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Social Presence, Learner Supports, and Assessment in Online Classes

Social Presence, Learner Supports, and Assessment in Online Classes



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

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 Social Presence, Learner Supports, and Assessment in Online Classes Presentation Transcript

    • 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 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
    • 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 in a virtual environment and so signals his/her availability for interpersonal transactions.”
    • 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.
    • 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
    • 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 Gentle Guidance  Timeliness  Future Orientation *Getzlaf, 2009
    • 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.
    • Learner Supports
    • 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”
    • 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
    • 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
    • Discussion Boards
    • 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
    • Discussion Boards with a Purpose  Demonstration of Knowledge of Key Concepts  Community Building  Reflection  Consensus Building  Critical Thinking  Student Leadership
    • 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 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
    • 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
    • Assessment in Online Courses
    • Types of Assessment  End of Semester Paper  Weekly Tests or Quizzes  Group Projects  Case Study Analysis  Journals/Blogs  Reading Responses  Threaded Discussion Participation
    • 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
    • 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 technology projects
    • Questions?