teachingonline

Promoting Onlineteaching and learning with technologies
FeiGao
Instructional Designer
Montclair State University
April 8th, 2010

Statistics in Online Education
Over 4.6 million college and university students were taking at least one online course (Fall 2008)
17% growth rate for online enrollment in 2008
(1.2% growth of the overall higher education student population)
More than one-third of public university faculty have taught an online course.
Sloan (2010)
2

Benefits
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“It allows me to learn at anytime, from anywhere.”
“Course material is accessible 24 hours a day 7 days a week. I have the ability to read and re read lectures, discussions, explanations and comments.”
“ I think it makes you more open and get to hear EVERYONE’s opinion because you have to post to discussion boards/modules etc.”

Problems
“I did not really get to know people in this course!”
“I would have liked to meet the professor face-to-face to get more of her insights into the material!”
“The discussions never got to a critical thinking level!”
4

An Online Community of Inquiry
Garrison et al. (2000)
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“the degree to which a person is perceived as a ‘real person' in mediated communication”
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“the design, facilitation and direction of cognitive and social processes”
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“I would have liked to meet the professor face-to-face to get more of her insights into the materials!”
9

“the extent to which the participants are able to construct meaning through sustained communication”
10

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Promoting Social Presence
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(1) Incorporating Audio and Video Communication
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One-way/Two-way communication, Asynchronous/Synchronous

(2) Creating a Supportive Learning Environment
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Social networking, Resource sharing, Relation building

(3) Share Personal Stories and Experiences
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Self-introduction, Group discussions

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An Example
Creating a Learning Community using Ning

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An Example
Creating a Learning Community using Ning
Share each other’s pictures and videos
Share useful resources and news
Share and comment on each other’s work
Communicate with the instructor informally

Promoting Teaching Presence
“I would have liked to have met the professor face-to-face to get more of her insights into the materials!”
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(1) Designing a Variety of Learning Activities
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The needs from learners with different learning styles
Bonk & Zhang (2006)

(2) Providing Guidance and Feedback
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Expectations and feedbacks on student participation and performance

(3) Assessing Student Learning in Various Ways
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Formative assessment & Summative assessment

An Example
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Creating Interactive Lectures using VoiceThread

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An Example
Creating Interactive Lectures using VoiceThread
Instructor can use multimedia content in one presentation
Learners can interact with the instructor
Instructor can assess students’ understanding
Instructor can provide timely feedbacks to learners’ ideas
Click here to read my paper on VoiceThread and COI model

Promoting Cognitive Presence
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(Collison, Elbaum, Haavind, & Tinker, 2000)
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“I agree”
“me too!”
“right on”
“nice post”
“I agree”
“I agree”
“that was a good post”
“I could not have said it better”
“well done”
“me 3!”
(Larson & Keiper, 2002)
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A Text-Focused Discussion Environment
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A Comparative Study
New Environment
Threaded Forum
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Total Number of Posts
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Total Number of Posts
P<.05
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Percentage of Text-Focused Posts
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Percentage of Text-Focused Posts
P<.05
36

“ [The new environment] was much easier to stay on topic, ask any questions, or add any discussion points within the article.”
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Percentage of Posts on General Issues
P<.05
38

“[In the new environment,] we're a bit more restricted to what we are supposed to discuss. I mean in the forums, we had a general discussion board, where anything could be brought up.”
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A Discussion Environment that Encourages Interactions
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Survey Results from a Comparative Study
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The environment made it EASY
to see the growth and development of a thread of discussion
1.38 (0.81) 0.38 (0.89)
P<.05
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to extend and build ideas on a thread of discussion
1.38 (0.89) 0.25 (0.93)
P<.05
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to see how a post is connected to others
1.44 (0.96) 0.25 (1.06)
P<.05
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to build within-thread and cross-thread connections
1.69(0.48) -0.38(0.89)
P<.05
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Social Presence
Teaching Presence
Cognitive Presence

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Tell us your story…
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teachingonline

by Fei Gao

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