ACRL 2013 Roundtable Planning

Highlighted copy on L Drive, ACRL folder. Good overview of research on the significance of social presence in online instruction as well as various techniques that have been successful in enhancing social presence and community,

This book includes a range of the critiques of online education. It helps answer the question of "why so much resistance to online ed from some folks?" Talks about increased workloads, decreased outcomes in the name of efficiency and cost-saving.

Addresses many issues regarding online ed (including the impact on librarians) and offers solutions for improving education overall.

This is a rather dense read, but the introduction and the first chapter are helpful for problematizing culture in online formats. Scanned copies are on the L Drive

discusses how the advantages of online education can be used to address issues like privilege and social justice. Mainly talks about a class on White racism taught online.

Highlighted copy in ACRL 2013, L Drive. Study looked at results for activities that show increased engagement between students and content and students and instructor. No huge surprises but did indicate that it helps to use multiple active and passive activities to engage students in the classroom and students prefer multiple communication/interaction methods with instructor.

Chapter 2 "Community of Inquiry and Blended Learning" talks about the 3 elements that comprise the Community of Inquiry model (social, teaching and cognitive presence) and how social presence in online instruction settings allows students to communicate openly, connect meaningfully with content and each other in the course and generally feel like part of a meaningful community. The chapter also briefly provides examples of how to establish social presence in a course. Full text can be found on the L Drive, ACRL 2013 folder. Whole thing is worth a skim - it's a pretty quick read.

Focused more on big picture of success and failure indicators in online instruction but also provides recommendations for improved faculty development and student resources for bolstering success rates. Highlighted copy of report in ACRL 2013 folder on L Drive.

Tips for keeping students engaged and connected in online courses. A good list of strategies.

One of several articles (Nia's posted some too) that reference the Columbia CCRC data in summarizing problems with online education. One of the author's points: "Lacking confidence as well as competence, these students need engagement with their teachers to feel comfortable and to succeed. What they often get online is estrangement from the instructor who rarely can get to know them directly. Colleges need to improve online courses before they deploy them widely." Could be useful as a conversation starter about ways we can use engagement online to help students succeed.

Infographic that summarizes CCRC research on "Adaptability to Online Learning." Shows how well different types of students did and summarizes the tips for what colleges can do to improving online learning.

CCRC review of studies to see if certain types of students are less adaptable to online environment. Expresses inequity concerns that performance gaps (i.e. between Blacks and non-Blacks, men and women) widen in online environment. The concept of "negative peer effects" might be related to social presence too. Annotated copy in L drive.

CCRC brief of a larger review that looked at studies of success in online learning, specifically for low-income and underprepared students. Doesn't give examples of how to encourage engagement, just recommends that design of online classes needs more support. Annotated copy on L Drive.

Lists pros and cons of F2F, online, and hybrid classes. Engagement is mentioned as both a pro and con in F2F and online classes. My annotated copy is in the L: drive.

Gives examples of how UW faculty use technology. Could be useful if we talk about strategies for engagement. Annotated copy in the L: drive.

NYT Op-Ed from Thomas L. Friedman. Takeaways from the ""Online Learning and the Future of Residential Education" conference. Small part about "blended model" or flipped classroom at San Jose State and pass rate increasing from 60 to 90%.