For Administrators. This course introduces potential faculty and/or administrators to online...
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Transcript of For Administrators. This course introduces potential faculty and/or administrators to online...
Introduction to Online Education
FundamentalsFor Administrators
This course introduces potential faculty and/or administrators to online education fundamentals and is a prerequisite to both the Online Teaching Certificate and the Blended Teaching Certificate programs. Not only will you discuss the concepts but you will use the technologies to gain practical "hands-on" experience.
Getting Started: The First Steps toward Online Teaching
Objective:
Compare face-to-face and online teaching, including expectations, role adjustments, and course design
Face-to-Face versus Online Teaching
◦ Participation: Learners and instructors will take an active role in creating dialog and peer interaction
◦ Instruction: Innovative, engaging, and flexible, but based on outcomes
◦ Presence: The perception that others are present; environment and activities are designed to promote presence
◦ Guidelines: Clear assignment instructions, rubrics, detailed syllabus, learner contracts/agreements
Expectations in the Online Environment
Instructors Online activities: communication (discussions, email,
chat); evaluation (grading); technical support; changes and maintenance (“hot fixes”)
Providing learners with resources choose from or guidance for finding their own (Mandernach et al., 2009)
Facilitating vs. teaching; willing to put learners in control (ION, 2013)
Learners More autonomous Must share in knowledge management and creation Critical literacy skills: information, technology, thinking
Role Adjustments Online
What are your expectations for your role as an online instructor? How do you think your role will differ from the face-to-face environment?
For Discussion
Start with goals and objectives; choose assessments, activities, and strategies that best support the learning outcomes (ION, 2013)
Courses: Modular, interactive, engaging; accommodates various learning styles through selection of readings, assignments, and assessments
Discussions: "Planned, meaningful, prepared" (Mandernach et al., 2009); support for higher order activities that are reflective and research-based
Syllabus design: Narrative versus modular (to support cognitive load management online, use of mobile devices)
Online Course Design
Objective:
Apply the principles of effective participation through chat and discussion.
Principles of Effective Participation
"Heart" of online learning; should encourage critical thinking (ION, 2013; Mandernach et al., 2009)
"Presence“: The perception that others are present in the interaction (Short, Williams, & Christy, 1976); quality participation decreases isolation, anonymity, and polarization (Mandernach et al., 2009)
“[D]iscussion questions should not be discrete questions that have a definite answer, rely solely on opinion, or require minimal insight and investigation" (Mandernach et al., 2009)
Chat and Discussion
Three types of communication essential to the online classroom: course content related; planning; social support (Hrastinski, 2008)
Environment: Open to all; established rules ("netiquette"); guidelines for participation (operationalization) (Min, 2007)
Build presence through introductions, ice breakers Allow space/time for informal dialogue not related to
the course (Dailey-Hebert, Mandernach, & Donnelli-Sallee, 2006)
Techniques: Affinity groups, guest speakers, role playing, debate/mock trials, media, case studies, simulations (Mandernach et al., 2009)
Considerations
Understanding of asynchronous facilitation techniques is essential!
Taking an active role in the discussion (versus monitoring) influences the value and effectiveness of online discussion (Mandernach et al., 2009)
Participate regularly and visibly; remain non-judgmental
Focus on helping learners increase and deepen understanding
Instructor Participation
Face-to-face discussions can be spontaneous and dynamic. How can you encourage a similar quality of interaction in the online environment?
For Discussion
Objective:
Use synchronous and asynchronous technologies
Synchronous and Asynchronous Technologies
While research does not support the use of one mode over the other, each has its advantages◦ Synchronous: immediacy, real-time collaboration,
large group interaction, presence◦ Asynchronous: Flexibility, time management,
reflection, information processing; tools are probably more widely used
Advantages
Synchronous: Chat rooms, instant messaging, video chat, Skype, Communicator, web conferencing, immersive environments, Multi-user Domains (MUDs) or Multi-user Object Oriented Environments (MOOs) (ION, 2013), conference calling, collaborative document editing such as Google Drive
Asynchronous: Listservs, RSS feeds, email, discussion boards, document sharing (Box.net, DropBox, Google Drive), blogs, wikis, portfolios
Helpful Resource:
Faculty Focus. (n.d.). Synchronous and asynchronous learning tools: 15 Strategies for engaging online students using real-time chat, threaded discussions and blogs. Retrieved from http://www.facultyfocus.com/free-reports/synchronous-and-asynchronous-learning-tools-strategies-for-engaging-online-students/
Tools
Synchronous: Have an agenda, chunk the presentation, stay on topic, manage emotions, provide summaries
Asynchronous: Organize the environment, use the features of the environment, provide summaries, monitor and guide
From the University of Wisconsin-Madison. (2011b). Best practices for the asynchronous and synchronous classroom. Retrieved from http://academictech.doit.wisc.edu/ideas/otr/communication/best-practices-asynch-synch-classroom
Best Practices
Objective:
Prepare for managing online classes, workload, and resources
Online Management
Allow additional time to plan, prepare, grade, and communicate
Some indication that online design and development is more time-intensive than face-to-face, but delivery may require less effort (Andersen & Avery, 2008)
According to Andersen and Avery (2008), instructors in online courses spend the greatest amount of time interacting with students. They also spent significantly more time evaluating work than their face-to-face counterparts.
Productivity and Accountability
Use variety in selecting activities; appeal to a wide range of learners; give choice (Dailey-Hebert, Mandernach, & Donnelli-Sallee, 2006)
Choose activities that promote critical thinking
Promote active, connected learning Use techniques that gain attention and
provide motivation
Planning Online Instruction
Technical support: Just-in-time/self help; peer support (lead faculty); help desk
Promote tools and techniques for time management and organization
Prioritize prompt and substantive communication and feedback
Supporting Instructors and Learners
What do you expect to be the biggest challenges for both instructors and learners in the online environment? What actions can you take to address those challenges?
For Discussion
Allen, I. E., & Seaman, J. (2010). Class differences: Online education in the United States, 2010. Retrieved from http://sloanconsortium.org/publications/survey/class_differences
Andersen, K., & Avery, M. (2008). Faculty teaching time: A comparison of web-based and face-to-face graduate nursing courses. International Journal of Nursing Education Scholarship, 5(1). Retrieved from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2920737/
Dailey-Hebert, A., Mandernach, B., & Donnelli-Sallee, E. (2006). Best practices in the development and facilitation of online courses. Retrieved from http://www.park.edu/cetl/documents/OnlineDevelopmentandFacilitation.pdf
Hrastinski, S. (2008, November 4). Asynchronous & synchronous e-learning. EDUCAUSE Quarterly. Retrieved from http://net.educause.edu/ir/library/pdf/EQM0848.pdf
ION - Illinois Online Network. (2013). Instructional strategies for online courses. Retrieved from http://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructionalstrategies.asp
Mandernach, B., Forrest, K., Babutzke, J., & Manker, L. (2009). The role of instructor interactivity in promoting critical thinking in online and face-to-face classrooms. MERLOT Journal of Online Learning and Teaching, 5(1). Retrieved from http://jolt.merlot.org/vol5no1/mandernach_0309.htm
Min, S. (2007). Online vs. face-to-face deliberation: Effects on civic engagement. Journal of Computer-Mediated Communication, 12(4). Retrieved from http://jcmc.indiana.edu/vol12/issue4/min.html
Morris, L., Xu, H., & Finnegan, C. (2005). Roles of faculty in teaching asynchronous undergraduate courses. Journal of Asynchronous Learning Networks, 9(1). Retrieved from http://www.msmc.la.edu/include/learning_resources/online_course_environment/online_teaching/v9n1_faculty.pdf
Pennsylvania State University. (2013). Online instructor performance best practices and expectations. Retrieved from http://psuwcfacdev.ning.com/page/online-instructor-performance
Taylor, S. A. (2013). Getting started teaching online. Retrieved from http://sloanconsortium.org/node/225451 University of Wisconsin-Madison. (2011a). Asynchronous vs synchronous communication. Retrieved from
http://academictech.doit.wisc.edu/ideas/otr/communication/asynchronous-synchronous University of Wisconsin-Madison. (2011b). Best practices for the asynchronous and synchronous classroom. Retrieved
from http://academictech.doit.wisc.edu/ideas/otr/communication/best-practices-asynch-synch-classroom
References and Resources