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Group 1 Case Study

Group 1 Case Study

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  • I have made changes the this slide its in Green. I have directed this towards Emilena, as she is the student who will have to make the change - Claire
  • Do we need the types of online communication? This slide is far to busy and definetly doe not meet APA standards
  • I think if we cut it off here rather than reiterating the presentation that should do
  • Transcript

    • 1. Figure 1. Graduation, Adapted from “Photo Dictionary,” 2012,Graduation Cap. Retrieved March 18, 2012 from http://photo-dictionary.com/phrase/416/graduation-cap.html#b GROUP 1: ONLINE EDUCATION 1
    • 2. Figure 3. Working Mom. Adapted from “That’s About it,” April 28, 2011, WorkingMom’s Greatest Enemy. Retrieved March 28, 2012 fromhttp://apalulu.blogspot.ca/2011/04/working-moms-greatest-enemy.html GROUP 1: ONLINE EDUCATION 2
    • 3. The experience of online learning in relation to adultFigure 2. Online Ed. Adapted from “OLX,” 2012, learning principles.Online training on TERA DATA from hyd.Retrieved March 18, 2012 fromhttp://bluemont.olx.com/online-training-on-tera-data-from-hyd-iid-45576120 GROUP 1: ONLINE EDUCATION 3
    • 4.   Emilena Clamut is Nurse Practitioner, working full time.    She resides in Toronto with her husband and two young children. She commutes an hour to Hamilton for work Monday through Friday on the go-bus. Emilena is feeling the pressure and stress of long shifts, daily commutes and an abundance of work at home. She wishes she could spend more valuable time with her family.       Emilena’s solution to being closer to her family and having more time to spend with them is to further her education so that she can teach other aspiring Nurse Practitioners at the university closer to home. She has decided to take part-time online courses, hoping to obtain a certificate for ‘Adult Education’. Emilena has a multitude of issues to overcome, including her first time experience with online education. How will she get ‘superpower’ abilities to manage everything?       Monique Ringer is the instructor for the online ‘Adult Education’ program. She resides in Vancouver, BC, and too has a busy personal and professional life. She has beenFigure 1. Wonder Woman. Adapted from teaching distance education online for several years and“Wonder Woman Costume,” by C. Keane, has the experience and knowledge required to help2010, Costume Designer and CosplayModel. Retreieved March 16, 2012 from Emilena and other adult learners cope with theirhttp://www.candy-lee.com/Wonder- challenges.Woman.html GROUP 1: ONLINE EDUCATION 4
    • 5. Monique asked each of the adult leaners enrolledin the online Adult Education Program to create astudent profile prior to beginning the course.Student Profile requirements:  Facts about yourself within your personal comfort zone  Experience with teaching and/or training adults, if applicable  Previous exposure to online learning and distance education  Hopes and fears you have with regards to this online learning journey GROUP 1: ONLINE EDUCATION 5
    • 6.  Married, two young children, Facts full-time Nurse Practitioner, commutes to work Teaching  No teaching experience Experience  No online education experience  Hopes to spend more time with Online education her family by working closer to experience home as an instructor for Nurse Practitioners Hope and fears  Fears of failure due to lack of experience and stress from a busy professional and personal life GROUP 1: ONLINE EDUCATION 6
    • 7.  Adult learners are self directed Adult learners possess years of experience Adult learners possess internal and external motivation Adult learners relate learning to their own experiences Adult learners bring life experience and depth of knowledge to courses they choose to take. Adult learners learn based on their age and stages in life.Course material should incorporate projects and discussions that all course participants can contribute to. (Knowles in Moyer&Wittman-Price, 2008) GROUP 1: ONLINE EDUCATION 7
    • 8. Vocational learning is defined as any experience or activitythat improves our knowledge or skills within a specific job orrole. In Emilena’s case, it would directly relate to becomingan instructor for other aspiring Nurse Practitioner’s throughonline distance education while maintaining her current roleas a Nurse Practitioner. This will allow Emilena to balance andplan for the course workload along with her other tasks.Vocational Learning:Provides the students with the course hours and expectationsProvides the course objectives and activities, which preventssurprises for the learnersProvides the student with the expectations of the course andthe format for evaluation(s) (Durham, 2010) GROUP 1: ONLINE EDUCATION 8
    • 9. Emilena is a ‘goal oriented’ learner. She would like tocomplete a certificate in ‘Adult Education’ for thepurpose of fulfilling her ideal career and lifestyle.Monique’s Strategy:Provide the course objectives at the beginning of theprogramProvide marking grid(s) for assignments and coursework (Moyer & Wittman-Price, 2008)These ‘stepping stones’ will keep Emilena driven whileworking towards becoming a Nurse Practitioner’sinstructor. GROUP 1: ONLINE EDUCATION 9
    • 10. Adult learners often return to education once they haveidentified a need to enhance their learning and skills. Eventhough they have developed experience and skills overtime, this may help or hinder their learning process. Itshould be recognised and respected, but not keep themfrom being open minded or capable or change. (Ross,2006)Emilena is an experienced Nurse Practitioner who possessesthe principles of an adult learner on a daily basis. Shebrings with her experience and knowledge in her profession. GROUP 1: ONLINE EDUCATION 10
    • 11. Monique’s Strategy:Monique will acknowledge and express appreciation forEmilena’s life experience which she brings to the onlinecourse. Based on Maslow’s theory of human needs, theneed for recognition, respect and acknowledgment is key.Group work. This will allow Emilena and other groupmembers to use their experience to help their peerlearners. This also creates a confidence boost. (Sadri &Clarke Bowen, 2011) GROUP 1: ONLINE EDUCATION 11
    • 12. How can Emilena accomplish her goals?Carter, Bishop, Kravits, Moniz-Lecce, 2008) Keep your goal as the focus of direction for your accomplishment
    • 13. According to Knowles, a self-directed learner consists of 6 major steps:(Merriam, Caffarella, Baumgartner, 2001)
    • 14. Monique recognizes that Emilena will have severalobstacles to overcome during this online course. Moniquestrives to help her students succeed and will thereforecoach Emilena through these challenges. Emilena’sobvious issues are as follows:1) Developing online learning strategies and skills2) Balancing her professional, personal and academic life3) Communicating with instructor(s) and online peerlearners4) Becoming a self-motivated adult learner GROUP 1: ONLINE EDUCATION 14
    • 15.  Dealing with the various learning styles and being flexible Establishing realistic goals and coping with stress Evaluating the active verbs in the course learning outcome to ensure understanding and format for evaluation Creating a positive learning environment for peer support and group work Identifying academic weaknesses and asking for help Avoiding perfectionism, procrastination and becoming overwhelmed GROUP 1: ONLINE EDUCATION 15
    • 16. Emilena needs support because she is new to onlineeducation.Monique’s Strategy: Create a ‘collaborative learning environment’ whereEmilena and other students can meet online. For example,message boards. The adult learners can introducethemselves, post questions and discuss relevant topics. Thisallows and encourages adult learners to assist their peers inthe learning process. Activities and assignments can be introduced toencourage all students to participate regardless of theirability, experience and/or challenges that they may face. GROUP 1: ONLINE EDUCATION 16
    • 17.  Monique can encourage mentoring! This methodprovides an excellent opportunity for adult learners, likeEmilena, returning to formal education to receive supportand timely responses to issues they may encounter. Monique will play the role of a liaison by facilitating andensuring the adult learners have a ‘group forum’ tocommunicate. The main objective is to allow students tocommunicate without jumping in and allowing theirthoughts to be heard. Monique will also incorporate group chat rooms. Thiswill allow instant communication between students whenanswers are needed in a timely manner. GROUP 1: ONLINE EDUCATION 17
    • 18. Emilena is new to online distance education. She is tryingto balance her personal, professional and academic life.Emelina must adjust her analytical, creative and practicalthinking skills for successful intelligence. She will need tofocus on her strengths and enhance her weaker skills tobecome successful in this online program. Successfulintelligence requires that she separate, evaluate and selectideas and information as she thinks through problematicsolutions.Emilena needs to avoid becoming overwhelmed by notfocusing on perfectionism. This will keep her environmentpositive. She must realize and plan for obstaclesthroughout her learning process. This is a challenges forher to conquer. GROUP 1: ONLINE EDUCATION 18
    • 19. Monique’s Strategy:Encourage Emilena to ask for help and assure her she has apersonal support system onlineEncourage small group formation online for support. This willhelp her to address her weakness through encouragement andreassurance.Advise Emilena of the importance of good communication duringonline education.Ask Emilena to provide her learning style and concerns she ishaving. This will allow Monique to better understand her learningneeds.Advise Emilena to be flexible and open minded to mesh herlearning style with the instructors style of course delivery.(Carter, Bishop, Kravits, Moniz-Lecce Keys to Success p. 74) GROUP 1: ONLINE EDUCATION 19
    • 20. How can the student effectively manage their time?Carter, Bishop, Kravits, Moniz-Lecce, 2008) Make a to do list, be realistic, provide yourself with “YOUR TIME”
    • 21. How the student can cope with stress?Carter, Bishop, Kravits, Moniz-Lecce, 2008) Know when to say “NO”, reward yourself, ask for help, don’t get overwhelmed
    • 22. Distance education involves: 1) student/instructor interactions 2) student/student interactionsOnline communication includes: chat rooms, email, discussion boards,forums, bulletins and wiki.Types of online communication environments: 1) Synchronous: To be online at the same time as your peers andinteract with them “real time”. This allows communication to feel casual,interactive, lively, and may help with instant clarity. 2) Asynchronous: Does not requiring group members to beonline at the same time. This is often used during online distanceeducation due to conflict of schedules among group members.Asynchronous communication allows the learner to browse, read, andrespond at their own pace. Responding in a timely manner showsrespect to the instructor and peer adult learners. GROUP 1: ONLINE EDUCATION 22
    • 23. Monique must provide Emilena with information and tipson how to communicate online most effectively.Monique’s Strategy:Guidelines:  Use short sentences and paragraphs to avoid run-on sentences and confusion.  Review and correct your own work to ensure you are getting your point across without confusion. After posting a message or response, wait a few minutes and then re-read your post before submission.  Use spell check and grammar features.  Dont assume that your tone, joking or sarcastic will be properly interpreted. During group chat or email, use emotions where appropriate to assure you will be properly understood. (Orientation, 2005) GROUP 1: ONLINE EDUCATION 23
    • 24. Based on Emilena’s culture, socioeconomic status, race, genderand religion she may face challenges with the various diversitiesin this online course.Monique’s Strategy:Communication with class should be held at a grade 5-6reading level to accommodate individuals with differentcognitive abilitiesClearly communicate class expectation and course outlines asstudents may have a language barrierMonitor comprehension level of each student through postingswith respect and tolerance to learning speedUtilize email or forums to check comprehension and avoiddiscrimination for those with special needs, learning disabilitiesand language barriers (Bastable, 2008) GROUP 1: ONLINE EDUCATION 24
    • 25. Every adult learner has their specific cultural backgroundand belief system.  Monique’s StrategyTo be aware that culture influences one’s interpretationand responses to learning.Each individual has the right to be respected regardless oftheir background and cultureThe educator needs to develop rules and responsibilitieswhich the students are held accountableThe educator needs to be sensitive to interaction with aculturally diverse community, enforce professor specificsduring the courseWeb based communication might make it difficult toassess for cultural nuances (Bastable, 2008) GROUP 1: ONLINE EDUCATION 25
    • 26. It has been established that online learning is new toEmilena. Therefore, she will be challenged with stayingfocused and motivated. When she was studying tobecome a Nurse she had in-class structure and was ableto ask questions and receive answers personally from theother course participants and the instructor.Emilena might feel nervous and slightly apprehensivebecause she will not have the weekly in-personinteraction she became accustomed to during herprevious learning experiences.Therefore, in order to be self-motivated Monique couldencourage the following: GROUP 1: ONLINE EDUCATION 26
    • 27.  Remember the purpose for enrollment when it becomes challenging to strive forward Be realistic that she may not get ‘perfect’ marks but to learn from her mistakes and accept constructive criticism. This leads to self-improvement. Don’t quit or give up especially when it becomes challenging to find time for course/group work Remove self-limiting thinking and think positive! Become involved in providing assistance and feedback to someone else in the course.(Example: Receiving a ‘Thank You’ could lead to a feeling of contribution towards someone else’s success and personal encouragement to continue on) GROUP 1: ONLINE EDUCATION
    • 28. In Summary: Every adult learner has their own issues and challenges to overcome during completion of online distance education courses. Each instructor must take various considerations into account while guiding their students through the learning process. The adult learning principles and learning theories are helpful tools that an instructor can utilize to assist their students. After reviewing Emilena’s online student profile, Monique discovered some challenges that Emilena may require assistance overcoming. Monique determined these challenges and provided Emilena with some helpful information which will increase the likelihood of Emilena’s success.http://www.become-a-nurse- This helps to create a comfortable and safe environment fornow.com/changing-careers-from-teacher- Emilena, as well as assist with assurance and motivation she mayto-nurse.html need to stay focused and driven. By establishing comfort and communication with the instructor and other adult learners, Emilena will feel safe to take risks and explore her learning capabilities and talents. Forming a support system with the online peers allows Emilena to feel she is part of a team and will therefore strive for success. Being an adult learner has some challenges which is why the adult learning principles and characteristics have been defined to Emilena. Incorporating and relating to the infamous learning theories helps define the learning curve for Emilena as well as her support system. GROUP 1: ONLINE EDUCATION 28
    • 29. Emilena has achieved more than her initial goal of becoming an instructor to peer nurse practitioners. She has surprised herself with how much she is capable of achieving. Not only did she become comfortable with online education, but she mastered her online communication and skills. Emilena found a great balance in her personal , professional and student life. Emilena exuberates the confidence and knowledge required to help student nurses and other nurse practitioners looking to also instruct. After completion of her ‘Adult Education’ certificate, Emilena now walks ten minutes to work ,four days a week, and is happy to be spending more time at home with her family and friends. She uses her spare time to exercise instead of commuting and feels better than ever! Emilena is well respected and admired forhttp://www.gcep.org/GCEPHome.htm her perseverance by her family, friends, coworkers and peers. GROUP 1: ONLINE EDUCATION 29
    • 30. How To Be Motivated Without A Motivator. Retrieved March 26, 2012, from http://www.routes-to-self-improvement.com/Motivation2.htm10 Terrific Self Motivating Tips. Retrieved March 26, 2012, from http://topachievement.com/mikemoore.htmlR.I.T. Adult Learning. (2012). Retrieved March 26, 2012 from …..http://online.rit.edu/faculty/teaching_strategies/adult_learners.cfmDurham, J. (2010). Explore Adult Learning. Retrieved March 26, 2012 from http://www.exploreadultlearning.co.uk/what-vocational-learning.htmlDistance Education. (2005). Retrieved March 22, 2012 from http://distance.tamu.edu/current/ orientation/orientation-online-communication-tips.htmlIllinois Online Network. Retrieved March 11, 2012, from www.ion.uillinois.edu/resources/tutorials/pedagogy/instructionalstrategies.aspCarter, C; Bishop, J; Kravits, S; Moniz-Lecce, S. (2007) Values, goals, time and stress: …… managing yourself. Keys to success, Ch. 2, p. 28- 48
    • 31. Bastable, S (2008). Nurse Educator. Principles of teaching and learning got Nursing practice.3rd……ed. Jones and Bartlett Publishers, TorontoMoyer, B. & Wittman-Price, R. (2008). Nursing Education. Foundations for practice excellence.……FA Davis Company, PhiladelphiaRussel, S.(2006)An Overview of Adult Learning Processes: Adult-Learning Principles. Society of……Urological Nurses and Associates retrieved fromhttp://www.medscape.com/viewarticle/547417_2Sadri, G.& Clarke-Bowen ,R.(2011). Meeting Employee Requirement. Industrial Engineer, ……October, 44- 48 GROUP 1: ONLINE EDUCATION 32

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