This brief presentation examines a few techniques that are traditionally geared for face-to-face classes, but that I have used with varying degrees of success in my online course.

1. Applying Classroom Techniques
to an
Online Course
Aimée deChambeau
E-Resources Librarian
Melville Library
Stony Brook University
&
Part-time Instructor, Online
Department of Library Science
Clarion University
18 May 2006, CBbC
Applying Classroom Techniques Online
Aimée deChambeau

2. Introduction
Clarion University
BS Education, Library Science K-12
University of Pittsburgh
MLS (Agricultural Information)
CAS (Library Systems Design)
University of Akron
SoTAL Fellow
18 May 2006, CBbC
Applying Classroom Techniques Online
Aimée deChambeau

3. What we’ll cover
For each of 4 Techniques:
Reasons to use
How this has been applied online
Successes
Challenges
These have been applied in:
LS500:
Intro to Information Sources and Services
18 May 2006, CBbC
Applying Classroom Techniques Online
Aimée deChambeau

4. Technique 1: Modified Minute Papers
Minute papers:
Fast responses
Assess understanding at the moment
Why use?
Students synthesize and integrate ideas
Students state ideas concisely
Improves concentration – short and focused
Can improve listening
Easy collection of manageable feedback
18 May 2006, CBbC
Applying Classroom Techniques Online
Aimée deChambeau

5. Minute Papers as Adapted to LS500
Recommend short time limits on reflections
Enforce with limits on response length
Used for Pre- and Post- Reflections
5-20 minutes task time
½ page in length
Addresses the question:
What do you think it means to "conduct reference work"
and/or to "be a reference librarian."
18 May 2006, CBbC
Applying Classroom Techniques Online
Aimée deChambeau

6. Minute Papers as Adapted to LS500
Primary reasons for pre- and post- reflection:
1. It lets me know what they think reference work is.
2. It causes them to reflect on what their mental model of
reference is at that very moment.
3. It gives them something to look back upon at the end of
the course to see if what they think about reference work
has changed because of this class.
18 May 2006, CBbC
Applying Classroom Techniques Online
Aimée deChambeau

7. Technique 2: Buzz Groups
My favorite!
Bill McKeachie’s book Teaching Tips: Strategies, Research, and
Theory for College and University Teachers.
18 May 2006, CBbC
Applying Classroom Techniques Online
Aimée deChambeau

8. Technique 2: Buzz Groups
Buzz Groups: Small groups of students find solutions and report
back to entire class
Good for “reducing the risk of participation” for a student
Non-participants in large groups become participants in small
groups.
Feel obligated
Bigger sense of responsibility
18 May 2006, CBbC
Applying Classroom Techniques Online
Aimée deChambeau

9. Buzz Groups as Adapted to LS500
Very successful!
Excellent for online classes
An arena for intensive discussion that also reduces chaos!
All-class discussion forums can become crowded
BGs in LS500
3-5 students
“Private” area for group
Discussion Forum
Chat/Virtual Classroom
File exchange & e-Mail
18 May 2006, CBbC
Applying Classroom Techniques Online
Aimée deChambeau

10. Partial screenshot from a discussion forum
This partial screen shot shows just
a few threads.
There are 12 threads and over 240
posts in this forum.
You can see that this can quickly
become chaotic and difficult to
follow.
18 May 2006, CBbC
Applying Classroom Techniques Online
Aimée deChambeau

11. Partial screenshot from a forum for BGs to post
This is a complete
discussion forum for BGs
to post their solutions to a
case study.
In this case they were
asked to draft a letter to a
new Chairman of a public
library Board of Directors.
As you can see, this is far
less chaotic that the
previous example.
18 May 2006, CBbC
Applying Classroom Techniques Online
Aimée deChambeau

12. How do BGs Work?
Assign students to BG
Create Group Pages for BGs
Students test and acclimate to BG area
18 May 2006, CBbC
Applying Classroom Techniques Online
Aimée deChambeau

13. How do BGs Work?
Elect a spokesperson
Take time to solve problem as BG
Reach a consensus and post to all-class forum
Variety of solutions among groups is very interesting
18 May 2006, CBbC
Applying Classroom Techniques Online
Aimée deChambeau

14. Student Responses
Buzz Groups
Pro: Able to more fully participate; easier to come to a
consensus with just a few people in the group; this format made it
easier to focus.
I did think the size of the buzz group was optimal. In a
whole class discussion, you notice that some people are quick to answer
and answer every comment. By the time the rest of us get there, all we
can say is , "Me, too." Four or possibly five in a group will produce
someone who takes the lead, but everybody's comments seem to count
more.
Con: Don’t like group work; more limiting than discussing
as a whole class.
No, the content was pretty controversial and the end result
needed to be agreed upon, so it limited our responses. I felt that if it had
been in a forum we would have had more freedom to express individual
ideas and discuss them w/ others w/o trying to come to one consensus -
though that said, needing to come to a consensus is a good exercise as
well.
18 May 2006, CBbC
Applying Classroom Techniques Online
Aimée deChambeau

15. BG Challenges
Drops and no-shows
Create BGs early but don’t assign work until the class
attendance has stabilized
Participation rates within BGs
Ease the mind of those doing the work. Let everyone know
you can see what happens in the BG area and can tell who is
or is not contributing.
18 May 2006, CBbC
Applying Classroom Techniques Online
Aimée deChambeau

16. Technique 3: Peer Reviews
Help students develop their own self-assessment skills
Expose them to their colleagues’ work
18 May 2006, CBbC
Applying Classroom Techniques Online
Aimée deChambeau

17. Peer Reviews as Adapted to LS500
Wanted students to pay more attention to their own output
Increase sense of responsibility in having assignments ready on-
time
Learned that they wanted to revise after the peer review
18 May 2006, CBbC
Applying Classroom Techniques Online
Aimée deChambeau

18. How does Peer Review Work?
Create the peer review network
Reviewer  Student  Person to review
Include rubric with assignment
The cycle:
Student completes assignment  Reviewer reviews  Reviewer
returns review to student & copy to instructor  Student submits
work (or revision) to instructor
18 May 2006, CBbC
Applying Classroom Techniques Online
Aimée deChambeau

19. Peer Review: Lessons Learned
Success?
Some students did avoid procrastinating because of their sense
of responsibility to the reviewer.
Several students wished to modify based on reviewer
comments. This will become integral part of the exercise in the
future.
18 May 2006, CBbC
Applying Classroom Techniques Online
Aimée deChambeau

20. Student Responses
Peer Review
Pro: Good practice receiving constructive suggestions; good to
get feedback; liked looking at other people’s work.
I actually LIKED doing the peer review. Reading our review
rubric before sending in my own assignment gave me one last checklist.
By the time I got my partner's assignment, I was so steeped in the
requirements that it really took very little time to review.
Con: Preferred posting to an all class forum for all-class
feedback.
It was helpful, but I'm not sure that I got as much from them as I
could have. I had a little trouble figuring out when they were due--it
depended a bit too much on the other person being timely.
18 May 2006, CBbC
Applying Classroom Techniques Online
Aimée deChambeau

21. Peer Review Challenges
Complexity of peer network structure.
Frustration of reviewers when student was late with assignment.
Cannot use the review as part of the grade for the reviewer.
OK for a first try, will modify and use again because it is
important.
18 May 2006, CBbC
Applying Classroom Techniques Online
Aimée deChambeau

22. Technique 4: Role Play
Great way to include problem-based learning
Easy to pair students and have them act out scenarios and
improvise responses
Practice effective thinking
“…cognitive theory provides good support for the idea that
knowledge learned and used in a realistic, problem-solving
context is more likely to be remembered and used appropriately
when needed later.” (McKeachie)
18 May 2006, CBbC
Applying Classroom Techniques Online
Aimée deChambeau

23. Role Play as Adapted to LS500
Use role playing activities borrowed from InfoPeople Project
Reference librarians need to learn how to conduct an effective
reference interview
Best to learn by doing!
Library services no longer limited to in-person and telephone
interactions, so all modes of communication fair game for LS500
students!
18 May 2006, CBbC
Applying Classroom Techniques Online
Aimée deChambeau

24. How does Role Play Work?
Role play partners are assigned by the instructor
Partners each get a reference question for their role as patron
Everyone has the texts, published guidelines, and class
discussions for background on the role as reference librarian
Students negotiate which communication mode(s) to use
Post role play analysis must include the application of specific
references to the text and guidelines, etc
18 May 2006, CBbC
Applying Classroom Techniques Online
Aimée deChambeau

25. Role Play Success
Very successful!
Good application of readings to analyses
Good practice
Combined with another “in the field” exercise
Learned from summer sections that the order of the
exercises was important. Modified the work based on their
comments and got improved results in the spring term.
18 May 2006, CBbC
Applying Classroom Techniques Online
Aimée deChambeau

26. Student Responses
Role Play
Pro: Learning by doing is best; like the hands-on element;
made the readings and text more interesting; getting away from the book
was valuable.
Yes. I found that by actually trying to answer a reference
question from my partner, I was able to get feedback and a better
understanding of how to improve or rework the reference interview.
Discussing the topic is helpful, but trying to actually put it into action/
use, helped me to understand how I can apply the interview in the real
world.
Con: None.
18 May 2006, CBbC
Applying Classroom Techniques Online
Aimée deChambeau

27. Role Play Challenges
Similar challenges to other exercises that involve grouping
students together
Assign partners rather than let them find partners
Instructor plays roles when there is an odd number of students
enrolled
18 May 2006, CBbC
Applying Classroom Techniques Online
Aimée deChambeau

28. Summary
Four common classroom techniques:
Minute Papers
Buzz Groups
Peer Reviews
Role Play
Buzz Groups and Role Play are the most successful and easy to
manage logistically
Minute papers could in fact be applied more frequently.
Providing time and length restrictions helps students focus their
responses.
Peer reviews have merit, but are currently a “work in progress”!
18 May 2006, CBbC
Applying Classroom Techniques Online
Aimée deChambeau

29. Recommended Reading
McKeachie, Wilbert and Marilla Svinicki. Teaching Tips:
Strategies, Research and Theory for College and University
Teachers. 12th edition. Houghton Mifflin College Division, 2005.
Angelo, Thomas and K. Patricia Cross. Classroom Assessment
Techniques: A Handbook for College Teachers. John Wiley &
Sons, 2005.
18 May 2006, CBbC
Applying Classroom Techniques Online
Aimée deChambeau

30. Contact Aimée
Please feel free to contact me with comments and questions…
Aimée deChambeau
E-Resources Librarian
Library Director’s Office, Melville Library
Stony Brook, NY 11794-3300
631.632.1811
adechambeau@clarion.edu
aimee.dechambeau@stonybrook.edu
18 May 2006, CBbC
Applying Classroom Techniques Online
Aimée deChambeau