Emory College Strategies for Online Teaching

This paper reports the findings of a case study in which audio feedback replaced text-based feedback in asynchronous courses. Previous research has demonstrated that participants in online courses can build effective learning communities through text based communication alone. Similarly, it has been demonstrated that instructors for online courses can adequately project immediacy behaviors using text-based communication.

While this paper set out to discover what activities and/or interaction channels might be expected to lead to more highly engaged student s, what it found was a bit different. After first creating a scale to measure online student engagement, and then surveying 186 students from six campuses in the Midwest, the results indicate that there is no particular activity that will automatically help students to be more engaged in online classes. However, the results also suggest that multiple communication channels may be related to higher engagement and that student-student and instructor-student communication are clearly strongly correlated with higher student engagement with the course, in general. Thus, advice for online instructors is still to use active learning but to be sure to incorporate meaningful and multiple ways of interacting with students and encouraging/requiring students to interact with each other.

This is the article I mentioned in my discussion post for week 6! Even though the statistical significance in many cases is small, I think it is helpful in thinking through some of the questions of HOW to participate in online discussion.

This article outlines some ways to evaluate online courses - get faculty involved from the start and develop the rating scales...Is this authentic evaluation?

R.A.D.A.R. Learning Cycle = Read Apply Discuss And Reflect - this a template of a method that you can use to formulate learning assessment by using the discussion forums, blogs or written assignments. It is definitely a (Student-student and Student-content interaction)

An excellent guide to use when developing a course and wanting to be able to effectively reach a multitude of devices (student-content interaction)

Michael Wesch has been on the lecture circuit for years touting new models of active teaching with technology. The associate professor of cultural anthropology at Kansas State University has given TED talks. Wired magazine gave him a Rave Award. The Carnegie Foundation for the Advancement of Teaching once named him a national professor of the year.

FlipSnack is a flipping book software that lets you convert PDF documents into Flash page flip digital publications that you can embed into your website.

OK, I have to admit, that's very cool.

I couldn't figure out how to simply upload a document here, so I have created an open dropbox folder and put the Brookfield piece on discussion-based teaching, which I mentioned in several places in Module 3, in that. I hope you can see it!

Yes, Jen, we can see it! Thanks so much, looking forward to digging into it - or is that diigo'ing into it?

Here is the very large report following ten years of studying online education. I think it probably has been or will be cited in other postings in this bibliography, but I thought it would be good to post the whole thing here. It's is very comprehensive but also easy to access. Enjoy!

Tenth annual report on the status of online learning in U.S. higher education. The survey is based on the response from more than 2,800 colleges and universities and addresses the status of Massive Open Online Courses (MOOCs), the increasing importance of a long-term teaching strategy, ther percentage of students learning online, does it take more time and effort for faculty, is online comparable to F2F learning, faculty acceptance to online learning, and barriers to the adoption of online learning.

By Joel LeMon's own account, he has commandeered all of Allan Paivo's works from the library, but here's a paper in which he explicitly addressed dual-coding to education and updates some of his earlier work.

An essay that considers different types of communication, esp. nonverbal and tone issues, in online educational settings.

This is a multi-authored article that appeared in the journal Teaching Theology and Religion. I participated in the composition but the reason I am posting it is not my own little section on multi-sensory imagery but rather the part by Russell Haitch which discusses long distance education in the New Testament--the Apostle Paul to be specific. Haitch (as I recall) makes a good case that examples like this one show that one really communicate effectively and passionately, from a long distance, for the purpose of educational transformation. So, if you look at this, zero in on Haitch's case study.