Dr. Laurie Yates Eastern Oregon University
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Online and Hybrid Learning Come Alive: How We Can Move From a Passive to an Engaged Community of Learning Dr. Laurie Yates Eastern Oregon
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Online and Hybrid Learning Come Alive: How We Can Move From a Passive to an Engaged Community of Learning . Dr. Laurie Yates Eastern Oregon University. Where/Who Are Our Students?. Online: at least 30% (Friedman & Friedman, 2011; Hoskins, 2012) Traditional and non-traditional students - PowerPoint PPT Presentation
Transcript of Dr. Laurie Yates Eastern Oregon University
Online and Hybrid Learning Come Alive: How We Can Move From a Passive to an Engaged Community of Learning
Dr. Laurie YatesEastern Oregon University
Where/Who Are Our Students?• Online: at least 30% (Friedman & Friedman,
2011; Hoskins, 2012) • Traditional and non-traditional students• Trends: online and hybrid• “Online is a culture to the Millennial generation.
Yet to most colleges, it is a delivery method” (Pacansky-Brock, 2013).
THE CHALLENGE
Teaching in an Online Environment• Asynchronous environments• Sense of isolation/disconnection• Reduced channels of communication• Retention• How to engage and motivate students?
Develop a community of learning?
Student Engagement• Student-Student, Student-Teacher, Student-
Subject• Goals: Students develop skills and abilities
– Problem solving– Critical thinking– Communication– Collaboration– Ethical judgment– Navigation of the Internet to find useful
information
DIFFERENT CHALLENGES CALL FOR DIFFERENT
SOLUTIONS
• “Technology should not be integrated into college learning for the sake of using cool new tools to engage tech-savvy students” (Pacansky-Brock, 2013)
• Prepare students for a successful life in our digital, interconnected, collaborative society.
Best Practices: Teacher Presence• Frequent feedback• Timely grading• Quick response to student questions/problems• Interest in getting to know students• Communication using several methods• Adaptive and flexible • Incorporated life experiences• Fun, energetic (Baran, Correla, & Thompson, 2013)
Techniques and Tools• Visual and audio feedback• Video announcements and lectures• Well organized and visually pleasing LMS sites• Virtual office hours, communication with
students (phone, chat, email, video, social networks)
• Meaningful and engaging discussions
Content and Feedback• Jing
– http://www.techsmith.com/jing– Free and paid upgrade– Video recording of computer screen/5 minutes– Screen capture
• Camtasia– Fee discount for educators– Video screen capture and editing– http://www.techsmith.com/camtasia.html
• Voice Thread and Audacity (audio record & audit)
• Announcements Welcome to Marketing Strategies
• Feedback on assignments Feedback on Advertisement Critiques
• Virtual classes or group discussions
Producing Videos• YouTube
– Free– http://www.youtube.com– Private or public
• Windows Movie Maker• iMovie for Mac
Participatory Learning Environment• Poll Everywhere
– http://www.polleverywhere.com– Limited to 40 responses: free for educators– Text messaging, Twitter, web browser
• Experiential– Digital simulations– Games
Communication• Skype• Google Hangout• Social Media
– FaceBook– Google+– Twitter
Conclusion• Using today’s communication tools to reach
today’s students• Disruptive technology
– Print– Radio– TV– Internet/Web 2.0
• Teacher presence
ReferencesBollinger, D. U. & Armier Jr., D. (2013). Active learning in the online environment: The
integration of student-generated audio files. Active Learning in Higher Education, 14(3), 201-211.
Bound, H. (2010). Developing quality online dialogue: Dialogical inquiry. International Journal of Teaching and Learning in Higher Education, 22(2), 107-119.
Callaghan, N. & Bower, M. (2012). Learning through social networking sites: The critical role of the teacher. Educational Media International, 49(1), 1-17.
Chen, P. D., Lambert, A. D., & Guidry, K. R. (2010). Engaging online learners: The impact of Web-based technology on college student engagement. Computers & Education, 54, 1222-1232.
Cole, M. (2009). Using Wiki technology to support student engagement: Lessons from the trenches. Computers & Education, 52, 141-146.
Dyment, J., Downing, J., & Budd, Y. (2013). Framing teacher educator engagement in an online environment. Australian Journal of Teacher Education, 38(1).
ReferencesFriedman, L. W., & Friedman, H. H. (2013). Using social media technologies to enhance online
learning. Journal of Educators Online, 10(1).
Hoskins, B. J. (2012). Connections, engagement, and presence. The Journal of Continuing Higher Education, 60, 51-53.
Liaw, S., Huang, H., & Chen, G. (2007). Surveying instructor and learner attitudes toward e-learning. ScienceDirect, 49, 1066-1080.
Pacansky-Brock, M. (2013). Best practices for teaching with emerging technologies. New York, NY: Routledge.
Waycott, J., Bennett, S., Kennedy, G., Dalgarno, B., & Gray, K. (2010). Digital divides? Student and staff perceptions of information and communication technologies. Computers & Education, 54, 1202-1211.
Thank You
