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Contents contributed and discussions participated by Kate Grovergrys

Kate Grovergrys

Facilitating Every Student in an Online Course - 6 views

    In his article, "Facilitating Every Student in an Online Course," Virgil Varvel addresses the need for online instructors to promote successful online learning skills. He recognizes that not all online students possess the skills that they need to be successful and advocates a pro-active approach. He identifies six traits that students need to succeed: 1) time management skills, 2) discipline and motivation, 3) a sense of community, 4) communication skills, 5) computer skills and 6) access. For each of these attributes, Varvel presents techniques that online instructors can use to mentor the "non-ideal" learners. It is his assertion that instructors can ensure the success of all online learners if they take care to design their course to account for varying abilities among students. The scope of this article is rather broad, but given the author's experience with post-secondary education, that seems to be the intended audience. Virgil Varvel is an experienced online educator and is well-respected for his research in the area of distance education. The information he provides in this article is very important to me as an educator because so many of my students lack essential online learning skills. His expertise in this area is inspiring.
Kate Grovergrys

Marc - 0 views

    • Kate Grovergrys
      I recommend his book, Teaching Digital Natives.
Kate Grovergrys

A social constructivist approach to the use of podcasts - 0 views

  • The project discussed in this case study followed an action research framework within the context of a Foundation Degree in e-learning at the University of Huddersfield. Podcasts were used to support the delivery of a module on the use of Web 2.0 technologies in Education. The aim was to explore whether, in this context, podcasting could be an effective component of online learning. In particular, the project asked: Do students like listening to educational podcasts? Do students learn from using podcasts?
  • Conclusions The following recommendations on the use of podcasts in teaching and learning have been drawn from the findings of the study; ensure pace, style, content and length of podcasts consider guidelines based on the research of Cebeci and Tekdal (2006) and of Kallinen and Rajava (2005): Podcasts should be less than 15 minutes. long Recordings should be logically sequenced. Speech should be interspersed with music. Content should be placed in the context of the course of study and of the learner’s own working practice. Pace of speech should be approximately 143 words per minute. Ensure that audio content forms part of a wider range of learning activities that allow students to process, discuss and apply what they have heard and to gain formative feedback on their responses. Recommend that students undertake cognitive activity whilst listening to the podcasted material but take account of the type and level of learner in deciding upon the form this activity should take. Lower level learners might appreciate structured activities which higher level learners might find inhibiting. Inclusion of audio content may help students to retain information more effectively than purely text-based delivery. Provide appropriate metadata for podcast episodes to allow learners to glean the essentials and assess the relevance and content of the episode before they listen to the whole thing.
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