MEAS Course on E-learning: 3 Effective online teaching strategies
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MEAS Course on E-learning: 3 Effective online teaching strategies

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Part 3/5 of the MEAS Course on E-learning

Part 3/5 of the MEAS Course on E-learning

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MEAS Course on E-learning: 3 Effective online teaching strategies MEAS Course on E-learning: 3 Effective online teaching strategies Presentation Transcript

  • Effective Online Teaching Strategies Karen Vignare, Michigan State University
  • Agenda• Objectives• Introduction• Definitions• Discussion• Summary• References
  • Objectives• Understand Community of Inquiry and how interrelated learning occurs• Learn various strategies currently used online• Discuss which make the most sense
  • Community of Inquiry• Teaching Presence• Social Presence• Cognitive Presence
  • Teaching Presence• planning and design of the course structure, instructional process, interaction, and evaluation aspects of the online course.• presenting material or asking questions that help students learn content, focusing the discussion on specific issues, then providing feedback, diagnosing misconceptions, and providing resources from a variety of sources.• Facilitated discourse described as student engagement in interacting and building meaning through online discourse.
  • Teaching Presence• Facilitated discourse described as student engagement in interacting and building meaning through online discourse.
  • Social Presence• Two primary constructs :intimacy and immediacy• Intimacy involves physical factors like physical distance, eye contact, vocal expressions, and facial expressions like smiling.• Immediacy is the psychological distance between communicators. Immediacy can be displayed both verbally and non-verbally
  • Cognitive Presence• Needs Teaching and Social Presence to be effective• Practical Inquiry Model• A triggering event, exploration, integration and resolution.
  • Teaching Strategies• Lecture• Discussion• Learning Contracts• Forum• Small Group Work• Project
  • Teaching Strategies• Case Study• Self-Directed Learning• Collaborative Learning• Mentorship• Role Play• Assessment
  • Lecture• Most widely used instructional strategy• Effective at transferring information• Ineffective for making students active learners• Online—lecture can be very good for language issues, setting the stage for discussion, required before attending course• Requires more preparation online
  • Discussion• For asynchronous learning a highly interactive format• Discussion online can include everyone• Can be required as part of a grade• Does require creating authentic and engaging learning questions• Almost all course management systems include discussion boards
  • Learning Contracts• Allows student to suggest and set a contract on what they will learn given course objectives• Works well for independent learning and project based outcomes• Works well for teaching students about contracts and work expectations
  • Forum• Allows students to become teacher/experts• Run forums or symposium online• Typically a group of students work together to present a topic• They then moderate through a discussion questions on the topic with other students
  • Small Group Work• Variations of discussion tools• Assign students to work on topics• As a team they must prepare answers, investigate problems, arrive at solutions• Have team present findings to others
  • Project• A project tends to be a long-term like assigning a paper• It can be active or a paper• But online the value is to make the information found sharable• Allows instructors to find issues before the paper is turned in for a grade• Could be work for a company as well
  • Case Study• Allows a students to apply course topics to a case (problem, company, industry, etc.)• Each week students provide more information on what they have found• These can be published and help students show skills
  • Self-directed Learning• Similar to learning contracts in some ways• Student determines goals like internships or active review of processes used in a course• Could also be self-taught• Often used in corporate settings• Requires significant preparation from instructor
  • Collaborative Learning• Whole group learning again using discussion• Could also use collaborative tools like wikis where students build a chapter or book• Again can be displayed and published
  • Mentorship• Creates a sense of responsibility• Peer reviewing is a likely example• Requires student to actively coach and grade another student• Often used in writing assignments
  • Role Play• Assign roles for a project• Often done in smaller groups• It can be a corporation, a community based organization, or coop• Faculty assigns roles but students act out the roles providing documentation
  • Assessment• Most online tools allow for testing• Testing can be very useful for practice, knowledge check and grades• Often books come with test questions• Testing engines allow for many formats
  • Discussion• Which of these tools make sense in your course?
  • Summary• Learned importance of teaching, social and cognitive presence• Learned online strategies for teaching effectively• Discussed applying them to your course (s)
  • References• http://www.ion.uillinois.edu/resources/tutorials/ped agogy/instructionalstrategies.asp• http://www.csuchico.edu/celt/roi/• http://communitiesofinquiry.com/model
  • Terms of Use © Karen Vignare, Michigan State University, MEAS project. This work is licensed under a Creative Commons Attribution 3.0 Unported License.Users are free: • to Share — to copy, distribute and transmit the work • to Remix — to adapt the workUnder the following conditions: • Attribution — Users must attribute the work to the author(s)/institution (but not in any way that suggests that the authors/ institution endorse the user or the user’s use of the work).
  • DisclaimerThis presentation was made possible by thegenerous support of the American peoplethrough the United States Agency forInternational Development, USAID. Thecontents are the responsibility of theauthor(s) and do not necessarily reflect theviews of USAID or the United StatesGovernment.