Planning for the instruction that will take place in the face to face or online classroom is fundamental to effective teaching and technology enhanced instruction is no exception.
Online “interaction” however does take a different turn than face-to-face. Online course or program development is time intensive Hall, (1997); Sudzina & Sudzina, (2003); Wang & Gearhart, 2006). The course or program designer needs to utilize multiple perspectives, methods and tools to impact students’ learning styles and enhance critical thinking. Different learning styles and cultures can be accommodated more easily because effective collaborative learning values diversity Palloff & Pratt, (2005). Using a variety of aids and handouts to supplement text books (Hall, 1997; Sudzina & Sudzina, (2003), audio and video supplements (Lewis & Abdul-Hamid, (2006); Wang & Gearhart, (2006), and guest speakers (Durrington, Berryhill, & Swafford, (2006) all combine to add to collective contribution that are likely to result in better outcomes, design, practices or products.
Discussions forums should not be designed to argue but rather to open the door to pragmatic dialogue. Participants will then be informed in a collective and individual way how to exchange varied thoughts, ideas, and approaches to the different subject matter they are considering. Ongoing feedback to students on their responses and participation, carefully constructed questions by the facilitator (questions that require the students to use critical and reflective thinking skills), quality topics, as well as student moderated discussions Durrington et al., (2006) are great strategies to engage learners.
Using both synchronous and asynchronous modes from live chats, phone calls, formal and informal discussion forums, e-mails (Lewis & Abdul-Hamid, (2006) helps to enrich the online experience. However, the use of blogs, wikis, and podcasting, interactive videos to name a few are some of the new tools that online facilitators are implementing in their course designs to provide students with the opportunity to synthesize, analyze, and apply knowledge acquired over different courses in their program. Siemens (2005) theory of learning called which he called connectivism embraces the impact that technology has on society. His view is that learning in the digital age is no longer dependent on individual knowledge acquisition, storage, and retrieval; but rather, depends on the connected learning that occurs through interaction with various sources of knowledge (including the Internet and learning management systems) and participation in communities of common interest, social networks, and group tasks.
While teaching online can be a “trial and error process and not for the faint of heart” (Sudzina & Sudzina, 2003, p. 5) it also can be a rich motivating and rewarding experience for both the learner and the facilitator. These success factors are inherent not only to the online classroom but face to face classroom experiences as well.
References
Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(No.1), 190-193.
Hall, B. (1997). Web-based training cookbook: Everything you need to know for online training. New York: Wiley Computer Publishing.
Lewis, C. C., & Abdul-Hamid, H. (2006). Implementing effective online teaching practices: Voices of exemplary faculty, Innovative Higher Education (Vol. 31).
Siemens, G. (2005). Connectivism: Learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1), January 2005. Retrieved July 20, 2009, from http://www.itdl.org/Journal/Jan_05/index.htm
Sudzina, M. R., & Sudzina, C. M. (2003). Insights into successfully teaching with cases on-line: The view from both sides of the 'Net. Paper presented at the Annual Meeting of the World Association for Case Method Research and Case Method Application.
Monday, July 20, 2009
Storyboard:Motivating Adult Learners
The difference between a successful person and others is not a lack of strength, not a lack of knowledge, but rather a lack in will.
~Vince Lombardi
~Vince Lombardi
Motivating Adult Learners
View more presentations from Lorna Brown.
Thursday, July 9, 2009
Assessing Collaborative Efforts
The increase in the growth of web-designed instruction and online distance education programs is well acknowledged (Ryan et al., 2004; Hergert, 2003; Schott et al., 2003; Howell et al., 2003). Its continued growth is guaranteed for several reasons, one of which is its strong support for collaborative learning and the use of the computers to complement or substitute for face-to-face interaction among students. Online distance education programs can be made available to individuals who do not have access to the normal brick and mortar classroom or the lecture on-campus environment. These people, busy working professionals usually over 30 years of age, are now able to access and complete degree programs in their own time and place (Hergert, 2003).
Developing collaborative skill is one essential ingredient to successful learning outcomes especially in higher education. However, the question then is how can instructors assess the varying levels of skill and knowledge students bring to a the online learning community considering learners are from different parts of the country or the world and do not initially know one another's assumptions, cultures or personality quirks? When there is tension in the online classroom (flaming) some students tend to stay away from the forum in order to avoid conflicts how can that be addressed? The secondly, if a student does not want to network or collaborate in a learning community for an online course, what should the other members of the learning community do? What role should the instructor play? What impact would this have on his or her assessment plan?
Collaboration is an essential ingredient in the recipe to create an "effective learning environment" as it provides learners with the opportunity to discuss, argue, negotiate and reflect upon existing beliefs and knowledge. The learner is "involved in constructing knowledge through a process of discussion and interaction with learning peers and experts." Harasim (1989, p.51)
Like the traditional classroom, the instructor should know what concepts and thinking skills students need to demonstrate, what they want the students to understand and what will students do to show that they understand the concepts and the skills developed. With the outcomes and assessment tasks identified the instructor can then decide the type of assessment method example tests (summative or formative), essays, research projects (digital portfolio) or group reports. In addition, the benefits of a virtual grade book is essential as students can have immediate access to their grades, they can read detailed feedback from essay exams online and most importantly students can view their online grades anywhere in the world, any time of the day. Li (1998) explains “Perhaps the greatest advantage of these grade books is the flexibility they allow educators in reporting student progress students possess the ability to print class averages, individual student grades, lists of assignments, and even missing assignments" (Li, p. 62).
Despite a growing interest in online learning among students, Palloff and Pratt (2005) believe that “today’s online instructor recognizes the value of collaboration online but may not have all the tools available to make it happen successfully” (p.4).
The highlights of Siemens video presentation suggest for assessment through peer assessing each other, the educator directing learners to different online learning environment and change in educators’ assessment model. Siemens asserts that “the individualistic model of education does not reflect society and the networked age we live in”. Therefore, students who are “densely connected” are less likely to approach problem solving with a positive outlook. This is certainly true therefore; I believe that the role of the educator is to provide students with an array of interactive materials and activities that simulate problems in our everyday world tantamount to all participants through individualized and collaborative study plans. Another role of the instructor is flexibility, meaning be a guide on the side" and "sage on the stage" interchangeably. This will help to encourage students who are more of an introvert to participate and become active learners.
The short coming in this presentation is the fact that no solution was given in address the issue of flaming and students isolation.
Harasim, L. (1989). On-Line Education: A New Domain. In Mason, R., and Kaye. A (Eds.), Mindweave: Communication, Computers and Distance Education. (pp.50-62). Oxford: Pergamon Press.
Hergert, M. (2003). Lessons from launching an online MBA program. Online Journal of Distance Learning Administration. VI(IV). Retrieved online July 9, 2009, from www.westga.edu/~distance/ojdla/winter64/hergert64.htm
Howell, S.L., Williams, P.B., & Lindsay, N.K. (2003). Thirty-two trends affecting distance education: An informed foundation for strategic planning. Online Journal of Distance Learning Administration. VI(III). Retrieved online July 9, 2009,from www.westga.edu/~distance/ojdla/fall63/howell63.html
Li, P. (1998). Grading the electronic way. Technology & Learning, 19(2), 62.
Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco: Jossey-Bass.
Siemens, G. (2009). Assessment of collaborative learning. [vodcast]. Retrieved from http://sylvan.live.ecollege.com.
Developing collaborative skill is one essential ingredient to successful learning outcomes especially in higher education. However, the question then is how can instructors assess the varying levels of skill and knowledge students bring to a the online learning community considering learners are from different parts of the country or the world and do not initially know one another's assumptions, cultures or personality quirks? When there is tension in the online classroom (flaming) some students tend to stay away from the forum in order to avoid conflicts how can that be addressed? The secondly, if a student does not want to network or collaborate in a learning community for an online course, what should the other members of the learning community do? What role should the instructor play? What impact would this have on his or her assessment plan?
Collaboration is an essential ingredient in the recipe to create an "effective learning environment" as it provides learners with the opportunity to discuss, argue, negotiate and reflect upon existing beliefs and knowledge. The learner is "involved in constructing knowledge through a process of discussion and interaction with learning peers and experts." Harasim (1989, p.51)
Like the traditional classroom, the instructor should know what concepts and thinking skills students need to demonstrate, what they want the students to understand and what will students do to show that they understand the concepts and the skills developed. With the outcomes and assessment tasks identified the instructor can then decide the type of assessment method example tests (summative or formative), essays, research projects (digital portfolio) or group reports. In addition, the benefits of a virtual grade book is essential as students can have immediate access to their grades, they can read detailed feedback from essay exams online and most importantly students can view their online grades anywhere in the world, any time of the day. Li (1998) explains “Perhaps the greatest advantage of these grade books is the flexibility they allow educators in reporting student progress students possess the ability to print class averages, individual student grades, lists of assignments, and even missing assignments" (Li, p. 62).
Despite a growing interest in online learning among students, Palloff and Pratt (2005) believe that “today’s online instructor recognizes the value of collaboration online but may not have all the tools available to make it happen successfully” (p.4).
The highlights of Siemens video presentation suggest for assessment through peer assessing each other, the educator directing learners to different online learning environment and change in educators’ assessment model. Siemens asserts that “the individualistic model of education does not reflect society and the networked age we live in”. Therefore, students who are “densely connected” are less likely to approach problem solving with a positive outlook. This is certainly true therefore; I believe that the role of the educator is to provide students with an array of interactive materials and activities that simulate problems in our everyday world tantamount to all participants through individualized and collaborative study plans. Another role of the instructor is flexibility, meaning be a guide on the side" and "sage on the stage" interchangeably. This will help to encourage students who are more of an introvert to participate and become active learners.
The short coming in this presentation is the fact that no solution was given in address the issue of flaming and students isolation.
Harasim, L. (1989). On-Line Education: A New Domain. In Mason, R., and Kaye. A (Eds.), Mindweave: Communication, Computers and Distance Education. (pp.50-62). Oxford: Pergamon Press.
Hergert, M. (2003). Lessons from launching an online MBA program. Online Journal of Distance Learning Administration. VI(IV). Retrieved online July 9, 2009, from www.westga.edu/~distance/ojdla/winter64/hergert64.htm
Howell, S.L., Williams, P.B., & Lindsay, N.K. (2003). Thirty-two trends affecting distance education: An informed foundation for strategic planning. Online Journal of Distance Learning Administration. VI(III). Retrieved online July 9, 2009,from www.westga.edu/~distance/ojdla/fall63/howell63.html
Li, P. (1998). Grading the electronic way. Technology & Learning, 19(2), 62.
Palloff, R. M., & Pratt, K. (2005). Collaborating online: Learning together in community. San Francisco: Jossey-Bass.
Siemens, G. (2009). Assessment of collaborative learning. [vodcast]. Retrieved from http://sylvan.live.ecollege.com.
Subscribe to:
Posts (Atom)