Private Journal Replaces Discussion Forum in Blended Course, by Rob Kelly
- Faculty Focus: Higher Ed Teaching Strategies from Magna Publications
http://www.facultyfocus.com/articles/asynchronous-learning-and-trends/private-journal-replaces-discussion-forum-in-blended-course/
- This articles relates sociologist Kathleen Lowney's struggles with discussion board posts achieving their "intended purpose of engaging learners with the content and preparing them for face-to-face class sessions." It then describes an alternative approach that she now opts for to much success-- what she calls the "private prewrite."
Boettcher, J. (2007). Ten core principles for designing effective learning environments: Insights from Brain Research and Pedagogical Theory.Innovate 3 (3). Retrieved on June 19, 2013 from -.pdf
- The integration of pedagogy principles andinstructional design are explored in describing the potential for an effective online learning environment. The overarching framework is the LeMKE with its four areas of “the Learner, the Mentor/faculty member, the Knowledge, and the Environment” as a characterization of the instructional experience (Boettcher, 2007). Boettcher (2007) presents 10 core principles within the learning environment that range from learning core concepts compared to content; and understanding the work space for learning to learning clusters.
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"Facilitating online discussions effectively"
Rovai, A. (2007). Facilitating online discussions effectively. The Internet and Higher Education, 10: 77-88. Retrieved from http://tinyurl.com/mmr3koa
- This article provides rich theoretical background knowledge as well as practical strategies for facilitating asynchronous online discussions effectively. The detailed online discussion rubric on p.80 seems to cover a wide range of areas that are often neglected such as tone and collaboration.
"Does teaching online really take more time?"
http://www.facultyfocus.com/articles/distance-learning/does-teaching-online-really-take-more-time
- The article begins by critically unpacking the issue of "more time" -- does it mean course development time or teaching time? It then summarizes a survey study which found that course development time was comparable between the f2f and online modes, and similarly for teaching time -- once the instructor had negotiated the learning curve required for mastering the technology and the teaching approaches.
The 10 Key Rules for Managing Time in Online Teaching
Sull, Erroll. June 15, 2008. http://www.facultyfocus.com/articles/online-education/the-10-key-rules-for-managing-time-in-online-teaching/ Accessed 6/19/2013.
- This article summarizes 10 effective time management strategies for online teaching. These are primarily related to organization, being prepared, and keeping on top of things, as well as taking advantage of technological tools, and being flexible (with oneself and students) as needed.
"Why Curation Will Transform Education and Learning: 10 Key Reasons"
By Robin Good
http://www.masternewmedia.org/curation-for-education-and-learning/
"Robin Good on curation" video interview: http://youtu.be/o1IeOzIoRDs
- In both his article and the video interview, Robin Good discusses the role of online teachers becoming more akin to that of a curator––that is, gathering and organizing resources for students in a focused manner––than an authority figure. Although I do not agree with his entire list, Good lists key reasons why acting as a curator and teaching students how to research and identify resources themselves is becoming more important than older teaching methods such as memorization.
http://www.youtube.com/watch?v=mcZuna9dckE Jan 5, 2012 - Uploaded by Cherie Ameyaw Malcolm Knowles' andragogy theory defined, discussed, analyzed and applied.
- This video provides a overview of the Malcolm Knowles a scholar known for his extensive work on how adults learn...the video gives a very in depth explanation of his Theory of Andragogy". Does not necessary discuss online concepts, but I think it is critical that all instructors understand Knowles concepts on how the adult learns...then transfer those concepts to online learning.
What Students Want: Characteristics of Effective Teachers from the Students' Perspective
http://www.facultyfocus.com/articles/philosophy-of-teaching/what-students-want-characteristics-of-effective-teachers-from-the-students-perspective/
- This article is a summary of a study from Memorial University of Newfoundland on what the students' perspective is of an effective teacher. It lists the top 9 characteristics comparing Online and Face-to-Face students.
Clarifying the Instructor’s Role in Online Distance Learning
This research is about instructor role in online classes by considering participation,classroom management skills, faculty time spent, and success rate. This article also include information about having a mentor to support the instructor.
Facilitating interpersonal interaction and learning online: Linking theory and practice
Sargeant, J., Curran, V., Allen, M., Jarvis-Selinger, S., and Ho, K. (2006). The Journal of Continuing Education in the health Professions, 26, pp. 128-136.
http://onlinelibrary.wiley.com/doi/10.1002/chp.61/abstract
http://onlinelibrary.wiley.com/doi/10.1002/chp.61/pdf
- This is a quantitative study of physicians’ perceptions on how to enhance online learning. It explores different theories, interpersonal interaction, and facilitator actions. Several factors are found to influence how physicians perceive online learning; such as level of comfort in the online environment and the important role of the facilitator in creating a comfortable online environment.
You-Tube Presentation by Prof. Curt Bonk (School of Education, University of Indiana) about many types of interactions and relationships, between students and students, students and instructor, and students and practitioner guests.
http://www.youtube.com/watch?v= class="wiki_newentry" href="http://www.mvcr.org/mod/wiki/create.php?swid=456&title=5CAkBZxzlZc&action=new">5CAkBZxzlZc
Raines, Deborah A, PhD. "Be Efficient, Not Busy: Time Management Strategies for Effective Online Teaching." Faculty Focus: Higher Ed Teaching Strategies from Magna Publications. 24 January 2011. Web. 18 June 2013.
http://www.facultyfocus.com/articles/online-education/be-efficient-not-busy-time-management-strategies-for-online-teaching/
- Raines suggests ten effective practice to lessen the insanity of online teaching. Strategies touch on discussion areas, organization, policies, and resources.
3 Reasons Students Don't Participate in Online Discussions
Posted on September 3, 2012 by Debbie Morrison
http://onlinelearninginsights.wordpress.com/2012/09/03/3-reasons-why-students-dont-participate-in-online-discussions/
- This article discusses why students may not participate in online discussions even when it is associated with grading. Three themes are identified and discussed including 1)Poor Timing of Due Dates 2) Reticent Students and 3) Student Posts that are Shallow/Lack Depth. The article also offers some suggestions to encourage students to participate.
The Role Of Student And Teacher In The Online Classroom
by Sunnie (Leslie Bowman)
http://teachers.net/gazette/MAY01/bowman.html
- This article discusses the changing role of the teacher from instructor to facilitator. A theme addressed throughout the article is that of the student as an active learner.
Online Teaching Effectiveness: A Tale of Two Instructors
by Paul Gorsky and Ina Blau
http://www.irrodl.org/index.php/irrodl/article/view/712/1270
- The objective of this study was to map the dialogic behavior that occurred and to create suggestions for best practice and for worst practice in terms of active and passive participation, instructor response time, and the extent of teaching presence, social presence, and cognitive presence.
Jaggers et al. “Creating an Effective Online Instructor Presence.” Community College Research Center, Colombia University (April 2013): 1-8. Web.
http://www.eric.ed.gov/PDFS/ED542146.pdf
- Jaggers et al looked at 23 entry level online courses and found that there was a strong correlation between student success and high levels of instructor interaction. For those of you teaching math and science, their case study looked at how an instructor incorporated audio/visual/web technology in an online chemistry course to create a strong instructor presence.
A Glance at Institutional Support for Faculty Teaching in an Online Learning Environment
- The authors conducted a survey of post-secondary institutions to determine the type of support offered to faculty designing and developing online courses. The results indicated that less than 50% of institutions provide expectations and/or guidelines to assist with online course design. About 35% of institutions provide course design requirements. Less than 30% of institutions surveyed have specific instructional competencies for faculty that want to teach online. Finally, about 70% collect student feedback regarding their online learning experience. I found it interesting with the growth of online learning proposed by institutions that more resources weren't available for faculty other than requiring training.
Eight Roles of an Effective Online Teacher by Bernard Bull EdD
http://www.facultyfocus.com/articles/online-education/eight-roles-of-an-effective-online-teacher/
- This article clearly and non-traditionally describes 8 roles of an effective online instructor that will serve as a good reminder when I start to teach online. Some of the examples include tour guide, valve-control, co-learner, and social butterfly. They are briefly but effectively explained. I also like the links on this Faculty Focus website. Some of these are classroom management, effective teaching strategies, the app of the week, and teaching with technology.
Should You Teach Online? by Chloe Miller
http://www.insidehighered.com/advice/2011/02/24/essay_on_whether_you_should_teach_online
- This article goes along with the question I selected, “ Why would someone want to teach online?” This article is entitled “Should You Teach Online?” I especially like that she lays out the pros and cons of teaching online. I also like the section called “Facts”, which is essentially her advice.
Encouraging Reflective Learning: An Online Challenge
http://www.ascilite.org.au/conferences/perth04/procs/henderson.html
- This article by Kate Henderson, Ksenija Napan, and Sylila Monteiro looks at using student journals for reflection. They develop a five point scale for evaluating these reflections, and look at the learning benefits of online journals.
by Paul Gorsky and Ina Blau
http://www.irrodl.org/index.php/irrodl/article/view/712/1270
- The objective of this study was to map the dialogic behavior that occurred and to create suggestions for best practice and for worst practice in terms of active and passive participation, instructor response time, and the extent of teaching presence, social presence, and cognitive presence.
The Role of the Online Instructor/Facilitator by Zane L. Berge, Ph.D.
http://www.serprofessoruniversitario.pro.br/m%C3%B3dulos/ensino-dist%C3%A2ncia/role-online-instructorfacilitator#. class="wiki_newentry" href="http://www.mvcr.org/mod/wiki/create.php?swid=456&title=Ub8dXue1GSo&action=new">Ub8dXue1GSo- This article lists the roles and functions of the online instructor. The article also discusses the types of interactions an online professor has with their online class. The article also goes into detail about creating a good online social atmosphere.
Miiller, Susan and Linda Smith, " Distance Learning in the Visual Arts ," Journal of Online Learning and Teaching 5:3 (Sept 2009). Retreived June 11, 2013. http://jolt.merlot.org/vol5no3/miiller_0909.htm
- This article compares the similarities and differences between online and face-to-face versions of the same introductory drawing course as well as the resultant student portfolios. The students' portfolios were found to be comparable. Solutions for evaluating student work and conducting critiques were discussed.
Gibbons, H. S. & Wentworth, G. P. (2001). Andrological and pedagogical training differences for online instructors. Online Journal of Distance Learning Administration, 4(3). Retrieved June 12, 2013.
- This article highlights how to engage the non-traditional learner within an online environment by focusing upon the interconnection between technology, curriculum, and instructor training. A key feature was to compare five assumptions across andrological and pedagogical themes.
Yao, Y. 2012. Student Perceptions of a Hybrid Discussion Format. JOLT Vol. 8. 288-297. Accessed 6/12/2013. http://jolt.merlot.org/vol8no4/yao_1212.pdf
- This article looks at perceptions of students toward small-group and whole-class discussions, and a hybrid format where students were divided into discussion groups but also commented on other groups’ forums.
Factors Associated With Student Persistence in an Online Program of Study
Hart, C. (2012) Factors Associated With Student Persistence in an Online Program of Study: A Review of the Literature. Journal of Interactive Online Learning, Spring 2012, 11(1). Retrieved June 5, 2013, from http://www.ncolr.org/jiol/issues/pdf/11.1.2.pdf
- The author conducted a research literature review to identify specific factors that positively affect student persistence in online courses. She reviewed twenty studies to determine the most common factors associated with persistence. In the end, "almost unanimous agreement exists in the literature that communication with the instructor, motivation, and peer family support can be used to overcome barriers to persistence and lead to success" (pg. 38).
Schnoebelen, Ann. 2013. "Students Avoid 'Difficult' Online Courses, Study Finds"
http://chronicle.com/blogs/wiredcampus/students-avoid-difficult-online-courses-study-finds/43603
- This article speaks to students’ preference for taking online courses that they feel competent in being able to “teach themselves.” According to this article, for more challenging courses, students prefer f2f interaction.
Hart, Carolyn. "Factors Associated with Student Persistence in an Online Program of Study: A review of the literature." Journal of Interactive Learning 11.1 (Spring 2012): 19-42. Web. 11 June 2013.
http://www.ncolr.org/jiol/issues/pdf/11.1.2.pdf
- Hart's article is a well-organized overview of 131 scholarly articles on persistence, " the sum of those factors that enhance a student's ability to complete an online course successfully" (38).
Conrad, M., and Donaldson, J.A. (2004). Engaging the online learner: Activities and resources for creative instruction. San Francisco: Jossey-Bass.
http://eltandtech.pbworks.com/f/engaging+the+online+learner.pdf
- This book is divided into two general parts. The first offers a model of engaged learning and also principles for activity-design and for assessment. The second part discusses various examples of activities that are intended to promote student engagement.
How To Motivate Students in the Online Learning Environment
This entry was posted in Instructional Design OnlinePedagogy and tagged Instructional Design, online pedagogy, Online Presence,Online Teaching and Learning, Self-Directed Learning by Debbie Morrison.
http://onlinelearninginsights.wordpress.com/2012/08/31/how-to-motivate-students-in-the-online-learning-environment/
- This is part of a 3 part Blog on Open and Online Education. The article speaks about what the student and the teacher need to do and understand about the process of online learning to make it a successful experience. The author provides some resources to assist the teacher in motivating the student and also discusses the most crucial time in the process to encourage and motivate the student towards success.
Student Motivation and Engagement in Online Courses
http://serc.carleton.edu/NAGTWorkshops/online/motivation.html
- While this article is directed towards Geoscience faculty, there are many great ideas for encouraging student motivation and engagement. The article weighs pros and cons of online learning, discusses common qualities found in successful online students, and gives several tips for the design and implementation of online courses.
INSTRUCTIONAL STRATEGIES FOR ONLINE COURSES
http://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructionalstrategies.asp
- This resource has strategies to develop a online course for the students who has different learning styles. There is also a list of the strategies under given titles and explanation for each of the title.
How Students Develop Online Learning Skills, by Alan R. Roper, Director of Administration for Cybercampus
http://www.educause.edu/ero/article/how-students-develop-online-learning-skills
- This article surveys a group of successful graduates who have taken 80% or more of their degree work online. Analysis of participant responses to open-ended questions resulted in a list of "seven tips" students can use to increase success in a virtual learning environment. The summary emphasizes motivation, time management, independence, connectivity with peers, and interaction with the course facilitator. Through student feedback, Roper was able to create a relevant article designed to assist both students and teachers to help ensure a positive online learning experience.
'An Open Letter to Professor Michael Sandel From the Philosophy Department at San Jose State U.'
http://chronicle.com/article/The-Document-an-Open-Letter/138937/
- This open letter challenges the recent calling for massively open online courses (MOOCs) at public universities. Nevertheless, it does so by embracing the notion that technology in the classroom can be used to improve the quality of education. Its problem, rather, is with the purchasing of MOOCs and blended courses from outside vendors, as the letter's authors believe it to be driven not by concerns about pedagogy, "but by an effort to restructure the U.S. university system in general...."
Cheating in the Digital Age: Do Students Cheat More in Online Courses? by George Watson & James Sottile
http://www.westga.edu/~distance/ojdla/spring131/watson131.html
- The authors present of a study of 635 undergraduate and graduate students at a medium sized university focused on student cheating behaviors in both types of classes (on-line and face to face), by examining cheating behavior and perceptions of whether on-line or traditional face-to-face classes experienced greater cheating behaviors.
http://home.sprynet.com/~gkearsley/engage.htm
- The authors present a theory paper on constructivist approaches to education and how it fosters increased student engagement and ultimately learning.
The No Significant Difference Phenomenon by Thomas L. Russell
http://www.nosignificantdifference.org/
- This website is a repository of articles on the "No Significant Difference Phenomenon" which looks at whether there are differences in student outcomes based on the mode of the class. It is a companion site to the book by Thomas L. Russell. You can access articles by clicking on "Search" on the homepage, and there are articles supporting both sides of the argument.
http://faculty.weber.edu/eamsel/research%20groups/on-line%20learning/picciano%20(2002).pdf
- The Journal article discusses the extent of interaction the facilitator of a course must have in order to effect student performance. This study looks at performance and student interaction.
http://distancelearn.about.com/u/ua/distancelearning101/Online-Student-Challenges.htm
- Online students and instructors share their opinions of the greatest challenge faced by online students, in response to Jamie Littlefield's article "Is Distance Learning Right for You?" http://distancelearn.about.com/od/isitforyou/a/considering.htm Readers can also add their opinions.
Salman Khan talk at TED 2011 (from ted.com)-You Tube
www.youtube.com/watch?v=gM95HHI4gLk
- Salman Khan discusses in a TED video how his Khan Academy helps students learn math skills online. This global classroom helps students learn many subjects at their own pace every day.An excellent resource to use for all online instructors.
Increasing the Success of Online Students
http://www.vccaedu.org/inquiry/inquiry-spring-2008/1-13-Harrell.html
- Using previous research findings, this article explains three broad categories that can have a positive impact on student success. The three categories include: Student Readiness, Student Orientation and Student Support.
"Which Technology Should I Use To Teach Online?: Online Technology and Communication Course Instruction"
http://jolt.merlot.org/vol8no4/carlson_1212.pdf
- Carlson, Aust, Gainey, McNeill, Powell, and Witt (2012) evaluated 9 online instructional tools, discussing the pros and cons of each in terms of use for online learning. Below is a brief description of each:
- PBWorks (www.pbworks.com) is essentially an online wiki, in which groups can collaborate and share information and files within a secure environment. Everything is saved online and, therefore, accessible to all team members from any device with online access.
- Apple’s Final Cut Pro (http://www.apple.com/finalcutpro/) is a video editing program that can be used for editing lectures or for class projects. Using a video camera and a Mac computer, Final Cut Pro is one of the best editing programs out there for easy, seamless editing.
- Adobe Audition (http://www.adobe.com/products/audition.html) is an audio editing program used for recording and editing voice files, such as lectures. It can also be used with Adobe Premier (http://www.adobe.com/products/premiere.html), another video editing software. Videos from Adobe Premiere can be imported into Adobe Audition and voiceovers for the video can be recorded via Audition. Both are free to download and both are PC and Mac compatible.
- Facebook (www.facebook.com) can be used to make a closed group for a class that students can “like.” Professors can then use the page to post reminders, information, answer questions, as well as provide a place for students to interact with each other. The biggest issue with facebook is transitioning students from using it as a purely personal website.
- Twitter (www.twitter.com) can also be used to post reminders and important information for students that can be retrieved quickly and easily.
- Camtasia (http://www.techsmith.com/camtasia.html) allows video and audio recordings straight from your computer. For example, a PowerPoint presentation can be recorded with the professor’s lecture recorded along with the presentation and then uploaded. This is one way to take onsite materials and modify them for online teaching.
- Wimba (https://webhelp.wimba.com) is a site that allows professors to deliver information synchronously. Students may log on and interact in real-time with the professor and each other. Sessions can be archived for students unable to join at the scheduled time.
- GoToMeeting (http://www.gotomeeting.com/fec/online_meeting), Cisco WebEx (http://www.cisco.com/en/US/products/ps12584/index.html), and Microsoft Office Live Meeting (http://www.microsoft.com/en-us/download/details.aspx?id=9559) all provide similar services. Students can either use VOIP or call in by phone and meetings are done via live audio. These services are approximately $40-50 per month, with institutional rates available.
- Second life (www.secondlife.com)is a virtual world where each member creates an avatar of him/herself. Environments can be constructed and characters can interact as they would in real life. Many major universities (over 200!) have virtual campuses in Second Life. Students and teachers have access to Second Life anywhere that they have access to the internet. It can mimic face-to-face interactions for anyone willing to take the time to become familiar with it.
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