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Transformation via Online Learning - 4 views

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shared by alexandra m. pickett on 13 Jun 14 - No Cached

original target audience,
- alexandra m. pickett on 13 Jun 14
  
  who is your target?
  
  <div class="cArrow"> </div><div class="cContentInner">who is your target?</div>
  
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- Alicia Fernandez on 19 Jun 14
  
  Nontraditional, commuter, reentry are terms assigned to my target student population, which I refer to as adult learners. Adult learners are difficult to categorize, as the determinants are often arbitrary. Their demographic variables cut across a wide swath of the population. Ross Gordon (2011) refers to a set of shared characteristics which include: delayed entry or reentry to college, employment, and family and community responsibilities. They are also primarily part-time students. The group is typically described to be between the ages of 25-64. Reference Ross-Gordon, J. (2011). Research on adult learners: supporting the needs of a student population that longer nontraditional. Association of American Colleges and Universities. (Previously bookmarked in Diigo)
  
  <div class="cArrow"> </div><div class="cContentInner">Nontraditional, commuter, reentry are terms assigned to my target student population, which I refer to as adult learners. Adult learners are difficult to categorize, as the determinants are often arbitrary. Their demographic variables cut across a wide swath of the population. Ross Gordon (2011) refers to a set of shared characteristics which include: delayed entry or reentry to college, employment, and family and community responsibilities. They are also primarily part-time students. The group is typically described to be between the ages of 25-64. Reference Ross-Gordon, J. (2011). Research on adult learners: supporting the needs of a student population that longer nontraditional. Association of American Colleges and Universities. (Previously bookmarked in Diigo)</div>
  
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adult online students
- alexandra m. pickett on 13 Jun 14
  
  what assumptions are you making about this population?
  
  <div class="cArrow"> </div><div class="cContentInner">what assumptions are you making about this population?</div>
  
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- Alicia Fernandez on 19 Jun 14
  
  I am assuming that adult online learners meet the six assumptions of Knowles' Andragogy learning theory. Traditional college students are often still formulating self-concepts and are involved in much more socialization on campus. Adult students are usually not seeking the social component and are driven by the immediate application of acquired skills and knowledge to life outside of the classroom. The University of Central Florida (UCF) drilled down into the age demographics of their adult student population and extrapolated generational data. Hartmann et al. (2005) reported results of a survey of nearly 1,500 online learners at UCF that shed light on generational differences in attitudes and expectations among students born during 1946- 1964 (the cohort authors nicknamed 'Baby Boomers'), students born during 1965-1980('Generation X') and others born during 1981-1994 (the so-called 'NetGen' students). The results noted that there were substantial differences between the cohorts as far as learning engagement, interaction value, and whether they changed their approach to learning as a result of their online experience. Hartmann, J., Patsy, M. & Chuck, D. (2005). Preparing the academy of today for the learner of tomorrow. In D. G. Oblinger & J. L. Oblinger (Eds.), Educating the Net Generation, pp. 6.1-6.15. Washington, DC: EDUCAUSE. Retrieved from http://www.educause.edu/research-and-publications/books/educating-net-generation/preparing-academy-today-learner-tomorrow (Bookmarked in Diigo)
  
  <div class="cArrow"> </div><div class="cContentInner">I am assuming that adult online learners meet the six assumptions of Knowles' Andragogy learning theory. Traditional college students are often still formulating self-concepts and are involved in much more socialization on campus. Adult students are usually not seeking the social component and are driven by the immediate application of acquired skills and knowledge to life outside of the classroom. The University of Central Florida (UCF) drilled down into the age demographics of their adult student population and extrapolated generational data. Hartmann et al. (2005) reported results of a survey of nearly 1,500 online learners at UCF that shed light on generational differences in attitudes and expectations among students born during 1946- 1964 (the cohort authors nicknamed 'Baby Boomers'), students born during 1965-1980('Generation X') and others born during 1981-1994 (the so-called 'NetGen' students). The results noted that there were substantial differences between the cohorts as far as learning engagement, interaction value, and whether they changed their approach to learning as a result of their online experience. Hartmann, J., Patsy, M. & Chuck, D. (2005). Preparing the academy of today for the learner of tomorrow. In D. G. Oblinger & J. L. Oblinger (Eds.), Educating the Net Generation, pp. 6.1-6.15. Washington, DC: EDUCAUSE. Retrieved from <a href="http://www.educause.edu/research-and-publications/books/educating-net-generation/preparing-academy-today-learner-tomorrow" rel="nofollow" target="_blank">http://www.educause.edu/research-and-publications/books/educating-net-generation/preparing-academy-today-learner-tomorrow</a> (Bookmarked in Diigo)</div>
  
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students who attend fully online
- alexandra m. pickett on 13 Jun 14
  
  not sure what you mean. these numbers are fully online students.
  
  <div class="cArrow"> </div><div class="cContentInner">not sure what you mean. these numbers are fully online students.</div>
  
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- Alicia Fernandez on 19 Jun 14
  
  Are these students that solely attend online classes? Do they attend classes on campus as well?
  
  <div class="cArrow"> </div><div class="cContentInner">Are these students that solely attend online classes? Do they attend classes on campus as well?</div>
  
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traditional and non-traditional students i
- alexandra m. pickett on 13 Jun 14
  
  This perspective/distinction is very interesting/curious to me. I don't distinguish. I guess you mean traditional age college students vs. older "adult" students. In my mind they are all adults and they are all online students. Just an observation of my own perspective. : )
  
  <div class="cArrow"> </div><div class="cContentInner">This perspective/distinction is very interesting/curious to me. I don't distinguish. I guess you mean traditional age college students vs. older "adult" students. In my mind they are all adults and they are all online students. Just an observation of my own perspective. : )</div>
  
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- Alicia Fernandez on 19 Jun 14
  
  The literature I have reviewed indicates that younger age college students may not like the lack of social interaction and find the online classroom's demands of extensive writing too laborious. I have also found a distance difference between the two groups in my own experience. Of course this is a broad generalization and there are exceptions.
  
  <div class="cArrow"> </div><div class="cContentInner">The literature I have reviewed indicates that younger age college students may not like the lack of social interaction and find the online classroom's demands of extensive writing too laborious. I have also found a distance difference between the two groups in my own experience. Of course this is a broad generalization and there are exceptions. </div>
  
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If undergrads enroll in online courses and do not actively participate, this will impact the development of critical thinking skills and meaningful learning outcomes for all students
- alexandra m. pickett on 13 Jun 14
  
  in my experience this "undergrad" or age variable is not significant. : )
  
  <div class="cArrow"> </div><div class="cContentInner">in my experience this "undergrad" or age variable is not significant. : )</div>
  
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- Alicia Fernandez on 19 Jun 14
  
  I think the maturity of the student matters greatly as far as motivation and level of participation. This would impact lower level undergrad courses much more. However, your experience proves that andragogy is not always defined by age.
  
  <div class="cArrow"> </div><div class="cContentInner">I think the maturity of the student matters greatly as far as motivation and level of participation. This would impact lower level undergrad courses much more. However, your experience proves that andragogy is not always defined by age. </div>
  
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Jun 12th, 2014
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Aug17
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Satisfied. I am thrilled that I persevered and was able to complete the course. My Moodle course is far from stellar but I am pretty happy with the results of my maiden voyage.
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I know that I have learned that social presence and teaching presences are as important as cognitive presence. More to the point, I learned that as an online student my reluctance to focus on the social aspects of the online classroom may have inhibited community building.
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- alexandra m. pickett on 30 Oct 19
  
  Hi Alicia! Nice blog! don't forget to self assess each post!
  
  <div class="cArrow"> </div><div class="cContentInner">Hi Alicia! Nice blog! don't forget to self assess each post!</div>
  
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Morrison, D. (2014, February 28). Best methods and tools for online educators to give students helpful and meaningful feedback. Online Learning Insights. Retrieved from http://onlinelearninginsights.wordpress.com/2014/02/28/best-methods-and-tools-for-online-educators-to-give-students-helpful-and-meaningful-feedback/
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Emily Leonhardt - 1 views

efleonhardt.edublogs.org

shared by alexandra m. pickett on 14 Jun 14 - No Cached

I didn’t know why I would want to save a file as RTF.
- alexandra m. pickett on 14 Jun 14
  
  so do you understand why now?
  
  <div class="cArrow"> </div><div class="cContentInner">so do you understand why now?</div>
  
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Perceptions of Roles and Responsibilities in Online Learning - 0 views

www.ijello.org/...IJELLOv4p205-223Craig510.pdf

responsibility online learning etap 640

shared by abeukema on 14 Jun 14 - No Cached

abeukema on 14 Jun 14

"both teachers and students generally have a good understanding of what the roles of teach- ers and students are in a face-to-face environment, the roles in an online environment can be sub- tly different"

<div class="cArrow"> </div><div class="cContentInner">"both teachers and students generally have a good understanding of what the roles of teach- ers and students are in a face-to-face environment, the roles in an online environment can be sub- tly different"</div>

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

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

student engagement Online Human Touch (OHT) online learning

shared by Alicia Fernandez on 14 Jun 14 - No Cached

cpcampbell88 on 14 Jun 14

Experimental Learning

<div class="cArrow"> </div><div class="cContentInner">Experimental Learning</div>

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cpcampbell88 on 14 Jun 14

Experimental Learning

<div class="cArrow"> </div><div class="cContentInner">Experimental Learning</div>

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Alicia Fernandez on 22 Jul 14

Interactive and personalized approach to online education has resulted in high student retention rates and high levels of student satisfaction.

<div class="cArrow"> </div><div class="cContentInner">Interactive and personalized approach to online education has resulted in high student retention rates and high levels of student satisfaction.</div>

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North Country noodlings | Just another Edublogs site - 1 views

rhondamatrix.edublogs.org

shared by alexandra m. pickett on 14 Jun 14 - No Cached

If I could just sit on their shoulder, and see what’s on their screens, so I could say something like “See that button in the middle? Click it.”
- alexandra m. pickett on 14 Jun 14
  
  have you tried screen share tools like http://join.me or http://quickscreenshare.com/ : ) ??
  
  <div class="cArrow"> </div><div class="cContentInner">have you tried screen share tools like <a href="http://join.me" rel="nofollow" target="_blank">http://join.me</a> or <a href="http://quickscreenshare.com/" rel="nofollow" target="_blank">http://quickscreenshare.com/</a> : ) ??</div>
  
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Jun12
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Ciao!
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And I really liked online teaching – still do – because it allows me to reach students on a personal level.
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I can’t help but fear, deep down, that the students just don’t care. And I hate feeling that way.
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Sherri's Blog - 1 views

slattimer.edublogs.org

shared by alexandra m. pickett on 14 Jun 14 - No Cached

life!
- alexandra m. pickett on 14 Jun 14
  
  don't forget to self assess. check the blogging rubric : )
  
  <div class="cArrow"> </div><div class="cContentInner">don't forget to self assess. check the blogging rubric : )</div>
  
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Creating a Digital Resume - Career Planning Project - 0 views

sites.google.com/...creating-a-digital-resume

career

shared by alexandra m. pickett on 14 Jun 14 - No Cached

10 Free Wiki Software Platforms - Choose the Best One To Build You Wiki - 0 views

www.clickonf5.org/...pensource-wiki-software-engine

freeware wiki

shared by George Dale on 14 Jun 14 - No Cached

ETAP640amp2014: What is something you would like to do in your online course? - 0 views

ualbany.mrooms.net/...discuss.php

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Re: A modern-day Constitutional Convention
- alexandra m. pickett on 14 Jun 14
  
  Needs a meaningful subject line, George . great suggestions : )
  
  <div class="cArrow"> </div><div class="cContentInner">Needs a meaningful subject line, George . great suggestions : )</div>
  
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Apps That Rise to the Top: Tested and Approved By Teachers | MindShift - 1 views

blogs.kqed.org/...ested-and-approved-by-teachers

apps teaching-apps apps-teaching

shared by alexandra m. pickett on 14 Jun 14 - No Cached

The Technology Source Archives - Adventures in Virtualand: The Challenges of Teaching a... - 0 views

technologysource.org/...adventures_in_virtualand

technology etap640

shared by abeukema on 14 Jun 14 - No Cached

by its nature informal, emotional, full of humorous quips, and in a word, "chatty" (see Exhibit 5 for examples of chats). Given the one-line limits to chat text, interruptions abound. Chatters move on while someone else responds to something said a few lines back. Although the chat is hardly recognizable as an academic discussion, it can help generate a vital engagement with the text that students then transfer to the message board
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Teaching in an Online Learning Context - 0 views

blogs.ubc.ca/...-an-online-learing-context.pdf

Teacher Presence Online

shared by Jessica M on 15 Jun 14 - No Cached

Activities in this category of teaching presence include building curriculum materials.
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design category of teaching presence also includes the processes through which the instructor negotiates timelines for group activities and student project work, a critical coordinating and motivating function
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Creating or “repurposing” materials, such as lecture notes, to provide online teacher commentaries, mini-lectures, personal insights, and other customized views of course content, is another common activ-ity that we assign to the category of teaching presence.
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personalized tone within the course content.
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his presence is created by allowing students to see the personal excitement and appeal that inspires the teacher’s interest in the subject.
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This writing style helps the learner to identify, in a personalized way, with the teacher.
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Alicia Fernandez on 15 Jun 14

This chapter focuses on the role of the teacher or tutor in an online learning context. It uses the theoretical model developed by Garrison, Anderson, and Archer (2000) that views the creation of an effective online educational community as involving three critical components: cognitive presence, social presence, and teaching presence.

<div class="cArrow"> </div><div class="cContentInner">This chapter focuses on the role of the teacher or tutor in an online learning context. It uses the theoretical model developed by Garrison, Anderson, and Archer (2000) that views the creation of an effective online educational community as involving three critical components: cognitive presence, social presence, and teaching presence.</div>

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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.

<div class="cArrow"> </div><div class="cContentInner">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. </div>

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The first decade of the community of inquiry framework: A retrospective - 0 views

anitacrawley.net/...GarrisonAndersonArcher2010.pdf

Community of Inquiry teaching presence social presence cognitive presence transcript analysis

shared by Alicia Fernandez on 15 Jun 14 - No Cached

Alicia Fernandez on 15 Jun 14

This article provides a personal perspective about the development of the seminal papers associated with the Community of Inquiry Framework. The framework and its construction are described. The main part of the paper explores the evolution of the framework and its associated methodology. Finally, research associated with the validation of the framework and new research directions are reviewed.

<div class="cArrow"> </div><div class="cContentInner">This article provides a personal perspective about the development of the seminal papers associated with the Community of Inquiry Framework. The framework and its construction are described. The main part of the paper explores the evolution of the framework and its associated methodology. Finally, research associated with the validation of the framework and new research directions are reviewed.</div>

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xg9ax2jm9j.search.serialssolutions.com.libproxy.albany.edu/oneClickHelper

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Five Labs - 1 views

labs.five.com

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The university student experience of face-to-face and online discussions: coherence, re... - 1 views

www.researchinlearningtechnology.net/...12632

learning discussions

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kasey8876 on 15 Jun 14

Learning through discussions

<div class="cArrow"> </div><div class="cContentInner">Learning through discussions</div>

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Cool Math - free online cool math lessons, cool math games & apps, fun math activities,... - 0 views

coolmath.com

math Mathematics web2.0

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Bored with math? 
- alexandra m. pickett on 15 Jun 14
  
  this is cool
  
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CITI - Collaborative Institutional Training Initiative - 1 views

www.citiprogram.org/index.cfm

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Collaborative Writing: An Annotated Bibliography - Google Books - 0 views

books.google.com/books

PeerEdit Writing Students Instruction Teaching

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Jessica M on 15 Jun 14

Peer editing groups or pairs can benefit students learn their own strengths and weaknesses as writers, encourage better editing and revising skills, and promote communication between peers in the classroom

<div class="cArrow"> </div><div class="cContentInner">Peer editing groups or pairs can benefit students learn their own strengths and weaknesses as writers, encourage better editing and revising skills, and promote communication between peers in the classroom</div>

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ETAP640

Transformation via Online Learning - 4 views

Emily Leonhardt - 1 views

Perceptions of Roles and Responsibilities in Online Learning - 0 views

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

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The first decade of the community of inquiry framework: A retrospective - 0 views

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Five Labs - 1 views

The university student experience of face-to-face and online discussions: coherence, re... - 1 views

Cool Math - free online cool math lessons, cool math games & apps, fun math activities,... - 0 views

CITI - Collaborative Institutional Training Initiative - 1 views

Collaborative Writing: An Annotated Bibliography - Google Books - 0 views

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