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Technology Transformations Online Learning and Social Interaction - Course Technology Computing...
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Technology Transformations Online Learning and Social Interaction Michele Hampton-Pickett, PhD
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Technology Transformations Online Learning and Social Interaction - Course Technology Computing Conference Presenter: Michele Hampton-Pickett, Cuyahoga Community College Research has found that social interactions support effective online learning experiences. Rich media tools, thoughtful student-student and student-teacher interactions, and concept scaffolding underpin successful use of technology in the online learning environment. Examples of these tools - avatars, narrated solved problems, digital storytelling, virtual whiteboards, YouTube and other instructional videos, and student work groups - and how to properly incorporate them into an online course will be presented. The discussion will include interactive questions and answers, audience contribution, and demonstration of media tools.
Transcript of Technology Transformations Online Learning and Social Interaction - Course Technology Computing...
Technology TransformationsOnline Learning and Social Interaction
Michele Hampton-Pickett, PhD
A lack of social interaction has been noted as a primary barrier to online learning from the students’ perspective
Online learning can present educational challenges
Online learning increases
educational access
Social Presence ConstructInteraction
Bonds
Social PresenceThe ability of participants in a community to project themselves, socially and emotionally, as real people through a medium of communication
Social presence was first introduced by Short, Williams and Christie in 1976
explained the effect telecommunications media can have on communication
defined social presence as the degree of salience between two communicators using a communication medium
they believed that a medium with a high degree of social presence was perceived as being sociable, warm, and personal
Research supports the need for social interaction
Social interaction in the online course
room directly correlates with
student achievement
Positive student interaction builds a sense of community
and belonging, which results in a positive attitude
regarding the online course room experience
A sense of community or
belonging to a group leads to student
success and learning
Social Interaction
Interaction is the glue that holds the learning stage components together
Real-time conversations Student-InstructorOrganized
instruction
Student-Student
Student-Content
Timely feedbackVisual presence of professor
Easily communicateGroup workVisual presence of
classmates
Screen sharingVideoAudioPowerPoint
Stages of Learning
Introduction
Reinforcement
Mastery
• Expert in a live format without face-to-face interaction
• Interactive discussions• Group tasks• Memorization• Instructor oversight required
• Self-assessment• Instructor assessment
• Student presentations
Introduction Reinforcement Mastery
Introduction Reinforcement
PodcastCreate Podcast
Avatar
Multimedia videosNarrated PowerPoint
Content Modules
Expert in a live format without face-to-face interaction
Interactive discussions
Memorization
Group tasks
Instructor oversight required
Video conferencing
Electronic flashcards
Remote polling
Prezi
Student presentations and assessment
Electronic storytelling
Video conferencing
Multimedia videos
Online Posterboard
Concluding Remarks
Reducing the psychological distance felt by online students is rooted in the ability of those students “getting to know” their online classmates and their instructor
Course design should be focused on increasing meaningful and authentic interactions
Instructional design should be used to encourage online students to interact socially and academically with each other and their instructor, thereby enriching their learning experiences
Instructor intervention is required to encourage students to exhibit intimate and immediate behaviors with each other
References
• Argyle, M. and Dean, J. (1965). Eye contact, distance and affiliation. Sociometry, 28, 289-304.• Cobb, S. (2009). Social Presence and Online Learning: A Current View from a Research Perspective. Journal of Interactive Online
Learning, 8(3), 241-254.• Conaway, R. N., Easton, S. S., & Schmidt, W. V. (2005, March). Strategies for enhancing student interaction and immediacy in
online courses. Business Communication Quarterly, 68, 23-35.• Garrison, D. R., and T. Anderson. 2003. E-learning in the 21st century: A framework for research and practice. New York:
Routledge Falmer.• Kim, J., Kwon, Y. & Cho, D. (2011). Investigating factors that influence social presence and learning outcomes in distance higher
education. Computers & Education, 57, 1512-1520.• Mehrabian, A. (1971). Silent messages. Belmont, CA: Wadsworth.• Short, J., Williams, E., & Christie, B. (1976). The social psychology of telecommunications. London: John Wiley & Sons.• Sung, E. and Mayer, R. (2012). Five facets of social presence in online distance education. Computers in Human Behavior, 28,
1738-1747.
CUYAHOGA COMMUNITY COLLEGECLEVELAND, OHIO
Michele Hampton-Pickett, PhD
