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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.
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.
Donna Angley

A Constructionist Approach to Online college Learning - 0 views

xg9ax2jm9j.search.serialssolutions.com.libproxy.albany.edu/?genre=article&issn=10967516&title=Internet+%26+Higher+Education&volume=7&issue=2&date=20040601&atitle=A+constructivist+approach+to+online+college+learning.&spage=79&pages=79-93&sid=EBSCO:A

on-line education educational theory constructionist assessment

shared by Donna Angley on 12 Jun 11 - No Cached
  • Donna Angley on 12 Jun 11
     
    The key elements of online course design and pedagogy suggested by research as promoting effective learning are discussed through the lens of constructivist epistemology. Presentation of content, instructor-student and student-student interactions, individual and group activities, and student assessment are each addressed, in turn. The focus is on learning and recognition that, from time-to-time, all students are teachers as they bring diverse expertise, experiences, and worldviews to the task of learning. Reflection on past experiences, interaction with other members of the learning community, immediate instructor behavior, authentic group activities, and diverse assessment tasks with timely and detailed feedback are underscored.
cgilroy34

Digital Natives - 2 views

eds.b.ebscohost.com.libproxy.albany.edu/...pdfviewer

shared by cgilroy34 on 31 May 14 - No Cached
  • cgilroy34 on 31 May 14
     
    This is an article I found on the EBSCO data base through the UAlbany library titled "Digital natives? New and old media and children's outcomes" by Michael Bittman, Leonie Rutherford, Jude Brown and Lens Unsworth. This article discusses digital natives and how they react to media. I wanted to share this article in order to help raise the question about whether or not the aging of digital natives will influence the age demographics of online learners in the future.
Nicole Gallo

The Truth About Homework - 1 views

www.alfiekohn.org/...homework.htm

homework education kohn

shared by Nicole Gallo on 01 Jun 13 - Cached
  • Carole Ames of Michigan State University points out that it isn’t “quantitative changes in behavior” – such as requiring students to spend more hours in front of books or worksheets – that help children learn better.  Rather, it’s “qualitative changes in the ways students view themselves in relation to the task, engage in the process of learning, and then respond to the learning activities and situation.”  In turn, these attitudes and responses emerge from the way teachers think about learning and, as a result, how they organize their classrooms.  Assigning homework is unlikely to have a positive effect on  any of these variables.  We might say that education is less about how much the teacher covers than about what students can be helped to discover – and more time won’t help to bring about that shift.
    • Nicole Gallo
      Nicole Gallo on 01 Jun 13
       
      Developing an online course is not just the transfer of a traditional course to an online platform.  Assigning a video is not providing the student with a relevant experience nor a reason to engage; it can still be viewed through the lens of just homework. 
  • Finally, any theoretical benefit of practice homework must be weighed against the effect it has on students’ interest in learning.  If slogging through worksheets dampens one’s desire to read or think, surely that wouldn’t be worth an incremental improvement in skills.
Heather Kurto

The Technology Source Archives - Seven Principles of Effective Teaching: A Practical Le... - 0 views

www.technologysource.org/...274

effective teaching evaluating online courses

shared by Heather Kurto on 13 Jun 13 - No Cached
  • Instructors should provide clear guidelines for interaction with students.
  • Establish policies describing the types of communication that should take place over different channels.
  • Well-designed discussion assignments facilitate meaningful cooperation among students.
  • ...18 more annotations...
  • Set clear standards for instructors' timelines for responding to messages.
  • Discussion groups should remain small.
  • Discussions should be focused on a task.
  • Only at the end of all presentations did the instructor provide an overall reaction to the cases and specifically comment about issues the class identified or failed to identify. In this way, students learned from one another as well as from the instructor.
  • Tasks should always result in a product.
  • Tasks should engage learners in the content.
  • Learners should receive feedback on their discussions.
  • Instructors should post expectations for discussions.
  • earners should be required to participate
  • "information feedback" and "acknowledgement feedback."
  • Information feedback provides information or evaluation, such as an answer to a question, or an assignment grade and comments.
  • Acknowledgement feedback confirms that some event has occurred.
  • We found that instructors gave prompt information feedback at the beginning of the semester, but as the semester progressed and instructors became busier, the frequency of responses decreased, and the response time increased.
  • nstructors can still give prompt feedback on discussion assignments by responding to the class as a whole instead of to each individual student. In this way, instructors can address patterns and trends in the discussion without being overwhelmed by the amount of feedback to be given.
  • egularly-distributed deadlines encourage students to spend time on tasks and help students with busy schedules avoid procrastination. They also provide a context for regular contact with the instructor and peers.
  • Communicating high expectations for student performance is essential. One way for instructors to do this is to give challenging assignments.
  • Another way to communicate high expectations is to provide examples or models for students to follow, along with comments explaining why the examples are goo
  • Allowing students to choose project topics incorporates diverse views into online courses.
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.
kasey8876

The Technology Source Archives - Seven Principles of Effective Teaching: A Practical Le... - 0 views

www.technologysource.org/...274

teaching online

shared by kasey8876 on 22 Jun 14 - No Cached
  • kasey8876 on 22 Jun 14
     
    'Seven Principles for Good Practice in Undergraduate Education' have long served educators. Now a team of scholars from Indiana University's Center for Research on Learning and Technology has adapted the seven principles to online teaching and learning.
Kristina Lattanzio

Seven Principles of Effective Teaching - A Practical Lens for Evaluating Online Courses - 1 views

sln.suny.edu/...95223246cabd6b85256a090058ab98

online teaching

shared by Kristina Lattanzio on 12 Jun 09 - Cached
  • Principle 5: Good Practice Emphasizes Time on Task Lesson for online instruction: Online courses need deadlines. One course we evaluated allowed students to work at their own pace throughout the semester, without intermediate deadlines. The rationale was that many students needed flexibility because of full-time jobs. However, regularly-distributed deadlines encourage students to spend time on tasks and help students with busy schedules avoid procrastination. They also provide a context for regular contact with the instructor and peers.
    • Kristina Lattanzio
      Kristina Lattanzio on 12 Jun 09
       
      Setting deadlines for activities creates a comfortable online learning environment. Students are better able to keep their work/progress organized.
Diane Gusa

The Technology Source Archives - Seven Principles of Effective Teaching: A Practical Le... - 0 views

technologysource.org/...inciples_of_effective_teaching

e-learning seven-principles assessment teaching module 5 assignment

shared by Diane Gusa on 12 Jun 09 - Cached
  • Principle 5: Good Practice Emphasizes Time on Task Lesson for online instruction: Online courses need deadlines. One course we evaluated allowed students to work at their own pace throughout the semester, without intermediate deadlines. The rationale was that many students needed flexibility because of full-time jobs. However, regularly-distributed deadlines encourage students to spend time on tasks and help students with busy schedules avoid procrastination. They also provide a context for regular contact with the instructor and peers.
    • Kristina Lattanzio
      Kristina Lattanzio on 12 Jun 09
       
      Set clear deadlines for work to create comfortable online learning environments. Helps students keep themselves on task and enhances learning.
    • Diane Gusa
      Diane Gusa on 02 Aug 11
       
      I considered doing this, but was not sure...I noticed Alex did this when she would say "read Ian's post" or EXCELLENT! aand I wanted to check out what was said even more.
  • Allowing students to choose project topics incorporates diverse views into online courses.
  • ...4 more annotations...
  • Communicating high expectations for student performance is essential.
  • give challenging assignments.
  • communicate high expectations is to provide examples or models for students to follow, along with comments explaining why the examples are good.
  • publicly praising exemplary work communicates high expectations. Instructors do this by calling attention to insightful or well-presented student postings.
Catherine Strattner

Welcome | Community of Inquiry - 1 views

communitiesofinquiry.com

Community of Inquiry e-learning education

shared by Catherine Strattner on 11 Jun 09 - Cached
  • Catherine Strattner on 22 Jul 12
     
    Looking at everything now through the lens of the CoI framework.
Jessica M

The Technology Source Archives - Seven Principles of Effective Teaching: A Practical Le... - 0 views

technologysource.org/...inciples_of_effective_teaching

Effective Online Advice

shared by Jessica M on 08 Aug 14 - No Cached
  • Learners should be required to participate (and their grade should depend on participation). Discussion groups should remain small. Discussions should be focused on a task. Tasks should always result in a product. Tasks should engage learners in the content. Learners should receive feedback on their discussions. Evaluation should be based on the quality of postings (and not the length or number). Instructors should post expectations for discussions.
  • Lesson for online instruction: Instructors need to provide two types of feedback: information feedback and acknowledgment feedback.
  • We found that instructors gave prompt information feedback at the beginning of the semester, but as the semester progressed and instructors became busier, the frequency of responses decreased, and the response time increased.
  • ...3 more annotations...
  • Similarly, we found that instructors rarely provided acknowledgement feedback
  • The rationale was that many students needed flexibility because of full-time jobs. However, regularly-distributed deadlines encourage students to spend time on tasks and help students with busy schedules avoid procrastination.
  • Lesson for online instruction: Challenging tasks, sample cases, and praise for quality work communicate high expectations.
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