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approach is research in the area of instructional immediacy.
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Abstract and Paper - 0 views
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"Effective Instructor Feedback: Perceptions of Online Graduate Students"
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Instructional Immediacy and the Seven Principles: Strategies for Facilitating Online Co... - 0 views
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Chickering and Gamson’s (1987) seminal work, Seven Principles of Good Practice in Undergraduate Education and its subsequent applications of instructional strategies used in web-based classe
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The IHEP (2000) report, a sequel to the widely cited 1999 report that identified “gaps in the literature” of web-based learning, cited 24 benchmarks considered essential for ensuring quality and excellence in web-based courses
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Ehrmann (1995) encouraged researchers to focus on (a) which teaching and learning strategies are best (regardless of technology used) for the specific content and audience, and (b) which technologies are best for supporting those strategies (p. 4).
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he technology media, as Clark (1983) explained, are just “vehicles that deliver instruction but do not influence student achievement any more than the truck that delivers our groceries causes change in our nutrition” (p. 445).
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While nonverbal immediacy is important, verbal immediacy may be more relevant to web-based instructional settings as the instructor is not physically apparent to provide nonverbal cues.
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As students move through the different quadrants when learning a lesson, the teacher’s role changes from content expert (quadrants 1, 2) to facilitator and coach (quadrants 3, 4). The 4MAT cycle of learning centers on teaching to the learner where they are by considering their learning styles, left-right brain processing, and multiple intelligences (cf. Gardner 1999). The 4MAT model has been adapted to distance education by offering web-based educator training that mirrors the core principles of the 4MAT model.
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immediacy training program
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Faculty participating in such training increased their use of verbal immediacy behaviors by 42 percent and, consequently, experienced a 59 percent increase in student participation in class compared to those in the control group.
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Immediacy also relates to course design, or how a teacher deliberately arranges a set of external events to support the (learner’s) internal learning process (Gagne? 1992).
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The authors suggested programming the computer to issue personal greetings when a user logs on
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students’ perception of increased interaction with the instructor occurred when they interacted with the course (regardless if they had direct contact with the instructor) on a consistent basis.
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Seven Principles of Good Practice in Undergraduate Education, Chickering and Gamson (1986)
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Choose your "buddy icon" carefully: The influence of avatar a ndrogyny, anthropomorphis... - 1 views
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ndrogyny, anthropomorphism and credibility in online interactions.
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In both online and offline interactions, the visual representation of people influences how others perceive them. In contrast to the offline body, an online visual representation of a person is consciously chosen and not stable
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Results show that the characteristics of the avatar are used in the person perception process
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Affective Domain - 0 views
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Yet the affective domain can significantly enhance, inhibit or even prevent student learning.
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includes factors such as student motivation, attitudes, perceptions and values.
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ETAP640amp2011: how do you do it f2f? - 0 views
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the one who will determine your grade
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The teacher is not the sole source of a grade; the student is very much a part of the process. -
Hi Donna What I was implying is the students' view. After a whole semester of self-evaluation, peer evaluation, with me only grading one test worth 10% of their grade, a student thanked me for giving her an "A" I smiled and said "Did I give you an A or did you earn a A? She said "Ok I get it, I earned an A, but thanks anyway." To shift students' paradigm/perception of "the teacher" takes work!
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Hi Nicole, Thanks for the resource. I too have been thinking about my F2F these weeks also. I have a intro course up to 45 students...getting everyone to participate every class, even in small groups has been challenging. What I would like to do (but can't) is split the class in two,,,one day in class (while the other half is working online in discussion forums) and the other online (while the other group comes to class for a f2f.
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"Technicians' Perceptions About Web-Based Courses: The University of Te" by Sutham Cheu... - 0 views
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elearningpost » Articles » Experience-Enabling Design: An approach to elearni... - 0 views
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e-learning design experience instructionaldesign Learning education
shared by Diane Gusa on 05 Jul 11
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I know it took me some time to find myself around. Some of my activity problems was reflection of problems of "getting aroung" What was intuitive to some was not for me. I wonder if the difference of linear thinking (most adults) and global thinking (me).
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Key point and it follows how does the designer then rethink the product base on the learner's mind?
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I wonder if this statement can be translated to social (emotional), teacher (behavioral), and cognitive presence?
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Experience is a way in which the self relates or connects emotionally to the world. Experiencing something involves a complex set of psychophysical processes: sensation, perception, apperception, cognition, affection, and sometimes conation. Added to this, is the interplay of psychosocial factors like expectations, attitudes, needs, desires, etc.
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sheer absences of structural orientation cues
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For elearning to be successful, it needs to be crafted for experience at all the above three levels
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Psychologist Alice Isen and her colleagues have shown that positive experiences are critical to learning, curiosity, and creative thought.
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She discovered that people who felt good were more curious, better at learning, and were able to come up with creative solutions (Isen, A. M. 1993). The scope of design therefore, should extend beyond functionality to fulfill the need for experience.
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a designer cannot control the development of expectations in the learners' minds
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The designer can only control the product
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Creating experience is the art of emotional, behavioral and cognitive engagement with the consumer.
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dded to this, is the confusing maze of open and closed spaces and a gloomy and rugged floor to traverse while finding your way out of the confusion.
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ease and intuitive way of getting in, moving around and exiting are the experience factors. How do we bridge this gap between layout and experience? Four possible guidelines, which can help a designer ensure outcomes are experienced in an elearning product, are: Embrace experience as an outcome Create a shared language Narrow the gap from idea to outcome Drive constituent parts towards total experience
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One needs to cultivate a method of detachment by distancing oneself from the idea in order to evaluate its validity.
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contribution as creating spaces that evoke desired experiences.
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Establishing geography lets the viewer get the bearings on the topography of the event.
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Future Shock. Too much change in a too short period of time - Fernando Tarnogol - Caree... - 0 views
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Alvin Toffler coined the term “Future Shock”. He referred to it as a “personal perception of too much change in a too short period of time”.
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Center of Learning: Summary - 0 views
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The nature of the learning process: McCombs and Whisler (1997) defined the learning process as a natural one of pursuing personally meaningful goals. This process is active, volitional, and internally mediated.
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It is a process of discovering and constructing meaning from information and experience, filtered through each learner’s unique perceptions, thoughts, and feelings (p. 5
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Motivational influences on learning: These influences reflect the importance of learner beliefs, values, interests, goals, expectations for success, and emotional states of mind in producing either positive or negative motivations to learn.
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The continuing impulse to learn is characterized by "intense involvement, curiosity and a search for understanding as learners experience learning as a deeply personal and continuing agenda” (Oldfather, 1992, p. 8).
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Thus a student-centered curriculum teaches each learner to select and sequence his own activities and materials (individualization); arranges for students to center on and teach each other (interaction); and interweaves all symbolized and symbolizing subjects so that the student can effectively synthesize knowledge structures in his own mind (integration). (Moffett & Wagner, 1992, p. 21)
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students develop a sense of their active roles as producers – not only consumers of knowledge. They perceive themselves as competent knowers and learners
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Equity Theory of Motivation in Management: Definition, Examples & Quiz | Education Portal - 0 views
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fairness and equity are key components of a motivated individual
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the higher an individual's perception of equity, the more motivated they will be, and vice versa - if someone perceives an unfair environment, they will be demotivated.
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referent group is a selection of people an individual relates to or uses when comparing themselves to the larger population
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Examining motivation in online distance learning environments: Complex, multifaceted an... - 0 views
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Poor motivation has been identified as a decisive factor in contributing to the high dropout rates from online courses
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suggest that online students are more intrinsically motivated across the board than their on-campus counterparts at both undergraduate and postgraduate level.
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Self-determination theory is a contemporary theory of situated motivation that is built on the fundamental premise of learner autonomy
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all humans have an intrinsic need to be self-determining or autonomous
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as well as to feel competent
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connected
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SDT explains extrinsic motivation processes in terms of external regulation as the reasons for undertaking the task lie outside the individual.
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a perception that what they do will not affect the outcome
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an attribution of low value to the task being undertaken
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the tendency to focus only on intrinsic motivation
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It measures situational intrinsic motivation, extrinsic forms of motivation (external regulation and identified regulation), and amotivation
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Case study one was situated within a compulsory integrated science and technology course
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Case study two was positioned within an introductory social studies curriculum course that formed a compulsory component of the same programme.
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suggests that higher quality, more self-determined types of motivation were only slightly more evident than the traditional type of extrinsic motivation–external regulation (Ryan & Deci, 2000) and amotivatio
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suggesting that autonomous types of motivation (i.e., identified regulation and intrinsic motivation) were more prevalent.
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associated with individuals who engage in an activity because the results may have personal value to them or because the activity is regarded as worthwhile.
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these findings clearly show that motivation can be a complex and multifaceted phenomenon that cannot be fully explained from the perspective of motivation as either a learner characteristic or an effect of learning environment design.
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practitioners need to be cognisant of the important role they play in influencing learner motivation when designing learning activities.
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he relevance and value of the task
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need to be clearly identified and linked to learning objectives to help
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By offering meaningful choices (i.e., not just option choices) to learners that allow them to pursue topics that are of interest to them, the perceived value of the activity is further enhanced.
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ongoing communication with learners, where they feel able to discuss issues in an open and honest manner, practitioners are in a better position to accurately monitor and respond to situational factors that could potentially undermine learner motivation.
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Preparing Instructors for Quality Online Instruction - 1 views
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The major concerns are centering on the following questions: What will be the new role for instructors in online education? How will students' learning outcomes be assured and improved in online learning environment? How will effective communication and interaction be established with students in the absence of face-to-face instruction? How will instructors motivate students to learn in the online learning environment?
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Instructors have many concerns about online education. Their primary concern is how online education changes their roles and responsibilities, and how they can adapt to this change. Online education is widely accepted as student-centered education, and the traditional education is regarded as professor-centered education. Due to a shift to online education, the instructor's role has become more of a facilitator than a traditional lecturer. Therefore, the traditional professor-centered educational environment and student-centered online educational environment will have many differences. Besides their role shifting, the role of the virtual instructor is to select and filter information for student consideration, to provide thought-provoking questions, and to facilitate well-considered discussion (Kettner-Polley, 1999).
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Clark (2002) pointed out that online learner must be a constructivist learner. This suggests that the learner must be active in the process, cognitively complex and motivated. According to Clark , motivating factors in the learning process include self-reference, personal goals, control and autonomy . Howland & Moore's (2002) study examined 48 students' experiences in online environments. Their results confirmed that the students who were the most positive in their perceptions of online learning were those with attributes consistent with constructivist learners. The most positive students were more independent, proactive and responsible for their learning.
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Alley and Jansak (2001) have also identified 10 keys to quality online learning. The authors suggested that online courses will be high quality when they are student-centered and when: Knowledge is constructed, not transmitted. Students can take full responsibility for their own learning. Students are motivated to want to learn. The course provides “mental white space” for reflection. Learning activities appropriately match student learning styles. Experiential, active learning augments the Web site learning environment, Solitary and interpersonal learning activities are interspersed. Inaccurate prior learning is identified and corrected. “Spiral learning” provides for revisiting and expanding prior lessons, The master teacher is able to guide the overall learning process. (p. 6-17)
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nstructors may lack sufficient information on how well learners actually perform
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how to appropriately use technology to serve an instructional purpose tends
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they have to face the challenge of lack of direct interpersonal contact with students
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the instructor to motivate students to adjust their roles when becoming an online learner
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Since face to face instruction is usually eliminated in online classes, i
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While arguments have been made in opposition to online education, there are proponents who are in support of this mode of instruction. They suggest that the lack of face-to-face interaction can be substituted by online discussions in bulletin board systems, online video conferences or on listservs (Blake, 2000). Online education can also promote students' critical thinking skills, deep learning, collaborative learning, and problem-solving skills (Ascough, 2002; Rosie, 2000). Donlevy (2003) asserted that online education may help schools expand curricula offerings with less cost and can help graduates gain important technology skills to improve their marketability. Proponents also argue that online education can encourage non-discriminatory teaching and learning practices since the teachers and students, as well as students and their classmates typically do not meet face-to-face. Palloff and Pratt (1999) have concluded that because students cannot tell the race, gender, physical characteristics of each other and their teachers, online education presents a bias-free teaching and learning environment for instructors and students.
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academic dishonesty of online learners (Muirhead, 2000)
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This is one of the topics I expressed interest in -- need to take a look at the source.
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several factors that may deter faculty from teaching online.
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lack of professional prestige
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While many critics have suggested that there is no sure way to hold students accountable for academic dishonesty, Heberling (2002) concluded that while maintaining academic integrity in the online instructional setting may be a challenging, many strategies may be employed to detect and prevent plagiarism, such as reversing an Internet search, tracking back to an original source.
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10 keys to quality online learning
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Knowledge is constructed, not transmitted. Students can take full responsibility for their own learning. Students are motivated to want to learn. The course provides “mental white space” for reflection. Learning activities appropriately match student learning styles. Experiential, active learning augments the Web site learning environment, Solitary and interpersonal learning activities are interspersed. Inaccurate prior learning is identified and corrected. “Spiral learning” provides for revisiting and expanding prior lessons, The master teacher is able to guide the overall learning process. (p. 6-17)
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Alley and Jansak (2001)
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Educators: Are Web - based Resources an Effective Means for Increasing Knowledge in Hig... - 0 views
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Previous research has shown that online instruction has aided in the preparation and retention of special education teachers (Dymond & Bentz, 2006; Knapczyk, Frey, & Wall-Marencik, 2005).
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Online instruction is research proven to help benefit special education students
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positively affect attitudes, knowledge
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lack of training during their preservice years in proper interventions for students with disabilities, including modification, accommodations and assistive technology
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outcomes, and perceptions of educating students with disabilities in general education (Carroll, 2003; Cook, 2002; Kirk, 1998; Powers, 1992).
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For example teacher educators identify time constraints as one of the biggest barriers in providing an effective overall class on how to educate students with disabilities in the general education classroom
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ill-equipped
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Assistive Technology Outcomes and BenefitsFocused Issue: The Role of Higher Education in Preparing Education Professionals to Use AT
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Many facts about students with disabilities and how educators can benefit from online courses and learning to better support the needs of these students. Benefit of taking this course online - community, sharing..
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Using Audio Feedback to Promote Teaching Presence - Spectrum Newsletter Spring 2009 - 0 views
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Social presence is defined as, “The ability of participants in the community of inquiry to project their personal characteristics into the community, thereby presenting themselves to the other participants as ‘real people’
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Social presence is the pathway whereby cognitive presence is developed.
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As faculty and students cultivate social presence in a course through meaningful dialogue, deepened analysis and application of course concepts can take place.
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These roles need not be limited to simply the instructor, as students can also exhibit teaching presence in the course through such activities as leading group discussion assignments of collecting and sharing instructional resources
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Yet, textual feedback, particularly in the context of a blended or online course, can lack rich detail and tone.
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As textual forms of communication dominate current electronic communications, opportunities to engage auditory and kinesthetic learners ought to be cultivated.
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Students perceived audio feedback to be more effective than text-based feedback for conveying nuance. Audio feedback was associated with feelings of increased involvement and enhanced learning community interactions. Audio feedback was associated with increased retention of content. Audio feedback was associated with the perception that the instructor cared more about the student.
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Ice, Swan, Kupczynski, and Richardson (2008) studied the impact of asynchronous audio feedback in an online course and noted the following:
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Community of Inquiry (COI) whereby three key elements crucial to the success of any learning endeavor are highlighted: cognitive presence, social presence, and teaching presence. Figure 1 illustrates the integration of these elements of the learning environment.
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What Critiques Have Been Made of the Socratic Method in Legal Education? The Socratic M... - 0 views
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a student may suffer low self-esteem from the perceptionthat the method engages in ‘bullying
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intimidating
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The Impact of Asynchronous Audio Feedback on Teaching and Social Presence: A Survey of ... - 2 views
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asynchronous audio feedback teaching social presence research module 4 assignment
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The Impact of Asynchronous Audio Feedback on Teaching and Social Presence: A Survey of Current Research.
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Data analysis revealed that 1. students perceived audio feedback to be more effective than text-based feedback for conveying nuance, 2. audio feedback was associated with feelings of increased involvement and enhanced learning community interactions, 3. audio feedback was associated with increased retention of content, and 4. audio feedback was associated with the perception that the instructor cared more about the student.
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Document analysis revealed that students were far more likely to apply content for which they received audio feedback than content for which text-based feedback was received and at significantly higher cognitive levels. This presentation explores the original study, an ongoing study and two emerging, related areas of inquiry.
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Early Attrition among First Time eLearners: A Review of Factors that Contribute to Drop... - 1 views
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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.
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learners in employment bring a different set of needs, strategies and motivations to the learning process.
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frequently geographically removed from the learning resources, information sources, learner peers and Tutors compared to their on-campus peers
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Employed adults tend to complete eLearning in their personal time due to workload pressures in the workplace and/or Internet access issues at work
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Cognitive Load Theory
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states that learning is initially processed in working memory
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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
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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.
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“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.”
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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.
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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.
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The multi
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al learning tasks of the first time eLearner
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dimension
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(1) negotiating the technology; (2) negotiating the course website; (3) negotiating the course content (4) becoming an eLearner (5) negotiating CMC interaction.
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come to terms with the computing technologies involved.
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develop a mental model of the content structure and navigation system in order to find his/her way around
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engage with the learning materials, readings, activities and assessments that make up a programme of study
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Confronting the actual content and of becoming a learner again.
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anxiety
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abandon his/her existing mental model of what it is to be a learner in a formal learning situation
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embrace a model based on a self-directed and motivated learner
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undertake the learning tasks involved in interacting with peers via synchronous and asynchronous Computer Mediated Communication
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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.
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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.
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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.
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Actively supporting, encouraging, gently cajoling and following up on learners who seem to be struggling will help to keep wavering learners in the course.
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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.
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The one area where something may be done to reduce attrition is in the early stages of an online course.
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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.
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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. -
The experience of the first-time online learner is qualified. Suggestions for decreasing early attrition are suggested. -
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.