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Using Videoconferencing in Distance Courses


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Presentation on using small-group videoconferening in synchronous distance courses

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Using Videoconferencing in Distance Courses

  1. 1. Amy Piotrowski, Ph.D. Marla Robertson, Ph.D. School of Teacher Education and Leadership USU-Uintah Basin Using Videoconferencing to Engage Students in IVC Courses
  2. 2. Importance of Dialogue in Learning • Powerful component of effective pedagogy (Howe & Abeden, 2013) • Encourages active student engagement and higher-order learning (Pahmer, Groschner, & Seidel, 2015) • Encourages multiple modes, media and genre (listening, speaking, reading, writing, viewing, representing) - a critical piece of learning (Ritchart, Church, & Morrison, 2011; Tharp & Gallimore, 1988; Vygotsky, 1978)
  3. 3. Importance of Dialogue in Learning • Allows all student voices to be heard and valued - particularly students who may be attending class alone in a remote location (Freire, 2000; Vygotsky, 1978) • Modeling discussion is an important part of our work as preservice and inservice teacher educators
  4. 4. Challenges in IVC • Some students are off-task without an instructor in the room (Fitzgibbon, 2003) • Students self-reported they are more likely to ask questions and feel they learn more in face-to-face classes over IVC classes (Sweeten, 2016) • The less the professor lectured and the more students shared their thoughts, the higher they rated the course (Stone and Saulino, 1997)
  5. 5. Using Small-Group Videoconferencing in IVC • We have used Acano/CMA and Zoom • Zoom allows the instructor to put students into Breakout Rooms by group, and the instructor can go into each Breakout Room to monitor discussions and talk to groups - kind of a virtual way of walking around the classroom while groups work
  6. 6. Small Group Discussion • Have students prepare for discussion by writing something to bring to class • Example: Reading Response about that week’s assigned readings • Bring to class to discuss with their group • After small group discussions, each group shares one important point from their discussion with the class in a whole class discussion
  7. 7. Small Group Discussion Format for Reading Response: • What - List 8-10 important points from the reading • So What - Why is the information in the reading important? • Now What - How can you apply or use the information in the reading? • Questions - 2 questions you still have after reading
  8. 8. Small Group Discussion • We have students discuss the questions that they came up with so that student questions drive the discussion • Discussion leader bring questions • Open discussion
  9. 9. Jigsaw These students become the expert on their reading. Have them take notes to share with their fellow students who have not read this. First Round: Expert Groups Reading #1- Student 1, 2, 3, 4 Reading #2 - Student 5, 6, 7, 8 Reading #3 - Student 9, 10, 11, 12 Reading #4 - Student 13, 14, 15, 16
  10. 10. Jigsaw Second Round: Jigsaw Groups Group #1- Student 1, 5, 9, 13 Group #2 - Student 2, 6, 10, 14 Group #3 - Student 3, 7, 11, 15 Group #4 - Student 4, 8, 12, 16 Expert on each reading shares the main points with the group. Each person takes a turn sharing.
  11. 11. Peer Feedback • Students can get peer feedback on a variety of assignments - research papers, essays, lab reports, lesson plans • “Writers need readers - a community for praise, suggestions, feedback, and responses” (Kirby & Crovitz, 2013, p. 201)
  12. 12. Peer Feedback • Provide students guidelines for providing peer feedback - students can even tell their group mates what they would like feedback on • Provide time for each student to get feedback on their work. You can set a timer for when groups should move on to the next person’s work
  13. 13. Peer Feedback • Students can evaluate the feedback they get from their peers. You could make this evaluation a grade.
  14. 14. Conclusion • Make sure the technology is working • Mimic face-to-face classrooms (our purpose) • Lone students • Large groups don’t always see the need • Teacher evaluations
  15. 15. Conclusion • Helpful to listen - it gives me something to respond to after we come back • Accountability for students - the instructor can pop in and listen or participate • Instructor can partner or group with a student/group of students • Discussion leader or no leader • Check-in on a project in progress
  16. 16. Link to WebEx • • For more information, email Robby Sproul in AIS
  17. 17. Questions? • Amy Piotrowski • Email: • Twitter: @piotrowskiamy • Marla Robertson • Email: • Twitter: @Dr_Marla_R