Despite this, (and this is my personal view, not the view of the
'anti-Learning Styles lobby'), many teachers and educators continue to find
value and benefit by using Learning Styles theory in one way or another, and as
often applies in such situations, there is likely to be usage which is
appropriate, and other usage which is not.
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kolb's learning styles, experiential learning theory, kolb's learning styles inventory ... - 0 views
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Education is big business. Much is at stake commercially and reputationally, and so it is not surprising that debate can become quite fierce as to which methods work and which don't. So try to temper what you read with what you know and feel and experience. Personal local situations can be quite different to highly generalised averages, or national 'statistics'. Often your own experiences are likely to be more useful to you than much of the remote 'research' that you encounter through life. You must be careful how you use systems and methods with others, and be careful how you assess research and what it actually means to you for your own purposes.
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A note about Learning Styles in young people's education: Towards the end of the first decade of the 2000s a lobby seems to have grown among certain educationalists and educational researchers, which I summarise very briefly as follows: that in terms of substantial large-scale scientific research into young people's education, 'Learning Styles' theories, models, instruments, etc., remain largely unproven methodologies. Moreover Learning Styles objectors and opponents assert that heavy relience upon Learning Styles theory in developing and conducting young people's education, is of questionable benefit, and may in some cases be counter-productive. Despite this, (and this is my personal view, not the view of the 'anti-Learning Styles lobby'), many teachers and educators continue to find value and benefit by using Learning Styles theory in one way or another, and as often applies in such situations, there is likely to be usage which is appropriate, and other usage which is not.
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"A note about Learning Styles in young people's education, and by implication potentially elsewhere too: I am grateful to the anonymous person who pointed me towards a seemingly growing lobby among educationalists and educational researchers, towards the end of the first decade of the 2000s, which I summarise very briefly as follows: that in terms of substantial large-scale scientific research into young people's education, 'Learning Styles' theories, models, instruments, etc., remain largely unproven methodologies. Moreover, Learning Styles objectors and opponents assert that the use of, and certainly the heavy reliance upon, Learning Styles theory in formulating young people's education strategies, is of questionable benefit, and may in some cases be counter-productive."
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School Engagement: Potential of the Concept, State of the Evidence - 0 views
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"The concept of school engagement has attracted increasing attention as representing a possible antidote to declining academic motivation and achievement. Engagement is presumed to be malleable, responsive to contextual features, and amenable to environmental change. Researchers describe behavioral, emotional, and cognitive engagement and recommend studying engagement as a multifaceted construct. This article reviews definitions, measures, precursors, and outcomes of engagement; discusses limitations in the existing research; and suggests improvements. The authors conclude that, although much has been learned, the potential contribution of the concept of school engagement to research on student experience has yet to be realized. They call for richer characterizations of how students behave, feel, and think-research that could aid in the development of finely tuned interventions "
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Class Size - 0 views
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Smaller class size seems to result in higher achievement among students who are economically disadvantaged. Students with lower academic ability seem to do better in smaller classes than in larger ones. It may be that class size affects student attitudes more significantly than it affects achievement. A direct effect of large class size is to lower the morale and increase the stress of teachers. There is typically little to be gained from reductions in class size that do not bring class size below 30.
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The most positive effects of small classes on pupil learning occur in grades K-3 in reading and mathematics.
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Little, if any, increase in pupil achievement can be expected from reducing class size if teachers continue to use the same instructional methods and procedures in the smaller classes that they have used in larger classes (Robinson, p. 82).
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Teachers with small classes must not only be trained to be effective in such settings, but they must also be committed to try new skills and procedures.
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Robinson, Glen E. “Synthesis of Research on the Effects of Class Size.” EDUCATIONAL LEADERSHIP (April 1990): 80-90.
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The most recent comprehensive review of existing research was completed by Robinson (1990), and used a cluster analysis approach. Studies were “clustered” into categories considered important for class size decisions such as grade levels, subject areas, student characteristics, student achievement, student behavior, and teaching practices. The results of part of Robinson’s analysis appear below.
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Effective schools research has extended its research agenda by focusing on an expanded number of variables that are presumed to be related to student achievement. Schools are now perceived as a cultural entity where the complex interplay of multiple variables affect the lives of all who learn and teach in those institutions. As the metaphor for American schools has shifted from an assembly line to that of a caring, learning community, the class size research agenda has also shifted to include such variables as instructional method, teacher morale and stress, teacher work load, student behavior and attitudes, content areas, student characteristics, and grade level. Bennett (1987), in a review of more recent research, found broad agreement among researchers on the following general conclusions:
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Qualitative and quantitative research designs are more similar than different - 0 views
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Qualitative and quantitative research designs are more similar than different. The qualitative/quantitative divide has been extensively debated in social science and educational research. However, health researchers are still bound by traditional distinctions between qualitative and quantitative research. This paper argues that although these distinctions were valid at the turn of the twentieth century, they no-longer hold true. With advances in both qualitative and quantitative methods, and the need to explore increasingly complex situations it is time to concentrate on how best to answer the research question rather than focusing on the research design being used.
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Bringing Life to Online Instruction with Humor - 1 views
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Based on our experience using humor as an instructional strategy in traditional and online courses, we explain how instructors can incorporate humor into online courses
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Humor is not a pedagogical panacea, and the mere inclusion of humor will not assure that learning will occur. I
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The challenge for instructors teaching online courses is to learn to use humor to create interesting and inviting virtual learning environments while minimizing any potential pitfalls of humor as an instructional device
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e, the educational purpose of the humor is the most important consideration. As a pedagogical device, humor can promote various objectives, such as to increase student interest and attention, facilitate the student-teacher relationship, provide students with a “mental break,” or promote the understanding and retention of a concept. In contrast to humorists, who gauge success by laughter, educators measure the effectiveness of humor by how it promotes learning. Although humor can be used to increase students’ overall enjoyment of the online experience, most of the humor incorporated into an online course should serve an instructional purpos
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simpler forms of humor that would “bomb” in a comedy venue, such as word-play (e.g., puns, oxymorons) and clever or witty observations, can be used successfully in online course
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nstructors recognize that potentially offensive humor, such as sexist or racist jokes, is not appropriate (Perlman & McCann, 1998). The safest target is the instructor, because self-deprecating humor avoids offending or alienating others, and allows students to view the teacher as more “human.
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journals devoted to humorous research (e.g., Journal of Polymorphous Perversity, Annals of Improbable Research).
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Visual humor is especially effective in online courses, and cartoons, illustrations, and photographs, can easily be integrated throughout the course
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e, we strongly encourage instructors to consider the guidelines for pedagogical humor mentioned in the previous section. First, does the humor promote an educational objective? Second, will the students understand and appreciate the humor? Third, is the target of the humor appropriate for the course?
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For this type of humor to be effective, the visual punch line needs to be hidden behind a hyperlink.
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We strongly believe that integrating personal photographs or “home movies” into online instruction adds a more personalized and intimate feel to the often sterile nature of online courses
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use an extra-credit activity called the “Contributing Editor” that requires students to locate potential sources of humor on any course topic.
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For instructors who are comfortable using humor in course examinations, there are several approaches for adding humor to multiple-choice tests. First, an additional distracter (e.g., choice “e”), such as a joke at the expense of the instructor, can be added to select items. Second, names that appear in items can be reformatted by inserting the instructor's name or creating fictitious names. Third, a “final” item can be added with the setup “The test is over and you...” with funny distracters targeted to the students, instructor, or course. (See Berk, 2000 for additional strategies for infusing humor into multiple-choice examinations.)
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the most suitable joke formulas for the online course are word-play and exaggeration. A word-play joke involves the modification of a word, clichés, definition, common phrase, or concept. Examples of word-play pedagogical humor include silly names, funny unit subtitles, oxymorons, and factitious definitions. Word-play is a relatively simple form of humor, and instructors should expect smirks (or moans) rather than big laughs. Also, word-play jokes will only be successful when instructors follow the principle of “knowing your audience” (i.e., students must recognize the word, concept, or phrase that is being reformatted or embellished).
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The final step of humor writing is to edit the joke by following the four principles of “aggressive editing” (Sankey, 1998)
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The placement and duration of humor used in online lecture modules are critical to the flow of instruction.
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Humor can allow students a brief “mental break” from an online lecture, and instructors can use transitions to illustrate a concept with topic-related tangents or self-deprecating stories.
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ules as an opportunity to use humorous personal examples and commentary to expand on previously discussed lecture topics. By clearly identifying the tangent, students recognize that the rant is separate from the lecture
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For a more detailed explanation of the techniques and principles of humor writing, instructors can refer to various comedy writing books (e.g., Carter, 2001; Helitzer & Shatz, 2005).
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luding funny quotes, jokes, and cartoons, and in this section, we identify resources for locating pedagogical humor. When deciding which material to use for the online course, we strongly encourage instructors to c
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we strongly encourage instructors to consider the guidelines for pedagogical humor mentioned in the previous section. First, does the humor promote an educational objective? Second, will the students understand and appreciate the humor? Third, is the target of the humor appropriate for the course? The Internet is the best resource for pedagogical humor, and although any search using a discipline and “humor” as descriptors will yield numerous web sites, we recommend more narrowly focused searches (i.e., “humor” and a specific discipline topic). Additional resources for pedagogical humor include supplemental instructional materials provided by book publishers and journals devoted to humorous research (e.g., Journal of Polymorphous Perversity, Annals of Improbable Research). When using humor from other sources, instructors need to adhere to copyright considerations. Visual humor is especially effective in online courses, and cartoons, illustrations, and photographs, can easily be integrated throughout the course. Although visual humor is usually self-contained (i.e., a caption or the illustration delivers the punch line), there are several ways that instructors can enhance visual humor for the online environment. Visuals, such as photographs or illustrations, can be used as a punch line for a joke. For example, when discussing the difficulty of course examinations, the setup would be “And this is how students often feel after an exam…” with a photograph or cartoon of frighten individuals delivering the punch line. For this type of humor to be effective,
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we strongly encourage instructors to consider the guidelines for pedagogical humor mentioned in the previous section. First, does the humor promote an educational objective? Second, will the students understand and appreciate the humor? Third, is the target of the humor appropriate for the course? The Internet is the best resource for pedagogical humor, and although any search using a discipline and “humor” as descriptors will yield numerous web sites, we recommend more narrowly focused searches (i.e., “humor” and a specific discipline topic). Additional resources for pedagogical humor include supplemental instructional materials provided by book publishers and journals devoted to humorous research (e.g., Journal of Polymorphous Perversity, Annals of Improbable Research). When using humor from other sources, instructors need to adhere to copyright considerations. Visual humor is especially effective in online courses, and cartoons, illustrations, and photographs, can easily be integrated throughout the course. Although visual humor is usually self-contained (i.e., a caption or the illustration delivers the punch line), there are several ways that instructors can enhance visual humor for the online environment. Visuals, such as photographs or illustrations, can be used as a punch line for a joke. For example, when discussing the difficulty of course examinations, the setup would be “And this is how students often feel after an exam…” with a photograph or cartoon of frighten individuals delivering the punch line. For this type of humor to be effective,
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we strongly encourage instructors to consider the guidelines for pedagogical humor mentioned in the previous section. First, does the humor promote an educational objective? Second, will the students understand and appreciate the humor? Third, is the target of the humor appropriate for the course? The Internet is the best resource for pedagogical humor, and although any search using a discipline and “humor” as descriptors will yield numerous web sites, we recommend more narrowly focused searches (i.e., “humor” and a specific discipline topic). Additional resources for pedagogical humor include supplemental instructional materials provided by book publishers and journals devoted to humorous research (e.g., Journal of Polymorphous Perversity, Annals of Improbable Research). When using humor from other sources, instructors need to adhere to copyright considerations. Visual humor is especially effective in online courses, and cartoons, illustrations, and photographs, can easily be integrated throughout the course. Although visual humor is usually self-contained (i.e., a caption or the illustration delivers the punch line), there are several ways that instructors can enhance visual humor for the online environment. Visuals, such as photographs or illustrations, can be used as a punch line for a joke. For example, when discussing the difficulty of course examinations, the setup would be “And this is how students often feel after an exam…” with a photograph or cartoon of frighten individuals delivering the punch line. For this type of humor to be effective,
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"The challenge for instructors teaching online courses is to learn to use humor to create interesting and inviting virtual learning environments while minimizing any potential pitfalls of humor as an instructional device. In a commentary noting the need for humor in online courses, James (2004) observed that "Because humor is one of the major traits of the best, most effective teachers, it is a characteristic that all teachers should want to hone, practice, and nurture, regardless of medium" "
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Thinking back to our conversation on humor. (I was only a lurker in that conversation, but maybe now I have time to revisit this idea). Hope this adds to your thoughts.
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explain how instructors can incorporate humor in an online course, the enhancement humor can bring, guidelines for locating, selecting, developing, and integrating humor into an online courses, and examples of humor in various online components.
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Online Instructional Effort Measured through the Lens of Teaching Presence in the Commu... - 1 views
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The focus of this paper is teaching presence, which has been defined as “the design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile outcomes” (Garrison et al., 2000).
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Instructor teaching presence is hypothesized to be an indicator of online instructional quality. Empirical research has supported this view with evidence indicating strong correlations between the quality of teaching presence and student satisfaction and learning (Bangert, 2008; Picciano, 2002; Shea, Pickett, & Pelz, 2003)
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The third limitation relates to the locus of research investigating teaching presence which has been limited largely to threaded discussions.
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Lastly, a careful review of the original teaching presence indicators developed by Anderson et al. (2001) reveals that they are largely reliant upon the threaded discussion activities of the instructor and thus fall short in identifying and articulating the full range of online collaborative tasks and effort demonstrated by both instructors and students.
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Where does teaching presence occur in online courses? 2. How do instructors employ communicative functionality within the course to demonstrate teaching presence? 3. In what ways do students demonstrate teaching presence? 4. Does teaching presence shift over time? 5. Does teaching presence correlate with learning outcomes reflected in instructor-assigned grades?
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These results suggest that students’ teaching presence may have a “floor” threshold level and when the instructor's participation within the threaded discussion drops to zero students attempt to recreate “instructional equilibrium.”
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When accounting for instructor teaching presence in all areas of a course, we see that there is a certain ebb and flow to teaching presence.
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restricting analysis of teaching presence to discussion areas may present too narrow a view of individual instructor’s effort. Some instructors may take a strategic approach by participating in early discussions to model how to formulate probing questions and by providing direct feedback with the goal of withdrawing once this scaffolding is completed
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These results also document a significant correlation between instructional effort reflected in frequency of teaching presence behaviors and learning outcomes evidence through instructor-assigned grades on closely related assignments.
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If students’ perceptions indicate that they place a premium on instructor interaction (Anderson, 2003; Shea et al., 2006) instructors must actively manage students’ expectations about the nature of online learning and the role of the instructor in this process. Online instructors can accomplish this by taking the time to communicate that online courses are not teacher-centered models of learning and by explaining the rationale behind student-to-student interaction in negotiating shared meaning through discourse.
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In this study we found that the effectiveness of the instructor did not depend on participation within the threaded discussion per se, but that responsiveness and effective interaction with students was carried out through a variety of forums, including the ask-a-question area, email, and other modes of communication. We suggest that benchmarks for effective interaction be communicated to instructors and that institutions provide training and support for online faculty around teaching presence.
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With more than 4 million students enrolled in online courses in the US alone (Allen & Seaman, 2010), it is now time to inquire into the nature of instructional effort in online environments. Reflecting the community of inquiry (CoI) framework (Garrison, Anderson, & Archer, 2000) this paper addresses the following questions: How has instructor teaching presence (Anderson, Rourke, Garrison, & Archer, 2001) traditionally been viewed by researchers? What does productive instructor effort look like in an entire course, not just the main threaded discussion? Results suggest that conventional research approaches, based on quantitative content analysis, fail to account for the majority of teaching presence behaviors and thus may significantly under represent productive online instructional effort.
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shared by Alicia Fernandez on 24 Jun 12
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Heutagogy and lifelong learning: A review of heutagogical practice and self-determined ... - 2 views
www.irrodl.org/...2087
lifelong learning" heutagogy "self-determined learning" andragogy "self-directed learning" "social media" "double-loop learning" "reflection"
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Heutagogy, a form of self-determined learning with practices and principles rooted in andragogy, has recently resurfaced as a learning approach after a decade of limited attention. In a heutagogical approach to teaching and learning, learners are highly autonomous and self-determined and emphasis is placed on development of learner capacity and capability with the goal of producing learners who are well-prepared for the complexities of today's workplace. The approach has been proposed as a theory for applying to emerging technologies in distance education and for guiding distance education practice and the ways in which distance educators develop and deliver instruction using newer technologies such as social media. The renewed interest in heutagogy is partially due to the ubiquitousness of Web 2.0, and the affordances provided by the technology. With its learner-centered design, Web 2.0 offers an environment that supports a heutagogical approach, most importantly by supporting development of learner-generated content and learner self-directedness in information discovery and in defining the learning path. Based on an extensive review of the current literature and research, this article defines and discusses the concepts of andragogy and heutagogy and describes the role of Web 2.0 in supporting a heutagogical learning approach. Examples of institutional programs that have incorporated heutagogical approaches are also presented; based on these examples and research results, course design elements that are characteristic of heutagogy are identified. The article provides a basis for discussion and research into heutagogy as a theory for guiding the use of new technologies in distance education.
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Federal Research Public Access Act (SPARC) - 0 views
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Because U.S. taxpayers underwrite this research, they have a right to expect that its dissemination and use will be maximized, and that they themselves will have access to it.
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ETAP640 Summer 2011 Blog - 2 views
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So far I am enjoying the experience
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What are the most effective instructional technology tools available to me to help me meet my instructional objectives?
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challenge!
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I have been much more aware of the idea that today’s younger generations (those who are 30 and younger) are much more technologically savvy.
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I want to challange you, just like i challanged Ian (who is currently smitten with Prensky : ) to challenge the notion of natives vs. immigrants. Read this (http://steve-wheeler.blogspot.com/2011/05/natives-are-revolting.html), find other articles (and there are many) that unpack the problems with this notion, and come back and tell us all about it.
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I have been spending quite a bit of time and energy learning the Moodle system,
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I think I spent the entire weekend last week playing around in Moodle, learning how things worked, and trying to set up my basic module outline. Once I got the hang of it, I kinda like it. I find with technology that it just takes time and patience (not my forte) to really grasp it. I don't think computer skills of any kind can be learned from a book alone; it needs to be hands on learning.
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I completely agree! I am a very hands on and visual person, I need to INTERACT with the material in real life or else it's just text on a page.
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It is ENGAGING
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Blackboard
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I’m really starting to get the hang of the expectations for posts
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I had the same thought. I only hope that the computer lab is open during my class time.
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Your sticky notes are usually "floating" so I never know what you're commenting on. Can you make them stationery?
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I wonder the same thing...this applies to several blogs ago. I guess we need to add a date or title.
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I was teetering between dropping the class
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punishment
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I am still under the impression that the interactions required of us in the discussion space are too numerous.
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I LOVE LOVE LOVED that Bill Pelz commented on our posts! I felt like a celebrity walked into the room and his comments could be equated to getting an autograph.
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I have learned a lot this module, especially: NEVER give up (this has been especially resonant with me) Passion for teaching and learning go hand in hand, and are a must-have for online educators The best training tool for an online teacher is to be an online learner BE ORGANIZED MANAGE YOUR TIME Support your students and your faculty (whatever your role is) And last, but not least (yes, this was intentional) don’t procrastinate.
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half of the requirement for this class.
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There was absolutely nothing about my course learning activities that was learner-centered, or, one could argue, learning-centered! I was being extremely teacher-centered in my approach!
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Because of that, I need to embrace these tools, explore new ideas, and for goodness sake- think about the STUDENT.
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It took me almost two and a half hours just to set up a voicethread that didn’t crunch all of my text and pictures together! Or get the right size and color font. I realize that these are all things that cannot be explained to anyone, or if you did try and tell them, they wouldn’t understand how much work it is until they tried it themselves.
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I think that embedding a youtube video or loading a podcast are in my future and I can’t wait!
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I made all of my assignments turned in to me, privately,
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This week, as we are supposed to have the course “done done” I am doubting myself. Every time I log in to my course I change something, add wording, create new links to rubrics where there weren’t any, etc. It just seems like I’m never satisfied.
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So glad I'm not alone. I keep logging in as well, looking to change something. Over the past 3-4 days I've definitely made changes, but I'm getting to the point now that I'm wondering if I should just leave it alone. I'm the same way about large writing project...always looking to edit. Thinking it might be time for me to step back from the computer.
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I thought done, done, done is at the end...aren't we going to have peer feedback next module?
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I’ll have my master’s in December and I couldn’t be more proud.
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#1- I’m scared of the idea of real live students actually taking my course #2- I’m really disappointed that real live students will never take my course
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I'm glad you said this, because I've been thinking it for several weeks now. I really want a chance to teach it, but I'm afraid of getting a chance to teach it. I'm not a teacher by profession, so I think I have more fear than most that I won't be able to facilitate my course properly. For instance, how do I open modules, are grades recorded automatically or do I manually put them in, how do I get them to show for each individual student, etc. I've put so much time and effort into building this course, I want a chance to teach it, but having never taught at the college level, I don't know that I'll get the opportunity. I will still give it my best shot as soon as I graduate in December. If SUNY isn't interested, I'll try other avenues.
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"live students" when you do teach live students you will discover kinks you never saw...this semester I had a great activity that 18 of 19 students loved! The discussions were full of every presence. The I discovered that my student from China was so lost and overwhelmed. Now I am rethinking cultural sensitivity in my activities...how do I balance a activity that engages 99% of my students 110%, but looses one student because of a cultural difference...still thinking on this.
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feedback
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I don't know if I should have done this, but I actually have 2 evaluation/feedback areas. One is the generic resource right in Moodle. I tried to write my own questions, but when I "viewed" the forum, my questions were replaced with the generic questions. So, I created a document with my own questions and I am having students download the document into a word processor, add their answers and then post to a forum.
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o there will likely never be online courses at Mildred Elley.
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Can you teach it elsewhere? As we have learned in this class, online learning is up and coming. It might be worth looking into.
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Failures maybe because the facilitators did not "know" and "do" what "you" know...convince him to try your course as an experiment...because this is the future of education...This summer I taught one online course and had a student from China, several from the west coast, and only two within driving distance in a class of 20!
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ETAP 680 (research seminar).
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quality with the traditional classroom in the public eye?
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I think you're probably right, but I think it's turning a corner. At a time when institutions are scrambling for money, online learning costs them very little. They pay an instructor and that's about it. We don't need a classroom or any campus resources other than student access to the library for research if they need it.
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prettying up
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One thought I had, as I look forward to getting a PhD, is that theories come from practice which means that theories about online learning come from individuals creating courses, teaching courses, and collecting feedback from courses over and over and then after all of that work is finished, turning right around and working at analyzing the data, and attempting to answer research questions. In order to have credible research, the questions must be relevant, the measures must be valid and thorough, and the analyses of results must be comprehensive.
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Reflective Writing: I have to admit, at the beginning of the course I thought the blogging activities were just busy work. I viewed the assignments as busy work, and treated my entries as such. As time ticked on, I started getting into the blogs and realizing that it was my personal space in which I could reflect on my work on my course and my learning throughout the week/module. So much of life and learning in school is sort of thrown at you, and if you don’t take the time to intentionally deconstruct the events and make sense of them, then you’ll never grow and improve. I’d rather grow.
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If I don’t place intentional emphasis on something (like making it worth a portion of their grade) then I am sending a message that it’s not important.
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Research Findings and Policy Recommendations - 0 views
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1) Though the overwhelming majority (89%) claimed critical thinking to be a primary objective of their instruction, only a small minority (19%) could give a clear explanation of what critical thinking is. Furthermore, according to their answers, only 9% of the respondents were clearly teaching for critical thinking on a typical day in class.
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5) Although the majority (67%) said that their concept of critical thinking is largely explicit in their thinking, only 19% could elaborate on their concept of thinking.
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6) Although the vast majority (89%) stated that critical thinking was of primary importance to their instruction, 77% of the respondents had little, limited or no conception of how to reconcile content coverage with the fostering of critical thinking.
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Increasing Access to Higher Education: A study of the diffusion of online teaching amon... - 0 views
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This paper reports on research from 913 professors from community colleges, four-year colleges, and university centers in an attempt to determine potential barriers to the continued growth in adoption of online teaching in higher education. Four variables are significantly associated with faculty satisfaction and adoption or continuation of online teaching - levels of interaction in their online course, technical support, a positive learning experience in developing and teaching the course, and the discipline area in which they taught. Recommendations for institutional policy, faculty development, and further research are included.
Research - iNACOL - 4 views
Research #1 - Locate Best Sources « The Cheeky Lit Teacher - 0 views
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ScienceDirect.com - Computers & Education - Learning presence: Towards a theory of self... - 1 views
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This line of research indicated that the multivariate measure of learning represented by the cognitive presence factor could be predicted by the quality of teaching presence and social presence reported by learners in online courses. The relationship between these constructs is illustrated in Fig. 1 below.
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Given the electronic, social, and “self-directed” nature of online learning, it seems imperative that we examine learner self- and co-regulation in online environments especially as they relate to desired outcomes such as higher levels of cognitive presence as described in the CoI framework.
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We suggest that this constellation of behaviors and traits may be seen as elements of a larger construct “learning presence” (Shea, 2010).
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self-efficacy can be viewed as a subjective judgment of one’s level of competence in executing certain behaviors or achieving certain outcomes in the future. Self-efficacy has been identified as the best predictor of college GPA and among the best predictors of college persistence through meta-analytic research (Robbins et al., 2004). Further, commenting on the state of the art in self-regulated learning research Winne suggested that self-regulation is contingent on positive self-efficacy beliefs, arguing that “learners must subscribe to a system of epistemological and motivational beliefs that classifies failure as an occasion to be informed, a condition that is controllable, and a stimulus to spend effort to achieve better” (Winne, 2005). This contrast of failure attribution as trait (e.g., “I’m just not good at math”) versus failure as occasion to be informed (“I can control, adapt, and learn from this”) is a classic view of maladaptive and adaptive self-efficacy beliefs.
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In the current study we therefore examine the relationship between CoI constructs and elements of self efficacy in order to begin to investigate the larger theme of collaborative online learner regulation and learning presence.
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Thus, self-efficacy is “concerned not with what one has but with belief in what one can do with whatever resources one can muster” (Bandura, 2007, p. 6).
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Bandura has noted that slightly elevated efficacy can have a bigger impact on subsequent performance. Overestimating one’s capabilities to produce a behavior and outcome may boost performance and give rise to motivation to persist in face of obstacles and seatback, while the opposite is true for underestimating one’s capabilities, which may suppress productive goals, persistence and effort (Bandura, 2007). Thus there is an important connection between self-efficacy, effort, and subsequent performance.
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Positive psychological and emotional states in the aftermath of successful execution of certain academic behaviors naturally lead to sense of competence and subsequently results in enhanced sense of efficacy.
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We suggest here that elements within the CoI framework may serve as mechanisms for supporting self-efficacy. Specifically we conjecture that effective teaching presence and positive social presence should serve as sources of social persuasion and positive affect supportive of self-efficacy.
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(Bandura, 1997). These and other studies have suggested that self-efficacy has a substantial role in predicting student engagement, motivation and performance ( [Bong, 2004], [Caraway et al., 2003], [Chemers et al., 2001], [Choi, 2005], [Smith et al., 2001] and [Vrugt et al., 2002]).
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The participants in the study were a random sample of 3165 students from 42 two- and four-year institutions in New York State.
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Gaining knowledge about the reasons for learning and achievement of online students has attracted a great deal of attention among both researchers and practitioners. Understanding the factors that have an influence on the success of online education has significant implications for designing productive online communities.
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This ongoing project to document all instances of teaching, social, and cognitive presence in complete online courses also resulted in identification of learner discourse that did not fit within the model, i.e. could not be reliably coded as indicators of teaching, social, or cognitive presence ( [Shea, 2010] and [Shea et al., 2010]).
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Additional work on the CoI model (Shea, Vickers, & Hayes, 2010) suggested that past research methods may have resulted in a systematic under representation of the instructional effort involved in online education.
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These exceptions represent interesting data for refining and enhancing the model as they suggest that learners are attempting to accomplish goals that are not accounted for within the CoI framework.
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In this paper we examine the Community of Inquiry framework (Garrison, Anderson, & Archer, 2000) suggesting that the model may be enhanced through a fuller articulation of the roles of online learners. We present the results of a study of 3165 students in online and hybrid courses from 42 two- and four-year institutions in which we examine the relationship between learner self-efficacy measures and their ratings of the quality of their learning in virtual environments. We conclude that a positive relationship exists between elements of the CoI framework and between elements of a nascent theoretical construct that we label “learning presence”. We suggest that learning presence represents elements such as self-efficacy as well as other cognitive, behavioral, and motivational constructs supportive of online learner self-regulation.
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the CoI framework attempts to articulate the social, technological, and pedagogical processes that engender collaborative knowledge construction. It therefore represents an effort to resolve the greatest challenge to the quality of online education
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Learner discussions also included efforts to divide up tasks, manage time, and set goals in order to successfully complete group projects. As such they appeared to be indicators of online learner self and co-regulation, which can be viewed as the degree to which students in collaborative online educational environments are metacognitively, motivationally, and behaviorally active participants in the learning process (Winters & Azevedo, 2005).
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the authors concluded that all the studies converged on advantageous outcomes for providing support for “metacognitive” learning strategies including self-reflection, self-explanation, and self-monitoring.
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successfully orchestrating a dialogue demands fairly sophisticated skills. Conversational contributions need to be simultaneously parsed according to their disciplinary value, their location within the chain of collective argumentation, their relevance to the instructional goals, and their role as indicators of the student’s ongoing understanding. The outcome of this complex appraisal is a sense of the amount and quality of the guidance that specific contributions and the conversation as a whole require to support learning.” (Larreamendy-Joerns & Leinhardt, p. 591)
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Zhao et al. also concluded that studies in which instructor interaction with students was medium to high resulted in better learning outcomes for online students relative to classroom learners.
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I am a high school librarian continuing my education to keep my library updated with tr... - 2 views
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introduction post counted (which apparently it didn’t) that now I am behind.
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I did that wrong too
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I enjoyed being able to observe the exemplary courses also.
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The cool thing is that I was able to show him some things that Alex showed me that he didn’t know, I looked like a rock star:)
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I know it hasn’t been utilized much or for a long period
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research
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Research is a difficult topic to entice high school student with.
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I think the digital age is reducing the amount of human interaction and students are losing out on the social aspects of school.
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online learning in k-12 students
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part.
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am having a hard time picturing my unenthusiastic, too cool for that, high school students being responsible enough to take an online course.
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community.
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Right now I am very frustrated. I have tried very very hard to listen to all of Alex’s comments throughout the semester and make changes based on her criticisms. My course when reviewed needed a lot of work but she expressed being frustrated that I didn’t take her advice when I am always careful to do that. I am not sure if I misunderstood or maybe it was the way things were worded. She had mentioned changing the names of my module’s during one of the previous assignments but in my course review she said she was frustrated because I didn’t listen about changing names of discussions and forums, when in fact, I changed the names of the modules like we had discussed. We never discussed discussion or forum names. I think these issues are issues that need to be addressed when learning about teaching online. Without having a face to face discussion misconceptions are not always cleared up right away and could cause problems later.
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Research Methods Knowledge Base Web Book - Trochim, W. M. - 0 views
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Using wikis for student research projects and portfolios - 0 views
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Research: Students Actually Use the Internet for Education -- THE Journal - 0 views
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New research released by the National School Boards Association reveals data showing we all might need to reevaluate our assumptions: It turns out kids are actually using the Internet for educational purposes. In fact, according to the study, "Creating & Connecting: Research and Guidelines on Online Social--and Educational--Networking," the percentage of children specifically discussing schoolwork online outpaces the percentage that spend time downloading music.For the survey, the NSBA teamed up with Grunwald Associates to poll 1,277 9- to 17-year-olds, 1,039 parents, and 250 school district leaders who "make decisions on Internet policy." It found that a full 50 percent of students who are online spend time discussing schoolwork, and 59 percent spend time talking about education-related topics, "including college or college planning; learning outside of school; news; careers or jobs; politics, ideas, religion, or morals; and schoolwork."
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The kids are engaging and participating meaningfully and purposefully online. We should pay more attention to contexts for engagement. When it is personally meaningful, kids will engage (ie. American Idol auditions), and when it isn't (college classes), they won't. Time to look at elements in the contexts which encourage meaningful participation.