is very effective. If we expect our students to be involved, we need to (as faculty) get immersed in communicating in these new ways to make the technology effective. Otherwise, the technology is obsolete
  • alexandra m. pickett on 22 Apr 08
     
    Student Satisfaction and Perceived Learning with On-line Courses: Principles and Examples from the SUNY Learning Network Eric Fredericksen, Alexandra Pickett, Peter Shea State University of New York William Pelz Herkimer County Community College http://www.sloan-c.org/publications/jaln/v4n2/pdf/v4n2_fredericksen.pdf Karen Swan University of Albany
  • alexandra m. pickett on 27 May 08
     
    doing a demo ignore this.
Alicia Fernandez

Online Human Touch (OHT) Instruction and Programming: A Conceptual Framework to Increas... - 1 views

jolt.merlot.org/...betts_0908.htm

Module 4 assignment Online Human Touch (OHT) social presence teaching presence student retention

shared by Alicia Fernandez on 22 Jul 14 - Cached
  • Congratulations and Welcome Calls:
  • Using Names in All Correspondence:
  • Individualized Feedback on All Graded Assignments:
  • ...8 more annotations...
  • Virtual Teas:
    • Alicia Fernandez
      Alicia Fernandez on 22 Jul 14
       
      Innovative idea for building social and teaching presence
  • Audio/Text Introductions:
  • Group Assignments & Presentations:
  • Student Support Services:
  • Links to Online Campus Events:
    • Alicia Fernandez
      Alicia Fernandez on 22 Jul 14
       
      UAlbany should have online campus events for online students.
  • Learning Simulation
  • Reflective Journals and Papers
  • Student Support Services
  • Alicia Fernandez on 29 Jul 14
     
    Interactive and personalized approach to online education has resulted in high student retention rates and high levels of student satisfaction
Irene Watts-Politza

Using Facebook to build community in large college classes (essay) | Inside Higher Ed - 1 views

www.insidehighered.com/...ty-large-college-classes-essay

shared by Irene Watts-Politza on 16 Jul 12 - No Cached
    • Irene Watts-Politza
      Irene Watts-Politza on 16 Jul 12
       
      Uh oh ... this is how it starts ... he'll be an online teacher within two semesters!
    • Irene Watts-Politza
      Irene Watts-Politza on 16 Jul 12
       
      Such affinity for promoting teaching presence!
    • Irene Watts-Politza
      Irene Watts-Politza on 16 Jul 12
       
      The future of the public university ...
  • ...9 more annotations...
  • It is definitely not for everyone -- you must be committed (especially time-wise) to using it. But knowing that you and your hundreds of students are finally seeing eye-to-eye is worth the effort!
    • Irene Watts-Politza
      Irene Watts-Politza on 16 Jul 12
       
      We must be passionate about what makes our students passionate.
  • The success of Fb described above, as well as survey data I collected showing positive reactions to the Fb group, will lead to my continued use of this technology.
    • Irene Watts-Politza
      Irene Watts-Politza on 16 Jul 12
       
      Collecting feedback to improve future course iterations ... another example of using data to effect best practice.
  • After all the years of teaching these “mega-sections” and with the tough financial situation of my state university it was clear that this type of class was not going away.
  • I was hoping to include something that would add a greater sense of community to the class, something that everyone in the class could use to better connect to one another.
  • I knew the data about how many college students were on Fb, but would students be willing to spend some of their valuable Fb time communicating within a Fb group for a college course? Also, would I be willing to become an avid Fb user, following the flow of communication several times a day? It did not take long to learn that the answers to these questions was “Yes,” and that I had reached my goal of facilitating a sense of community. Although joining the Fb group for the course was not required, a little over 80 percent of the class became members of the group.
    • Irene Watts-Politza
      Irene Watts-Politza on 16 Jul 12
       
      Roughly equivalent to 76% student satisfaction rate Alex and colleagues found regarding student satisfaction with high levels of student/instructor interactivity.
  • Moreover, the students essentially ran the group.
  • These included everything from asking for notes, getting clarification on points made in lecture, posting videos and images that pertained to class material, forming study groups, noting relevant events on campus, and congratulating class members on specific accomplishments.
    • Irene Watts-Politza
      Irene Watts-Politza on 16 Jul 12
       
      This makes me wonder how to increase the visibility of the "Bulletin Board" or "Faculty Lounge" course areas.
Danielle Melia

http://www.osuokcprofdev.net/facultyfocusreports/strategiesforincreasingonlinestudentre... - 0 views

www.osuokcprofdev.net/...singonlinestudentretention.pdf

education learning teaching online

shared by Danielle Melia on 15 Jun 12 - No Cached
  • Danielle Melia on 15 Jun 12
     
    Featuring a collection of top articles from Distance Education Report, this new Faculty Focus special report provides practical strategies for improving online student retention, engagement and satisfaction. Articles include: * 11 Tips for Improving Retention of Distance Learning Students * Understanding the Impact of Attrition on Your School * Taking a Holistic View of Student Retention * Eight Suggestions to Help You Get Your Retention Act Together Now * Online Mentoring Builds Retention * Nine Truths about Recruitment and Retention * Finding Helpful Patterns in Student Engagement
Alicia Fernandez

The Development of a Community of Inquiry over Time in an Online Course: Understanding ... - 0 views

files.eric.ed.gov/...EJ837483.pdf

Community of Inquiry teaching presence social presence cognitive presence

shared by Alicia Fernandez on 15 Jun 14 - No Cached
  • Alicia Fernandez on 15 Jun 14
     
    The purpose of this study was to explore the dynamics of an online educational experience through the lens of the Community of Inquiry framework. Transcript analysis of online discussion postings and the Community of Inquiry survey were applied to understand the progression and integration of each of the Community of Inquiry presences. The results indicated significant change in teaching and social presence categories over time. Moreover, survey results yielded significant relationships among teaching presence, cognitive presence and social presence, and students' perceived learning and satisfaction in the course. The findings have important implications theoretically in terms of confirming the framework and practically by identifying the dynamics of each of the presences and their association with perceived learning and satisfaction.
Alicia Fernandez

Online Human Touch (OHT) Instruction and Programming: A Conceptual Framework to Increas... - 1 views

jolt.merlot.org/...betts_0908.pdf

student engagement Online Human Touch (OHT) online learning

shared by Alicia Fernandez on 14 Jun 14 - No Cached
  • cpcampbell88 on 14 Jun 14
     
    Experimental Learning
  • cpcampbell88 on 14 Jun 14
     
    Experimental Learning
  • Alicia Fernandez on 22 Jul 14
     
    Interactive and personalized approach to online education has resulted in high student retention rates and high levels of student satisfaction.
Joan McCabe

A Preliminary Investigation of "Teaching Presence" in the SUNY Learning Network - 0 views

ualbany.mrooms.net/...minary_investigation_of_TP.pdf

student satisfaction online pedagogy teacher presence

shared by Joan McCabe on 27 Jun 12 - No Cached
  • Gary Bedenharn on 27 Jun 12
     
    Foundation for online courses.
  • Maria Guadron on 28 Jun 12
     
    "Guiding questions create a knowledge-centered learning environment "
  • Joan McCabe on 09 Jul 12
     
    This paper examines issues of pedagogy, faculty development, student satisfaction, and reported learning in the State University of New York (SUNY) Learning Network (SLN).
Joan Erickson

JOLT - Journal of Online Learning and Teaching - 0 views

jolt.merlot.org/...oneal_0309.htm

shared by Joan Erickson on 27 Jun 10 - Cached
  • performance
    • Joan Erickson
      Joan Erickson on 27 Jun 10
       
      This is what I am looking for: performance outcomes
  • A few students indicated it was hard to have discussions when they did not know with whom they were discussing. One student said, “It was weird because I was having this online in-depth discussion with someone I had never seen before, and it felt a little creepy.”
    • Joan Erickson
      Joan Erickson on 27 Jun 10
       
      that's why an ice breaker in the beginning is really important. You get to know each other, so you won't feel creepy
  • In general, the more contact between students and faculty both inside and outside the classroom, the greater the student development and satisfaction
    • Joan Erickson
      Joan Erickson on 27 Jun 10
       
      same as what Alex said
  • ...11 more annotations...
  • problem-solving
  • participation
  • A characteristic of an online course design model includes the reliance of the group discussion
  • one of the most beneficial tools of online learning is the discussion board
  • participation
  • social presence and collaboration
  • interaction and knowledge construction
  • students' satisfaction, participation
  • Is there a difference in the quality of online asynchronous discussions and traditional classroom discussions
  • The online and traditional groups were given the same set of guiding discussion questions
  • the quality of discussion that occurs in online and traditional instruction is similar when specific content-related questions are provided to structure the discussions
alexandra m. pickett

Seven Principles of Effective Teaching - A Practical Lens for Evaluating Online Courses - 0 views

sln.suny.edu/...95223246cabd6b85256a090058ab98

evaluating lens

shared by alexandra m. pickett on 28 May 08 - Cached
  • Principle 1: Good Practice Encourages Student-Faculty Contact
    • alexandra m. pickett
      alexandra m. pickett on 31 May 08
       
      Our SLN research shows that the highest predictor of satisfaction with online instruction among online students is the quantity and quality of interaction with the online instructor. How would you move that research finding into practice in your own online course? How do you see that understanding expressed in our course ETAP 687?
  • Principle 2: Good Practice Encourages Cooperation Among Students
    • alexandra m. pickett
      alexandra m. pickett on 31 May 08
       
      The second highest predictor that we have found in our SLN research of satisfaction and high levels of reported learning among online students is the quantity and quality of interaction between students. Knowing that, what implications might that have in the design of online activities in your online course?
  • The "Seven Principles for Good Practice in Undergraduate Education," originally published in the AAHE Bulletin (Chickering & Gamson, 1987), are a popular framework for evaluating teaching in traditional, face-to-face courses. The principles are based on 50 years of higher education research (Chickering & Reisser, 1993). A faculty inventory (Johnson Foundation, "Faculty," 1989) and an institutional inventory (Johnson Foundation, "Institutional," 1989) based on these principles have helped faculty members and higher-education institutions examine and improve their teaching practices.
Liz Keeney

The Learning Styles, Expectations, and Needs of Online Students - 0 views

web.simmons.edu/...Reading%202.pdf

online students learning styles

shared by Liz Keeney on 13 Jun 13 - No Cached
    • Heather Kurto
      Heather Kurto on 13 Jun 13
       
      Seventy-nine percent of the students expected the assignments they submit to be graded "immediately," and if that is not possible, "at least [in] two business days," but not later than the "following week
    • Heather Kurto
      Heather Kurto on 13 Jun 13
       
      The students needed to feel that they are "important and valued participants in the class, even though [they are] separated from instructor and other participants by distance and/or time. W
    • Heather Kurto
      Heather Kurto on 13 Jun 13
       
      technical help, flexible and understanding instructors, advance course information, and sample assignments
  • ...2 more annotations...
    • Heather Kurto
      Heather Kurto on 13 Jun 13
       
      Fredericksen et al. feel that "if the turn-around time on student requests for assistance is plainly communicated and consistently applied, student disappointment, anxiety, and confusion can be reduced and satisfaction and learning can be increased" (2000, 25).
    • Heather Kurto
      Heather Kurto on 13 Jun 13
       
      Successful online students are expected to have access to necessary hardware and software, and to be minimally proficient in using the technology. They also must communicate through writing, have selfmotivation, and self-discipline. They need to commit sufficient time per week to course work, and they must speak up if problems arise (Howland and Moore 2002; Huber and Lowry 2003
efleonhardt

Development and validation of the Online Student Connectedness Survey (OSCS) | Bolliger... - 0 views

www.irrodl.org/...2206

development validation distance learning community

shared by efleonhardt on 22 Jun 14 - No Cached
  • e socially and academically integrated in order to provide meaningful learning experiences
  • “relationships with cohorts”
  • hat interaction between peers is important to online students and suggests that “the psychological presence of peer students can also bring a positive effect on various aspects of distance learning”
  • ...13 more annotations...
  • id not participate as often in departmental activities as residential students,
  • “people with high levels of connectedness are better able to manage their own needs and emotions through cognitive processes”
  • that student isolation is one of the major problems for online learners
  • Connectedness is the sense of belonging and acceptance
  • are on their own, likely to be anxious, defensive and unwilling to take the risks involved in learning”
  • can reduce student dropout rates and “can help meet the quality challenge”
  • groups of people engaged in intellectual interaction for the purpose of learning”
  • perceives the availability of, and connectedness with, people in his/her educational setting”
  • social, teaching, and cognitive
  • learners’ levels of motivation and satisfaction.
  • work together collaboratively can reduce levels of student isolation
  • artments and instructors need to create safe learning environments (Stelzer & Vogelzangs, 1994) in which learners feel comfortable and are encouraged to participate without fear of persecution.
  • they are more likely to limit their interactions with an instructor and peers or less likely to ask for support
lkryder

Annie Murphy Paul: Why Teaching Someone Else is the Best Way To Learn | TIME.com - 0 views

ideas.time.com/...the-protege-effect

teaching teachable agents technology

shared by lkryder on 21 Jul 14 - No Cached
  • Above all, it’s the emotions elicited by teaching that make it such a powerful vehicle for learning. Student tutors feel chagrin when their virtual pupils fail; when the characters succeed, they feel what one expert calls by the Yiddish term nachas. Don’t know that word? I had to learn it myself: “Pride and satisfaction that is derived from someone else’s accomplishment.”
    • lkryder
      lkryder on 21 Jul 14
       
      Nachas is a word used in gaming as mentoring, teaching presence from players is common
  • On a subsequent test of their skills, the students who had observed agents using rules of reasoning to solve a problem “significantly outperformed” students who had only practiced applying the rules themselves.
  • A 2009 study of Betty’s Brain published in the Journal of Science Education and Technology found that students engaged in instructing her spent more time going over the material and learned it more thoroughly.
  • ...1 more annotation...
  • The benefits of this practice were indicated by a pair of articles published in 2007 in the journals Science and Intelligence. The studies concluded that first-born children are more intelligent than their later-born brothers and sisters and suggested that their higher IQs result from the time they spend showing their younger siblings the ropes. Educators are experimenting with ways to apply this model to academic subjects. In an ingenious program at the University of Pennsylvania, a “cascading mentoring program” engages college undergraduates to teach computer science to high school students, who in turn instruct middle school students on the topic.
  • lkryder on 21 Jul 14
     
    Protege effect and some interesting information on "teachable agent"
  • lkryder on 21 Jul 14
     
    interesting to think of the technology as the component the student teaches, rather than as the teaching/teacher presence
efleonhardt

Building Rapport with Your Students Faculty Focus | Faculty Focus - 0 views

www.facultyfocus.com/...ing-rapport-with-your-students

rapport students

shared by efleonhardt on 20 Jul 14 - No Cached
  • Higher motivation—When students feel rapport with their teachers and feel that their teacher’s personalities are something like their own, motivation is higher.
  • Higher motivation—When students feel rapport with their teachers and feel that their teacher’s personalities are something like their own, motivation is higher.
  • —When students feel rapport with their teachers and feel that their teacher’s personalities are something like their own, motivation is higher.
  • ...6 more annotations...
  • Higher motivation
  • Increased comfor
  • ncreased quality
  • Satisfaction
  • Enhanced communication
  • Trust
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