Your SlideShare is downloading. ×
Motivating the Distance Learning Student
Upcoming SlideShare
Loading in...5
×

Thanks for flagging this SlideShare!

Oops! An error has occurred.

×
Saving this for later? Get the SlideShare app to save on your phone or tablet. Read anywhere, anytime – even offline.
Text the download link to your phone
Standard text messaging rates apply

Motivating the Distance Learning Student

953
views

Published on

Published in: Education

0 Comments
0 Likes
Statistics
Notes
  • Be the first to comment

  • Be the first to like this

No Downloads
Views
Total Views
953
On Slideshare
0
From Embeds
0
Number of Embeds
0
Actions
Shares
0
Downloads
3
Comments
0
Likes
0
Embeds 0
No embeds

Report content
Flagged as inappropriate Flag as inappropriate
Flag as inappropriate

Select your reason for flagging this presentation as inappropriate.

Cancel
No notes for slide
  • 1. eMpowerment– Students feel empowered when they feel that they have some control over some aspects of their learning. This can involve giving students choices. “Is there some way that we can give students at least a little bit of control by giving them choices? Is there a way to give students some option to bring in something from their own lives or make some decision about a topic within that narrow assignment that lets them feel like they have some control over it?” Jones says.2. Usefulness – Students need to see that the course is useful and relevant to them within the course and beyond. Jones recommends being explicit about how the skills and knowledge students acquire in the course can be applied beyond school. One way to do this is to have students interview professionals in their chosen careers about what skills and knowledge contributed to their success.3. Success – Students need to feel that they can succeed in the course if they make a reasonable effort. The instructor can help students succeed by setting expectations, providing feedback, and facilitating the course so that students have access to additional resources if needed. “What resources do you have available for them to succeed? If you thought ahead you can know what problems students typically run into. A lot of times you can create additional documents or videos that explain the more difficult concepts,” Jones says.4. Interest – There are two types of interest that contribute to student motivation: situational interest and individual interest. Situational interest refers to an aspect of a course that is enjoyable or fun. Situational interest can be enhanced by novelty and emotions. Situational interest is often short lived, but it can lead to longer-term individual interest, which refers to how the content relates to the individual. For example, a student taking a course within his or her major might have a strong individual interest in the content based on how the content related to who they are and what they aspire to. A mechanical engineering major may have a strong individual interest in a mechanical engineering course because she sees herself as a mechanical engineer and thinks, “I’m interested in it because it’s who I am.” It is possible for a student to have an individual interest in a course but not a situational interest. A student might think, for example, “I want to be a mechanical engineer, but this is boring.”Remember that interest isn’t universal. “We assume that students think a particular subject is fascinating or that everybody’s curious about it, but that’s not the case,” Jones says.5. Caring – Students need to feel that the instructor (and other students) care that they learn. Jones assumed that although caring is a big motivator for children, it would not play a large role in online higher education courses. He was wrong. In fact, in a study of 609 online learners, caring was the number one predictor of online instructor ratings. “It turns out that caring is very important even for adult learners,” Jones says.“Five Factors that Affect Online Learning Motivation” Online Classroom, (September 2011): 1, 5.
  • Full Quote:“I was initially scared by what type of feedback would come back to me. I didn’t want to open a Pandora’s Box when I started this. What I found … was that the comments I received from students, both positive and negative, were communicated respectfully. Students felt agency. They felt more involved in the class.” Reciprocal Feedback in the Online Classroom, Rob Kelly, May 2012, Vol. 12, Num. 5, Online Classroom
  • Tips for Enhancing Online DiscussionSource: http://www.suny.edu/sunytrainingcenter/files/enhancediscussion.htmOne of the ways that technology is expanding opportunity for learning is by extending the classroom through online discussion. Asynchronous discussions do not occur in "real time" but are more like bulletin boards to which comments and questions can be added by participants over time. Again, such fora are very useful in extending learning opportunities beyond the classroom but facilitating online dialogue is not necessarily intuitive. Most of the suggestion presented below are for asynchronous discussions, though many are also useful for synchronous forums as well.Here are fourteen tips to increase student interaction and learning in your online discussions:Require participation. Communicate expectations as to acceptable quality and quantity of participation. For example, students may be required to respond to the question you (or another student) poses and to the responses of at least two other students. You may wish to provide guidelines regarding quality as well. This may be as simple as pointing out that "I agree" is not a substantive comment in an online discussion. Or you may provide criteria regarding how students should support their opinions with reference to readings, research or other course materials.Include a grade for participation. Be clear about how students can succeed in discussion with reference to quality and quantity guidelines as well as requirements for timeliness. Entering an asynchronous discussion after it is nearly over can be unproductive (though there are ways around this problem - such as asking a late student to summarize the discussion that has already occurred.)Provide an overview of what is due for each week . This weekly agenda will help keep students working as a cohort and ensure a "critical mass" for getting discussions off the ground.Make the discussion interesting. Asking students to respond to "known answer" questions is unlikely to generate sustained involvement. Discussion questions should be open-ended, focused on learning objectives and likely to spur some controversy or interaction.Participate wisely: The instructor should not dominate the discussion. Nor should he or she be absent. It is your job to keep the discussion on track by guiding without "pontificating." Frequently an instructor will provide a comment that students perceive as the "official answer" and discussion can come to a grinding halt. Require a product which is based on or the result of discussion: A "hand-in" assignment that is based on class discussion can help students to synthesize, integrate and apply what has been discussed.Keep your tone clear, concise and conversational. Avoid "academese", colloquialisms, acronyms, slang and abbreviations. Precise language and complete sentences provide good models for your students and encourage appropriate participation.Structure the discussion. Topics should not be too open-ended or students may lose focus. One way to structure discussion is through debates. Assigning or asking students to choose a position in advance can be helpful. Other structuring devices include - problem solving, case studies, interviews, panels, brainstorming, summaries, etc.Have students lead the discussion. Assign students to post focused, topic relevant discussion questions and lead the discussion. It may be necessary to model a few discussions in advance and/or assist the student to choose appropriate discussion questions in the early stages.Include ideas, and information generated in discussion on exams. This serves two purposes. It reinforces the importance of student collaboration and makes "cheating" much more difficult. If students need to participate in class discussions to answer exam questions they will be unable to simply "copy" from outside sources.Form Small Groups or Learning Teams. Assigning students to these (rather that allowing self selection) can help avoid logistical problems that inhibit productivity. If you do allow self-selection, establish a deadline for this process (a week to ten days) and then default to teacher assignment to the groups after the deadline. Small groups can:Develop group presentationsPeer review each other's workPrepare for examsAnalyze a case studyetc.Small groups are especially helpful for large classesMake sure discussions are of a long enough duration to allow full and thoughtful participation. Ten days to two weeks is often required to fully flesh out an online asynchronous discussion.Deal with unacceptable behavior via private email. Include policies on unacceptable behavior in syllabus and orientation materials.Be encouraging, supportive, timely, and constructive in all discussions and all evaluations of the products of discussions Promote quality participation by publicly acknowledging it. Ask for more detail from students who submit incomplete or shallow comments, but do this in a constructive and supportive manner.
  • Tips for Enhancing Online DiscussionSource: http://www.suny.edu/sunytrainingcenter/files/enhancediscussion.htmOne of the ways that technology is expanding opportunity for learning is by extending the classroom through online discussion. Asynchronous discussions do not occur in "real time" but are more like bulletin boards to which comments and questions can be added by participants over time. Again, such fora are very useful in extending learning opportunities beyond the classroom but facilitating online dialogue is not necessarily intuitive. Most of the suggestion presented below are for asynchronous discussions, though many are also useful for synchronous forums as well.Here are fourteen tips to increase student interaction and learning in your online discussions:Require participation. Communicate expectations as to acceptable quality and quantity of participation. For example, students may be required to respond to the question you (or another student) poses and to the responses of at least two other students. You may wish to provide guidelines regarding quality as well. This may be as simple as pointing out that "I agree" is not a substantive comment in an online discussion. Or you may provide criteria regarding how students should support their opinions with reference to readings, research or other course materials.Include a grade for participation. Be clear about how students can succeed in discussion with reference to quality and quantity guidelines as well as requirements for timeliness. Entering an asynchronous discussion after it is nearly over can be unproductive (though there are ways around this problem - such as asking a late student to summarize the discussion that has already occurred.)Provide an overview of what is due for each week . This weekly agenda will help keep students working as a cohort and ensure a "critical mass" for getting discussions off the ground.Make the discussion interesting. Asking students to respond to "known answer" questions is unlikely to generate sustained involvement. Discussion questions should be open-ended, focused on learning objectives and likely to spur some controversy or interaction.Participate wisely: The instructor should not dominate the discussion. Nor should he or she be absent. It is your job to keep the discussion on track by guiding without "pontificating." Frequently an instructor will provide a comment that students perceive as the "official answer" and discussion can come to a grinding halt. Require a product which is based on or the result of discussion: A "hand-in" assignment that is based on class discussion can help students to synthesize, integrate and apply what has been discussed.Keep your tone clear, concise and conversational. Avoid "academese", colloquialisms, acronyms, slang and abbreviations. Precise language and complete sentences provide good models for your students and encourage appropriate participation.Structure the discussion. Topics should not be too open-ended or students may lose focus. One way to structure discussion is through debates. Assigning or asking students to choose a position in advance can be helpful. Other structuring devices include - problem solving, case studies, interviews, panels, brainstorming, summaries, etc.Have students lead the discussion. Assign students to post focused, topic relevant discussion questions and lead the discussion. It may be necessary to model a few discussions in advance and/or assist the student to choose appropriate discussion questions in the early stages.Include ideas, and information generated in discussion on exams. This serves two purposes. It reinforces the importance of student collaboration and makes "cheating" much more difficult. If students need to participate in class discussions to answer exam questions they will be unable to simply "copy" from outside sources.Form Small Groups or Learning Teams. Assigning students to these (rather that allowing self selection) can help avoid logistical problems that inhibit productivity. If you do allow self-selection, establish a deadline for this process (a week to ten days) and then default to teacher assignment to the groups after the deadline. Small groups can:Develop group presentationsPeer review each other's workPrepare for examsAnalyze a case studyetc.Small groups are especially helpful for large classesMake sure discussions are of a long enough duration to allow full and thoughtful participation. Ten days to two weeks is often required to fully flesh out an online asynchronous discussion.Deal with unacceptable behavior via private email. Include policies on unacceptable behavior in syllabus and orientation materials.Be encouraging, supportive, timely, and constructive in all discussions and all evaluations of the products of discussions Promote quality participation by publicly acknowledging it. Ask for more detail from students who submit incomplete or shallow comments, but do this in a constructive and supportive manner.
  • Full Quote:“I always make sure to ask a yes-or-no question followed by why or why not? It balances quantitative and qualitative feedback. At the very least, students will answer that quantitative question. You’ll get some feedback, and the vast majority will also follow up with responses.”Five Pedagogical Practices to Improve Your Online Course, Feb 2013, Vol. 13, Num. 2, Online Classroom
  • Full Quote:“I always make sure to ask a yes-or-no question followed by why or why not? It balances quantitative and qualitative feedback. At the very least, students will answer that quantitative question. You’ll get some feedback, and the vast majority will also follow up with responses.”Five Pedagogical Practices to Improve Your Online Course, Feb 2013, Vol. 13, Num. 2, Online Classroom
  • Class AttendanceThe policy on attendance for college classes will be the responsibility of the professor, and the professor will fully inform students of such policy at the beginning of the term.The faculty and staff at Florida State College want you to succeed. Since studies indicate a positive relationship between good attendance and better grades, you are strongly encouraged to attend all classes and arrive on time.Individual instructors establish their own class attendance policies. Each instructor’s policy is included in the course materials distributed at the beginning of each term.It is your responsibility to understand and follow these policies and, if possible, to notify instructors in advance when it is necessary to miss a class.Any anticipated prolonged absences should be reported to instructors as soon as possible.If you stop attending class(es) for any reason, you should consult with your instructor(s) about possible withdrawal from the class(es).
  • Class AttendanceThe policy on attendance for college classes will be the responsibility of the professor, and the professor will fully inform students of such policy at the beginning of the term.The faculty and staff at Florida State College want you to succeed. Since studies indicate a positive relationship between good attendance and better grades, you are strongly encouraged to attend all classes and arrive on time.Individual instructors establish their own class attendance policies. Each instructor’s policy is included in the course materials distributed at the beginning of each term.It is your responsibility to understand and follow these policies and, if possible, to notify instructors in advance when it is necessary to miss a class.Any anticipated prolonged absences should be reported to instructors as soon as possible.If you stop attending class(es) for any reason, you should consult with your instructor(s) about possible withdrawal from the class(es).
  • Class AttendanceThe policy on attendance for college classes will be the responsibility of the professor, and the professor will fully inform students of such policy at the beginning of the term.The faculty and staff at Florida State College want you to succeed. Since studies indicate a positive relationship between good attendance and better grades, you are strongly encouraged to attend all classes and arrive on time.Individual instructors establish their own class attendance policies. Each instructor’s policy is included in the course materials distributed at the beginning of each term.It is your responsibility to understand and follow these policies and, if possible, to notify instructors in advance when it is necessary to miss a class.Any anticipated prolonged absences should be reported to instructors as soon as possible.If you stop attending class(es) for any reason, you should consult with your instructor(s) about possible withdrawal from the class(es).
  • Class AttendanceThe policy on attendance for college classes will be the responsibility of the professor, and the professor will fully inform students of such policy at the beginning of the term.The faculty and staff at Florida State College want you to succeed. Since studies indicate a positive relationship between good attendance and better grades, you are strongly encouraged to attend all classes and arrive on time.Individual instructors establish their own class attendance policies. Each instructor’s policy is included in the course materials distributed at the beginning of each term.It is your responsibility to understand and follow these policies and, if possible, to notify instructors in advance when it is necessary to miss a class.Any anticipated prolonged absences should be reported to instructors as soon as possible.If you stop attending class(es) for any reason, you should consult with your instructor(s) about possible withdrawal from the class(es).
  • Create matrix of tool-use and correlated learning outcomes.
  • Transcript

    • 1. Motivating theDistance LearningStudentFlorida State College – Open CampusDr. Sheri Litt, Academic DeanAmy Moore, Instructional Program Manager
    • 2. Purpose:The purpose of this workshop is to explore ways ofmotivating online learners by introducing you tosome important standards and best practices inDistance Learning today. Over the course of the next three hours, you will have the opportunity to learn, engage scenarios, and - of course - to participate in ongoing discussion.
    • 3. What Is ?Motivation hasmany different definitions:
    • 4. The MUSIC modelof student motivationBrett Jones, Associate Professor of Educational Psychology at Virginia Techhas developed a helpful model by which to understand online student motivation.
    • 5. Real comments from online students• My professor helped me to understand the materials and gave me encouragement to stay focused. I enjoyed his class and will recommend it to other students.• This professor was amazing, she follows up quickly, answers all emails promptly and is very helpful. I definitely recommend her to anyone.• I have taken MAT0028 4 times between 2 different schools and failed miserably. 2 because of concentration issues outside of school (life going downhill!) and the other 2 because the professors were a joke, they had no concern for the students or a desire to teach students. I have struggled with factoring since 10th grade and after watching one of his videos it clicked in, NOW I am helping a friend of mine who’s having difficulties. I would recommend this professor any day to anyone who struggles with math, I just wish he was teaching MAT 1033 • The class was challenging, but the professor made it easier by encouraging interaction through the discussions and team project• I have taken other online courses before, but I have never had a better online Professor as Professor Haworth. He seems to be always present which can be very hard to do when everything is being done online. Professor Hayworth is a pro, he was timely with his responses to my emails and always posted the weekly announcements clearly.
    • 6. Real commentsfrom online students• I will never take another course by this professor. She was very uninterested in helping with problems, and had an attitude of "figure it out yourself".• Uncommunicative, and when the professor did choose to communicate, it was usually on an entirely different subject than that proprosed/questioned. Several times, I received response emails about entirely different topics/subjects and eventually, no response to the original email topic.• All I got was posted grades. Absolutely no feedback on the work that I did. While satisfied with the grades themselves, a little commentary from time to time would have been nice.• This class was very weird from the beginning and the instructor could[n’t] care less! I am not sure if all the hard work I put into this class even matters.What do these say about each student’s motivation, if you go by the MUSICmodel?
    • 7. Let’s TalkOnline Students
    • 8. Online student profile• Most online students are adults (25 or older)• Many juggle jobs and families, in addition to school “Compared to traditional students, many more adult students have full-time jobs, spouses, and/or dependent children—in short, they are place-bound and busy people.” “Addressing the Needs of Adult Learners” (AASCU)• Whether young or older, most students entering college require some remediation So, how do we respond to these diverse student needs?
    • 9. Open Campusstudent demographics Gender Age 0% 4% Male 17% < 19 34% 34% 19-20 Female 21-24 66% 25-29 26% 30+ 19% Source: JIRA Data Report
    • 10. A Typical Online Student
    • 11. With a diverse student body… … a “one-size-fits-all” approach won’t work.Digital Natives Digital ImmigrantsThink of themselves as Think of themselves asstudents teachersShort attention spans, parallel Longer attention, linearprocessing, random processing, step-by-step, textaccess, graphics first, play- first, work-oriented, stand-oriented, connected aloneSelf-centered Instructor-centeredProcess is more important Content is more importantAdapted from Alexandra Pickett and Marc Prensky, 2005 and 2007
    • 12. Potential barriersWhat can “unmotivate” students? Technology or content issues Lack of communication Lack of empowerment Life issues + instructor inflexibility Lack of individualized engagement They often have questions they’re afraid to ask… What if it’s too much work? What if I don’t understand? What if I fall behind? Is it too late to get back on track?
    • 13. Combating those barriersWe will focus on three important areas to helpincrease online student motivation. Communication Grading and feedback Making technology work for you
    • 14. A note before we begin…“Online learners must understand the increased personalresponsibilities that come with the flexibility of a virtualenvironment, while online educators must differentiatebetween academic rigor and an unyielding rigidity thatwould conflict with the benefits associated with taking acourse through the Internet.”“Maximal Interaction inthe Virtual Classroom:Establishing Connectionswith Adult Online Learners.”Walter Rankin, PhD.George Mason University.
    • 15. Communication
    • 16. OverviewEspecially online, students are looking for a sense ofconnection and engagement; this, in turn, contributes totheir persistence and success in the classroom.Therefore, it is vital that we look for ways to connect andprovide the personal attention that students crave.We set the stage for the tone of each class through avariety of communications, including our syllabi, ourannouncements, our e-mails, our feedback notes, and oursynchronous contact with students. So, how do we start providing better communication?
    • 17. An encouraging tone countsOne recent study of online students found thatwhen comments were communicated respectfully, “Students felt agency. They felt more involved in the class.”Five Pedagogical Practices to Improve Your Online Course, Feb2013, Vol. 13, Num. 2, Online Classroom
    • 18. Types of communication
    • 19. Course syllabusAre you communicating what you want to communicate?Think of your syllabus as part of yourfirst impression. What you say, andhow you present yourself, matters.Personalize• Professional photo• Standard and synchronous contact information and virtual office hours• Course information• Important dates• Assignment due dates• Assignment late policy• Grading and plagiarism policies• IT Maintenance windows• Any additional items unique to your courseAdopt a tone that is professional but approachable. This will makestudents more likely to feel comfortable contacting you with issues.
    • 20. Regular announcements• Provide feedback for the class on recent work• Provide a wrap-up of previous week• Provide a list of assignments for current week• Preview next week• Post additional reminders and encouragement as needed• Capitalize on your responses to common e-mail questions by sharing your answers with the class, remembering always to avoid identifying individuals.
    • 21. Example announcementHello Students,Ive graded the Written Assignment, and given you feedback.I thoroughly enjoyed the candid and thoughtful analyses most of youcreated. These are rich sources of our culture in very different ways andyou spent the time to explore them and respond. Consensus: medievalmusic is more familiar if you were raised in a traditionalchurch, contemporary sculpture owes much to the development of thegenre, Platos cave analogy is widely open to our individualinterpretations (and that is good) and most of you would prefer anAthenian style society, though the Spartans are much moreexciting to think about.One strong caveat: some of you simply posted a list of URLs forsources. As Ive been saying all along, URLs are NOT MLA citations.So, be sure that in your final project works - PowerPoint and paper -your Works Cited and citations are correct. You have plenty ofresources, and ignorance of the format will not serve as an excuse. As agroup, be sure no one has plagiarized and everything is carefully cited.Keep up the good work!
Professor Cheryl Huff-Marmora
    • 22. Timely, personalized e-mailShowing genuine concern can go a long way inretaining students who have may had other eventsarise that have hindered their progress.“Maximal Interaction in the Virtual Classroom: Establishing Connections with Adult OnlineLearners.” Walter Rankin, PhD. George Mason University. • Send progress messages addressed to the individual student • Respond to students, by name, when they contact you with questions. When possible, use the same rule of thumb you would in an office – respond by the end of the day and certainly within 24 hours. • Reinforce class announcements by sending also through e-mail. This will help ensure students “get the message” one way or another.
    • 23. Example e-mailDear Student,I very much enjoyed reading the week 5 discussions this week. You allare doing a GREAT job of tying in outside sources using APA formatting!I did notice that there are a large number of students that did notcomplete Exam 1. It was due last week, although I extended it officiallythrough tonight. Please make sure you have COMPLETED it by 11:59pm EST TONIGHT (2/13).Contact me if you have any questions.Best regards,Professor Corey Hall
    • 24. Discussion forum participation• Participate early and often• Create a sense of activity in the classroom• Require participation• Include a grade for participation• Provide an overview of what is due for each week• Make the discussion interesting. Ask questions.• Keep your tone clear, concise and conversational• Structure the discussion• Include ideas, and information generated in discussion on exams• Deal with unacceptable behavior via private email. Include policies on unacceptable behavior in syllabus and orientation materials.Source: http://www.suny.edu/sunytrainingcenter/files/enhancediscussion.htm
    • 25. Discussion ExampleThe professor seeds the discussion with a series of thought provokingquestions.What was Cleopatras role in the First and Second Triumvirates?Who did she align with in each Triumvirate? Who did she have romantic affairswith in each Triumvirate?Why was Egypt strategically important to would be rulers of Rome during thisperiod?Jane (student) submits a post.In the first Triumvirates, Cleopatra fell in love with Julius Caesar. The relationshipstrengthened Caesars power. He now had access to her military. Cleopatra boreJulius a son. Cleopatra followed Caeser back to Rome, but returned to Egypt in 44B.C., following his assassination. In the Second Triumbirates, Marc Anthony fell inlove with Cleopatra. Both Leaders were embroiled in a battle of Romes control.
    • 26. Discussion Example, cont’dThe Professor does not stop there. He continues the conversationand provides feedback.Jane, It is important that you made this connection. When Juliuspursued Cleopatra, it was not love that he was initially after butleverage and control over Egypts military. Great job!Here is a great scene where Julius Caesar presents Cleopatra andhis first born son to the people of Rome [attached video link]I have a question for you: How would a situation like this be beinterpreted in todays society?The Professor grades the students discussion post. His message ispositive and encouraging.Jane, You have done your research and will receive full credit foryour post. I enjoy reading your often thoughtful posts. Please keepup the good work!
    • 27. Presence in the virtual classroomSynchronous office hour sessionsand visual communication Why? and what?
    • 28. Synchronous Meetings
    • 29. Video Announcements
    • 30. Other Synchronous Tools
    • 31. Remember, Being Rigid and “One-Size-Fits-All” Does Not Motivate Students “When forced to make a choice between an important project just assigned by the boss and a long-planned research paper for an instructor, the online learner will most likely have little choice but to fulfill work obligations first. Perhaps the biggest mistake an online educator can make is to maintain rigidity that conflicts with the benefits associated with taking a course through the Internet.” “Maximal Interaction in the Virtual Classroom: Establishing Connections with Adult Online Learners.” Walter Rankin, PhD. George Mason University.
    • 32. Grading andFeedback
    • 33. OverviewImportanceJust as we need feedback to grow and improve, onlinestudents rely on feedback to make progress over thecourse of the term. The more specific and personalizedthe feedback, the better! When giving feedback, remember: • Refer to students by name • Acknowledge strengths • Identify areas for improvement • Be specific and substantive • Be timely!
    • 34. Targeted feedback is essential“The online classroom might be the only educationaloutlet in which the one-to-one interaction betweenthe instructor and the student is more important thanthe textbook, assignments or lectures. . . studentshave no other gauge of their ability thantargeted, specific feedback from the instructor.”The Journal of Educators Online, Volume 3, Number 2, July 2006
    • 35. Feedback and success“Monitoring and feedback is a condition for studentsuccess. Students are more likely to succeed insettings that provide faculty, staff, and studentsfrequent feedback about their performance.”“Taking Student Success Seriously: Rethinking the First Year of College”V. Tinto, Syracuse University. 2005.
    • 36. Model critical thinking“Ask a yes-or-no questionfollowed by why or why not?It balances quantitative andqualitative feedback.”Five Pedagogical Practices to Improve Your Online Course,Feb 2013, Vol. 13, Num. 2, Online Classroom
    • 37. When is feedback necessary?Types of Assignments• Essays• Reflective papers• Discussion responses• Journal entries• Open response quizzes and tests• Multiple choice quizzes and tests
    • 38. Feedback video
    • 39. Discussion: What Goes into Feedback Creative Thinking – Putting things together in new ways, new patterns, alternate approaches Knowledge “Models and Metaphors: Developing Critical Thinking in Asynchronous Threaded Discussions” Fredericka Joyner, Indiana University East
    • 40. In providing feedback, considerwhether students:• include the Why beneath their response? (e.g. I think that it is important to have fun at work because . . . . .)• include illustrative examples? (e.g. A time when I experienced boredom at work was . . . )• make connections to other theories, models, and/or frameworks from current or from other courses? (e.g. The text discussed recognition as an important aspect of engagement and this fits with my best job experience.)• ask questions.“Models and Metaphors: Developing Critical Thinking in Asynchronous ThreadedDiscussions” Fredericka Joyner, Indiana University East
    • 41. Essay: Anatomy of good feedback
    • 42. Activity• Discuss ways feedback has helped you professionally, personally, or academically• What are some of your best tips regarding feedback for students?
    • 43. MakingTechnology Workfor You
    • 44. Overview“When students are using technology as a tool or a support forcommunicating with others, they are in an active role ratherthan the passive role of recipient of information transmitted bya teacher, textbook, or broadcast. The student is activelymaking choices about how to generate, obtain, manipulate, ordisplay information. Technology use allows many morestudents to be actively thinking about information, makingchoices, and executing skills than is typical in teacher-ledlessons. Moreover, when technology is used as a tool tosupport students in performing authentic tasks, the studentsare in the position of defining their goals, making designdecisions, and evaluating their progress.“Effects of Technology on Classrooms and Students”
    • 45. Create a bridge ratherthan a barrierTechnological Reasons for Lack of Persistence• Can’t log into LMS• Can’t access e-book• Don’t know how to submit assignments• E-mail reliability issues• “I don’t know how to do this!”Technological Foundations for Motivation• Student-centered informal community• Novel engagement with material• Caters to different learning styles• “This is fun!”
    • 46. Fixed technologies What you have to know how to deal with:• Your LMS• Your e-mail application• Any external study platforms used in your class• Any e-books associated with your classIf you’re wondering how to usethem, your students are too!If you don’t want to lose students:• Take the time to learn the technology• Keep video and/or text tutorials handy to send students• Know the number for tech support (and be ready to call!)
    • 47. Technologies you chooseYou have the luxury of learning what’s out there.• Gamification • Synchronous chat• Social Media • Virtual conferencing• Scholarly Annotation Sites • Virtual white-boards• Web-Based Research Sites • Online tutors
    • 48. Gaming and Other Technologies
    • 49. Intersection and Integration Image from http://mchabib.com/2006/10/05/digital-library-as-third-place
    • 50. Some Options for Online Instructors• Conduct Office Hours via • Use a location app for students Skype or Elluminate to check in at assigned locations• Use Twitter hash tags to or to create an educational organize weekly discussions scavenger hunt• Use Social Bookmarking to • Create a college Wiki Note Important Sites for • Send Video Messages (via Learning Eyejot) rather than Standard E-• Create a Class Group Page on Mail Facebook • Use Google Earth or Google• Use Google Docs for Group Maps to Explore Cities or Work and Collaboration Regions of the World• Use Skype to Bring in a Guest • Have students create blogs to Speaker (and record the talk) journal and display work
    • 51. ReminderCardinal Rule of Educational TechnologyDon’t just use it because it’s cool. Use itbecause it makes sense for you and your class.
    • 52. Activity• How do, or your colleagues, you use technology in your classroom?• Brainstorm sites, tools, apps, software, hardware that might be helpful.
    • 53. Break
    • 54. SemesterMotivationChecklist
    • 55. Semester ChecklistConsider sending students an email to let them know the class hasstarted. This is a great opportunity to welcome the. Include basicinstructions and answer frequently asked questions.The first week of class Set the stage - Help students feel connected  Set expectations  Answer intro posts  Answer questions  Address students by nameEach week Monitor activity/attendance If a student is not active:  Reach out - send them an email  If no response within first week, drop a student for non- attendance. This will weed out students who lack motivation and send them a consistent message that activity is required.
    • 56. Semester ChecklistEach week Be visibly present at least 3 times a week  Host virtual office hours  Respond in discussion forums at least 5 times  Answer all student questions within 24 hours Post a weekly announcement  Wrap up of the previous week  Introduction to the upcoming week  Assignments due for the upcoming week
    • 57. Semester ChecklistLast week of class Post a course wrap up Encourage students to complete course survey Prepare to post final gradesClose of the semester Review student evaluations of your class. Self reflection: What worked? What didn’t work? Provide feedback to your campus. Remain in contact – in case students have questions.
    • 58. Small GroupActivity
    • 59. Demonstrate Your ApproachNow we’ll split into small groups andreceive real-life scenarios to which you’llrespond as a team.  Take a few minutes to discuss and decide upon a presentation.  Share with the group.
    • 60. crc@fscj.edu or 904.633.8496

    ×