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Fulfilling the Need for Real-Time Interaction in the Online Environment

Fulfilling the Need for Real-Time Interaction in the Online Environment






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    Fulfilling the Need for Real-Time Interaction in the Online Environment Fulfilling the Need for Real-Time Interaction in the Online Environment Presentation Transcript

    • Kathy Carrigan, Chemistry Katie Leonard-Floyd, Aviation Science Maria Michalczyk, Institute for Health Professionals Greg Kaminski, Distance Education Portland Community College
      • Overabundance of “text” in online courses
      • Missing instructor voice in delivery of content
      • Lack of instructor/student voice in interaction
      • Few opportunities for real time interaction
      • Potential feeling of isolation
      • Lack of clear visual examples (especially given a need to show a flow of solving something)
      • Uses (including tools, format, logistics, requirements)
      • Benefits
      • Student impressions
      • Considerations
      • Support Issues
      • Future implementation
      • Participant window
      • Text chat
      • Audio
      • Polling
      • Whiteboard
      • PowerPoint
      • Share application
      • Web tour
      • Mandatory orientation during first 2 weeks
      • “ Live” IT support available if students have technology problems
      • Team taught, live interactive (synchronistic) tutoring/help sessions
      • Tablet laptops (expensive) but darn nice.
      • Tablets to plug into your computer .
      • “ Pen” and whiteboard to answer the many types of chemistry questions.
      • Math calculations showing unit factor work
        • Draw formulas
        • Write reactions
        • Lewis Structures
        • Draw hydrogen bonding examples!
      • Weekly meetings at set time (condensed “lecture”)
      • Highlights & time to ask questions
      • Some students stay longer for study group
      • Some view recordings
      • Healthcare Interpreting Training Program: 100 hours of curriculum delivered over two terms.
      • Course subject such as Spanish/English Medical Terminology, Theory and Labs
      • International reach: Japanese/English Medical Terminology taught from Japan Fall 2008.
      • Need for synchronous meeting time – lots of oral work.
      • Required orientation in Elluminate
      • Department meetings
        • PCC: 4 main campuses
        • Instructional Support dept. (my group)
          • Half of all meetings virtual
          • Save at least $45 mileage/meeting (if 3 people traveling)
          • Plus about $75/meeting in time spent driving
          • At least $1,100/yr (only a group of 5 people)
      • Best Practices sharing sessions (Distance faculty)
        • Various themes: promoting interaction, group work, assessment, retention, time management…
      • Exploring TLC virtual sessions (Teaching & Learning Center)
        • Expand accessibility
      • Bring in power points used for on campus “lectures”.
      • Stop and add in clean boards (fresh pages) to work examples and answer live questions.
      • Use voice and drawings to explain complicated concepts.
      • Increase student retention: (both numbers of students remaining in class after the 3rd week, and the amount of information students retain)
      • Increase in student self confidence.
      • Relieves that isolation experience that DL students feel.
      • Connects students to each other in a more personal way.
      • Adds personal touch – humor comes through!
      • Students have more confidence in asking each other questions by utilizing the discussion board.
      • We connect with students in a very real way, bringing in humor and humanizing the course.
      • We feel like we are teaching, facilitating learning and interacting with students in a way similar to being in class with them.
      • Students know where to go for help.
      • Students can revisit recorded sessions.
      • Save money & travel time.
      • Instructors:
        • Hesitant to use initially, but then tend to find it useful and not overly complicated
      • Students
        • Tend to get into it more easily
      • Keep the “line” open 24/7 so students can connect with each other and work in groups.
      • Set up more “rooms” for small group work for labs, projects, homework, etc.
      • Instructors need to learn how to support students from more distant locations, e.g. Hawaii, Caribbean, Tuscany…..
      • Equipment, Software
        • Speakers or headset
        • mic (optional)
        • Java plugin (test setup at http://www.elluminate.com/support/ )
      • Learning curve for instructors / students
      • Training (virtual) and documentation
      • Also promote training through Elluminate
      • Expense
        • PCC will continue supporting Elluminate, though on a somewhat reduced scale
      • Other web conferencing tools available
        • See comparison guide
      • Use of Elluminate at PCC:
      • Improves student interaction, feeling of community, retention
      • Provides avenue for highly productive synchronous meeting time
      • Allows for more audio / visual presentation to help meet the needs of a different learning style