Social Presence,
Learner Supports,
Collaboration and
Assessment in
Online Classes
2012 Survey of Online
Learning in the U.S.
Trends in Online Learning
 Over 6.7 million students were taking at least one
online course during the Fall 2011 term, an...
Trends in Online Learning
Trends in Online Learning
Social Presence
Kehrwald (2008) defines social presence as “an
individual’s ability to demonstrate his/her state
of being ...
Role of faculty changes online
 Become the facilitator of learning rather than
the “sage on the stage”
 Must continually...
Ways to be “present in an
online course
 Welcome email before course begins
 Weekly messages/videos
 Office Hours Onlin...
Online Course Meetings
 Hold weekly meetings with your course via
internet
 Wimba
 Google+ Hangouts
 Adobe Connect
Effective Instructor Feedback
 Incorporates student involvement and
individuation
 Positively Constructive
 Involves Ge...
Activity
Develop an email welcoming learners to your
course. After composing your email, describe
the strategies you used ...
Learner Supports
Build a Community of Learning
 Ice Breaker Discussion Board
 Possible Questions
 Something Interesting/Unique about you...
General Course Information
and Navigation
 File can include
 Frequently asked questions
 Tips for success in your cours...
Student Tools and Resources
Folder
 Links to important university resources
 IT Help Desk
 DCE Course Tools
 Office of...
Discussion Boards
Benefits to Using Online Discussion Boards
 Builds class community by promoting discussion on
course topics
 Allows time...
Discussion Boards with a Purpose
 Demonstration of Knowledge of Key Concepts
 Community Building
 Reflection
 Consensu...
Question Types
 Exploratory
 Challenge
 Relational
 Diagnostic
 Action
 Cause and Effect
 Hypothetical
*Davis, 1993
Strategies to Facilitate Online Discussion
Boards
 Give Students Clear Expectation
 Assess the quality as well as the qu...
Activity
 Develop a discussion question relevant to the
course you will be teaching and describe the
components of critic...
Assessment in Online
Courses
Types of Assessment
 End of Semester Paper
 Weekly Tests or Quizzes
 Group Projects
 Case Study Analysis
 Journals/Bl...
Threaded Discussion
Participation
 Allow for a more detailed assessment of
discussion. Are students really getting it?
 ...
Tests and Quizzes
 Great if students need to memorize facts
and figures
 Open book but timed
 Could use a proctor
Group Projects
 Moderate class online meetings
 Wikis
 Video Presentations
Rubrics
 Association for the Assessment of Learning
in Higher Education Rubrics
 Rubrics for assessing social media and
...
Questions?
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Social Presence, Learner Supports, and Assessment in Online Classes

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Social Presence, Learner Supports, and Assessment in Online Classes. Training for faculty.

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Social Presence, Learner Supports, and Assessment in Online Classes

  1. 1. Social Presence, Learner Supports, Collaboration and Assessment in Online Classes
  2. 2. 2012 Survey of Online Learning in the U.S.
  3. 3. Trends in Online Learning  Over 6.7 million students were taking at least one online course during the Fall 2011 term, an increase of 57,000 students over the previous year.  32% of higher education students now take at least one course online. *2012 Survey of Online Learning in the U.S. Allen & Seaman, 2013
  4. 4. Trends in Online Learning
  5. 5. Trends in Online Learning
  6. 6. Social Presence Kehrwald (2008) defines social presence as “an individual’s ability to demonstrate his/her state of being in a virtual environment and so signals his/her availability for interpersonal transactions.”
  7. 7. Role of faculty changes online  Become the facilitator of learning rather than the “sage on the stage”  Must continually monitor and engage learners in order to help them be successful  Interactions with students should be as frequent as possible with the goal being to engage learners, give encouragement, and provide them specific feedback to help them improve their performance.
  8. 8. Ways to be “present in an online course  Welcome email before course begins  Weekly messages/videos  Office Hours Online  Wimba  KSOL Chat  Skype  Google+ Hangouts  Timely grades and helpful, personal feedback
  9. 9. Online Course Meetings  Hold weekly meetings with your course via internet  Wimba  Google+ Hangouts  Adobe Connect
  10. 10. Effective Instructor Feedback  Incorporates student involvement and individuation  Positively Constructive  Involves Gentle Guidance  Timeliness  Future Orientation *Getzlaf, 2009
  11. 11. Activity Develop an email welcoming learners to your course. After composing your email, describe the strategies you used to make the message personable, convey understanding, provide motivation, demonstrate approachability, and establish the leaner-faculty relationship.
  12. 12. Learner Supports
  13. 13. Build a Community of Learning  Ice Breaker Discussion Board  Possible Questions  Something Interesting/Unique about yourself  What did you WANT to be when you grew up  Good things come in threes (list 3 favorite websites, three favorite activities and three favorite people)  Assign points in order to get more involvement  “Class Lounge”
  14. 14. General Course Information and Navigation  File can include  Frequently asked questions  Tips for success in your course  Your expectations  Any information that is not in the standard syllabus but is still important to the course
  15. 15. Student Tools and Resources Folder  Links to important university resources  IT Help Desk  DCE Course Tools  Office of Disability Support  Links to web tools or software they may be using  Helpful tutorials
  16. 16. Discussion Boards
  17. 17. Benefits to Using Online Discussion Boards  Builds class community by promoting discussion on course topics  Allows time for in-depth reflection  Facilitates learning by allowing students to view & to respond to the work of others  Develops thinking & writing skills  Allows guest experts to participate in the course by posting information & responding to questions *Edutopia, 2009
  18. 18. Discussion Boards with a Purpose  Demonstration of Knowledge of Key Concepts  Community Building  Reflection  Consensus Building  Critical Thinking  Student Leadership
  19. 19. Question Types  Exploratory  Challenge  Relational  Diagnostic  Action  Cause and Effect  Hypothetical *Davis, 1993
  20. 20. Strategies to Facilitate Online Discussion Boards  Give Students Clear Expectation  Assess the quality as well as the quantity of the students’ online posts.  Provide a schedule for students  Provide instruction for students to post to threads  Make yourself visible in the discussion  Do now allow domination of the discussion
  21. 21. Activity  Develop a discussion question relevant to the course you will be teaching and describe the components of critical thinking that learners will use to answer the discussion questions.  Four Components of Critical Thinking (Brookfield, 1987)  Identifying and challenging assumptions  Challenging the importance of context  Being able to imagine and explore alternatives  Having reflective skepticism
  22. 22. Assessment in Online Courses
  23. 23. Types of Assessment  End of Semester Paper  Weekly Tests or Quizzes  Group Projects  Case Study Analysis  Journals/Blogs  Reading Responses  Threaded Discussion Participation
  24. 24. Threaded Discussion Participation  Allow for a more detailed assessment of discussion. Are students really getting it?  Students are required to post a certain number of responses  Participation is graded by a rubric
  25. 25. Tests and Quizzes  Great if students need to memorize facts and figures  Open book but timed  Could use a proctor
  26. 26. Group Projects  Moderate class online meetings  Wikis  Video Presentations
  27. 27. Rubrics  Association for the Assessment of Learning in Higher Education Rubrics  Rubrics for assessing social media and technology projects
  28. 28. Questions?

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