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New Approaches to Online Learning Orientation

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TXDLA 2007 Presentation

TXDLA 2007 Presentation

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  • 1. New Approaches toOnline Learning OrientationFS 5221: Seminar in Family SciencesOnline Master’s ProgramRhonda R. Buckley, Ph.D.Catherine L. Dutton, M.A.Texas Woman’s University2007
  • 2. NavigationBuild CommunitySocializationCourse Goals
  • 3. Assume nothingDemonstrate patienceRepetition helpsEncourage inquiry, curiosity, experimentationNothing is irreparableNo one has ever died of an academicemergencyIntroducing Platform
  • 4. Build Community- Chats
  • 5. Seasoned Student Discussion Board (87 posts)“Here is an exciting, new discussion forum for FS 5221 students toget insight and experiences from seasoned OM FS students whoare approaching graduation or have actually graduated.”Topics included: time management, course timing, types of research,feelings of inadequacy, and help for other coursesPeer Discussion Boards (91 posts)“This board is for you all to get to know one another better...Yoursuccess in graduate school may depend a lot on the support youreceive from your family and friends. This board allows you anopportunity to meet and greet your newest set of classmates!”Topics included: Introductions, directions, helpful hints, fish, andbirthday wishesDiscussion Boards
  • 6. • Everything is defined & repeated• APA, Scholarly writing & research• Interviews with other faculty• Best approaches to graduate work• Lengthy feedback• Progression from undergraduate to graduate work• Professionalism (e.g., building reputation,appropriate communication with faculty & staff)Socialization into Graduate Culture
  • 7. Professionalism
  • 8. The information in this post is interesting and shows a clear understanding of thetopic. There are a few issues to consider before submitting future work.First, when defining a term or concept in graduate school avoid the use ofdictionaries for definitions. It sounds counterintuitive, I know, but think about thewhole process as discovering what research has told us about a topic orconcept. We want to know how researchers have defined the term…Third, make sure that you use supporting citations to explain where informationoriginates. For example, "However, plagiarism has long been accepted on theoutskirts of academia where the beneficial outcome is regarded as moreimportant that the process of gathering insight..." All of those statements needsupporting citations. The information is true, but how do you (or anyone) know itis true? Scholarly writing always explains from where information or statementssuch as that originate. If a supporting citation is not provided, its as though theauthor is saying that he/she originally thought of or generated the information.Ironically, thats plagiarism. Be very careful of those issues in graduate school.Dont be alarmed at me telling you this, because I know I tell most of mystudents the same thing more than once each semester. Its a learning process.Finally, you have chosen very good journals for your supporting materials. Keepdoing just that and youll do well!Provide Quality Feedback
  • 9. Content = 6 PointsPossible Points Points Received Criteria2 The writing clearly shows insight and understanding of thematerials read. Writing provides clear, specific detailedexamples to support the students’ points.2 The writing shows clear critical thinking about thematerials read.2 The writing meets minimum length requirements.Organization = 1 PointsPossible Points Points Received Criteria1 The writing flows smoothly and is logically organizedStyle = 1 PointsPossible Points Points Received Criteria1 Language is precise. Sentences are varied but notnoticeably so. Active voice is apparent. Sentences arealways complete and free of confusion and ambiguity.Grading Rubrics
  • 10. Student Feedback“I am delighted to see a course such as this one added to theonline MS curriculum““I think the class is perfectly formatted. I wouldnt change a thing.”“The teaching assistant responded rapidly to questions. However,some links to course material were unavailable until prompted bya students inquiry. Overall, the course was very enjoyable.”“The instructor was encouraging and reassuring when I hadconcerns. She responded quickly to questions. Feedback washelpful.”“The chat sessions were wonderful! It was nice to interact realtime with the professor and the classmates. The informationexchange was awesome. There was nothing I would change; allaspects fit in nicely with the class.”
  • 11. Questions?Rhonda Buckleyrbuckley@twu.eduCatherine Duttoncdutton@twu.edu