Macomb Community College - Deadline Communications

Download Report

Transcript Macomb Community College - Deadline Communications

2009 Fall Symposium
Faculty Panel I
Engaging Online Learners
Best Practices in the Virtual Classroom
November 6, 2009
Dr. Erik Bean, University of Phoenix
Dr. Linda Wiechowski, Walsh College
Dr. Edie Woods, Macomb Community College
Dr. Roger Bober, University of Phoenix
Dr. Edward Callaghan, Oakland Community College
Technology as a Lever?
Edie Woods, PhD
Professor of Psychology
Macomb Community College
 “Seven Principles for Good Practice in
Undergraduate Education” (Chickering &
Gamson, 1987)
 “Implementing the Seven Principles:
Technology as Lever” (Chickering &
Ehrmann, 1996)
 Premise: Leverage technology to advance
the 7 Ps
 A framework to discuss online teaching and
learning in my world
Constant student-faculty contact
 Access via “Virtual Office” and e-mail
 Asynchronous discussions: more
convenient, deep, honest, involved
Learning is collaborative and social
 First-day introductions
 Synergy from group discussions
 Opportunities to help each other
Active Learning and Feedback
Active learning techniques
 Publisher supplements—with a caution
 Directed Study Guides
 WebQuests
Prompt feedback
Online tutorials, practice tests
Replies in discussion forums
Constructive criticisms in gradebook
Comments on ‘blog posts
Emphasize time on task
 Intriguing projects and assignments
 24/7 availability of materials, discussions
 Helping students understand time demands
Communicate high standards
 “Expect more and you will get it”
 Detailed instructions, clear grading rubrics
Respect Diversity
Learning styles
 Learning style inventory
 Variety of resources, tasks, assignments
Talents and interests
 Personal experience in every discussion
 “In the News”
 Movie project, Critical Thinking project
Let the Seven Principles guide!
A mind is a fire to be kindled, not a
vessel to be filled.
Engaging Online Students
Presented by:
Dr. Linda Wiechowski
Engaging Online Students
Best Practices
• Clearly defined objectives, goals and
• Prompt responses and grades
• Address different learning styles
• Provide opportunities for interaction
– Instructor to Student Interaction
– Student to Student Interaction
– Content Interaction
Copyright Walsh College. 2009 All
Discussion Boards
Copyright Walsh College. 2009 All
Click to Reveal
Copyright Walsh College. 2009 All
Copyright Walsh College. 2009 All
Class Survey – Demand
Copyright Walsh College. 2009 All
Practice Exercise
Copyright Walsh College. 2009 All
Practice Test
Copyright Walsh College. 2009 All
Copyright Walsh College. 2009 All
Best Practices Online
Effective Use of Immediacy
in the Online Classroom
Erik Bean, Ed.D.
University of Phoenix
Nov. 6, 2009
Immediacy and
Learning Outcomes
Roles of the course facilitator do not differ in
online compared to conventional classroom
 Ideally the role of the instructor is to guide the
class through learning outcomes regardless of
whether these classes are online or on-ground.
Therefore, the differences are marginal.
Immediacy and Learning Outcomes
 How the learning is delivered regardless of online
platform is where differences exist.
 While learning can be said to be equally as active
in both environments, one simply does not get as
many pats on the back online than onground. That said, the online facilitator can do
several things to improve the likelihood that online
students will be motivated and receptive to
learning. This can be accomplished by employing
Immediacy and Motivation
 In the early 1970s, Mehrabian, a scholar at the
University of California, popularized the immediacy
principle. Regarding the immediacy principle,
Mehrabian (2007) recently said, “The association of
immediacy with liking, preference,
and generally good feelings on the one hand and the
association with nonimmediacy with dislike,
discomfort, and other unpleasant feelings lead to
numerous applications” (p. 109). Teacher immediacy
in the online classroom includes non-verbal
communication that foster student closeness as well
as responding in a timely manner.
(Easton & Katt, 2005; Mehrabian, 1971; 2007).
Immediacy and Motivation
 Consequently, the goals do not differ for the online
instructor than the traditional college classroom
setting, motivating and learning are the same.
Immediacy and Motivation
 Employ immediacy using these best practices:
1. Be timely with feedback and in course discussions.
2. Grade rigorously and in a timely manner.
3. Using electronic tools like Word AutoCorrect to help
make grading easier. See article handout.
4. Always refer to students using their first name.
5. Be aware of writing discussion tone.
T = Your tone must demonstrate
trustworthiness. You must show that you
trust each other as well as earning others trust
through respectful communications.
O = Remember that you are in an online environment
and all the wonderful things you can do with
Blackboard (or the platform used).
N =Remember to be 30% nicer than you would
normally be, in any online environment.
E = Use highlighting, color, emoticons, and punctuation
for emphasis and to convey emotion.
Bean, E. (2009). Step-by-Step Instructions for Rigorous
Feedback Using Microsoft Word AutoCorrect.
Proceedings of World Conference on Educational
Multimedia, Hypermedia and Telecommunications
2009 (pp. 2090-2094). Chesapeake, VA: AACE.
Easton, S. S., & Katt, J. (2005). Online learning:
Expectations and experiences. International Journal
of Learning, 12(5), 177-186.
Mehrabian, A. (1971). Silent messages. Belmont, CA:
Mehrabian, A. (2007). Nonverbal communications. New
Brunswick, N.J: Aldine Transaction.