Sarah Glova“Traditional teaching can also benefit from what has proven effective for distance education classes... Colleges, instructors, and students must continue to work to together to improve the way education is delivered.”
Sarah GlovaThe traditional classroom and the online environment are very different.
Sarah GlovaThe traditional classroom and the online environment are very different. In today’s discussion, we’ll try to highlight some strategies that work effectively for online spaces. These strategies will be useful in any classroom that utilizes technologies (from traditional to hybrid to online)
Sarah Glova“When moving to a distance format, an instructor cannot simply replicate what is done in a traditional classroom” (Chaney et al. 2008; Dykman and Davis 2008c; Keramidas et al. 2007; Tallent-Runnells et al. 2006; Vaughn 2007; Zhao et al. 2009).Renes, S. L., & Strange, A. T. (2010). Using Technology to Enhance Higher Education. Innovative Higher Education, 36(3), 203–213. doi:10.1007/s10755-010-9167-3
Sarah GlovaSurvey of presentation audience.
Sarah E-WToday we’ll focus on three different themes. We organized our strategies into these themes because we felt these themes are consistent concerns for both students and instructors when using online resources. All instructors and students worry about whether they’ll be able to stay connected online, whether they’ll be informed about the progress of the course or about the activities of others, and whether they’ll be effective, whether that means effective graders or effective participants.
Sarah E-WMost poignantly, students broached concerns about the hybrid courses being offered, specifically noting their perceptions that: (1) professors unnecessarily assigned students more “busy work” and “tedious tasks” (defined as active work of little value to course objectives) just to keep students occupied online within hybrid courses; (2) the online activities in which students were required to engage were confusing, disorganized, and complicated by the use of technology and other online resources which hindered student learning; (3) students missed coming to their face-to-face classes…Foulger, T. S., Amrein-Beardsley, A., & Toth, M. J. (2011). Students’ Roles in Exposing Growing Pains: Using the “Dean’s Concerns” to Refine Hybrid Instruction. International Journal of Teaching and Learning in Higher Education, 23(2), 150–165.
Sarah E-WAsk audience.
Sarah GlovaNext we’ll talk about “Informed.”
Sarah GlovaStudents need to be informed about themselves, their peers, and their instructor. Instruction and support are important for teaching presence. Sustained communication is important to cognitive presence. “A well-defined social presence (learners presenting themselves as real people), teaching presence (appropriate instruction and support), and cognitive presence (constructing meaning through sustained communication) all work together to promote deep and meaningful learning.”Renes, S. L., & Strange, A. T. (2010). Using Technology to Enhance Higher Education. Innovative Higher Education, 36(3), 203–213. doi:10.1007/s10755-010-9167-3
Sarah GlovaAsk participants
Sarah E-WMany instructors worry that taking on hybrid or online responsibilities will create too many additional “hats” for them.“Instructors who take on the challenge of teaching in a distance format often must serve as role models, problem solvers, and liaisons” (Zhao et al. 2009).Renes, S. L., & Strange, A. T. (2010). Using Technology to Enhance Higher Education. Innovative Higher Education, 36(3), 203–213. doi:10.1007/s10755-010-9167-3
Hybrid/Online Teaching Strategies
Strategies for Teaching in a Hybrid* Environment Sarah Egan Warren & Sarah Glova*Strategies will be applicable to online and in-person courses as well
Informed“A well-defined social presence (learners presentingthemselves as real people), teaching presence (appropriateinstruction and support), and cognitive presence(constructing meaning through sustained communication) allwork together to promote deep and meaningful learning.”
InformedHow do we inform our students about: their progress other perspectives course announcements, updates …in hybrid or online course?
Informed Progress Reports Ex. Group or individual progress Outside Perspectives Ex. Guest Skype calls, TED Talks, Khan Academy Podcast,Vodcast, or Blog Ex. Instructor updates, group progress, assignment descriptions
InformedTED Talk John Bohannon: Dance vs. powerpoint, a modest proposalUse dancers instead of powerpoint. Thats sciencewriter John Bohannons "modest proposal." In thisspellbinding choreographed talk he makes his caseby example, aided by dancers from Black LabelMovement. (Filmed at TEDxBrussels.)http://www.ted.com/talks/john_bohannon_dance_vs_powerpoint_a_modest_proposal.html
Effective“Instructors who take on the challenge ofteaching in a distance format often mustserve as role models, problemsolvers, and liaisons.”
EffectiveHow do we effectively: gauge student understanding work with different levels of students grade, provide feedback, monitor progress maintain teaching responsibilities (!) …in hybrid or online courses?
Effective Survey of Students Ex. Post-unit survey to test comfort with material; new- semester survey about backgrounds, interests, experience On-Demand Resource Spaces Ex. Resources for lower-level skills; feedback for effective grading Prepare students for class Ex. Links to online resources to prepare for class activity
Resources: ResearchStudents’ Roles in Exposing Growing Pains: Using the “Dean’sConcerns” to Refine Hybrid InstructionThis study was instigated when 12 teacher education students expressed four concerns about theirhybrid courses (part online, part face-to-face) to the college dean. In an effort gain the perspective of thebroader population of students so instructors could improve this delivery method in the college, faculty-researchers sought input related to the “Dean’s Concerns” from all students enrolled in hybrid courses. Abroadly distributed questionnaire revealed that attitudes towards hybrid courses were positive, but thatsome problems existed related to student abilities to access course content, relevance, socialcommunications, and their instructors’ ability to use technology. Faculty researchers were not able todetermine the effect of any pedagogical changes imposed by technology on student perceptions.Researchers conclude that significant innovations in education can create growing pains for students, butthese kinds of pains should be anticipated and accounted for, and that students have an important role inexposing growing pains and can support efforts to improve distance learning.Foulger, T. S., Amrein-Beardsley, A., &Toth, M. J. (2011). Students’ Roles in Exposing Growing Pains: Usingthe “Dean’s Concerns” to Refine Hybrid Instruction. International Journal of Teaching and Learning inHigher Education, 23(2), 150–165.
Resources: ResearchUsing Technology to Enhance Higher EducationWhether our students are sitting in the room with us as we teach, sitting in their homelistening, participating by video-conference, or answering discussion questions on an onlineplatform, technology can play a pivotal role in student learning. In this article we discusstechnology in higher education, specifically its role in hybrid or online formats. As Renard(2005) so eloquently stated, "No generation has ever had to wait so little time for so muchinformation" (p. 44). Presented here is a discussion of the types of students who benefitfrom distance learning, the factors that prompt instructors to engage in distancelearning, and what instructors should know about distance education before they beginteaching with this kind of delivery.Renes, S. L., & Strange, A. T. (2010). Using Technology to Enhance Higher Education.Innovative Higher Education, 36(3), 203–213. doi:10.1007/s10755-010-9167-3
Resources: ResearchCooperative Learning: Smart Pedagogy and Toolsfor Online and Hybrid CoursesThis article focuses on meshing technology-enhanced learning with cooperative learningpedagogy, to address teaching/learning challenges in higher education online and hybridcourses. Illustrations of implementation are made using coursework exemplars. Start-upsolutions and sample applications are summarized. The purposes of this article are toprovide an overview of cooperative learning in online and blended teaching/learningsettings, and identify start-up strategies for faculty implementation.Gradel, K., &Edson, A. J. (2011). Cooperative Learning: Smart Pedagogy and Tools for Onlineand Hybrid Courses. Journal of Educational Technology Systems, 39(2), 193–212.
Resources: Media BlackboardTV The Voice of an Active Learner www.youtube.com/watch?v=CZ5Vy9BgSeY The New York Times Technology Changing How Students Learn, Teachers Say www.nytimes.com/2012/11/01/education/technology-is-changing-how- students-learn-teachers-say.html Forbes How Online Courses Can Form a Basis for On-Campus Teaching http://www.forbes.com/sites/coursera/2012/11/07/how-online-courses-can- form-a-basis-for-on-campus-teaching/