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But I've Never Taken an Online Course Before!

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Virtual presentation to the Faculty of Education at the University of Victoria on July 16, 2020. As concerns about COVID continue to impact planning for the fall term, it appears likely that online learning will play a significant role in course delivery. For many instructors, developing and teaching an online course will be a new experience. The same will be true for many incoming students who are now facing the potential that their entire fall term may be delivered in a format that they are unfamiliar with. As their instructor, there are some strategies you can employ that can help alleviate the fears and concerns learners new to online learning may have about taking online courses. In this session, we'll take a look at the student experience taking an online course for the first time. What are some of the common challenges many will face? What kind of impact is COVID having on their learning experience, and what are some practical ways through course design and facilitation that you can help ensure they will be successful learners.

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But I've Never Taken an Online Course Before!

  1. 1. But I've Never Taken an Online Course Before! Common challenges students have in online courses & what you can do to help mitigate them Photo by JESHOOTS.COM on Unsplash Clint Lalonde, BCcampus/RRU/UVic Unless otherwise noted (like slide 3), this presentation is licensed under a Creative Commons Attribution License. Feel free to copy, use, modify or distribute any or all of this presentation with attribution to Clint Lalonde. I used a number of images from Unsplash.com that are licensed with a CC0 license
  2. 2. CC-BY BCcampus
  3. 3. Please do not copy or reuse this slide or the images on this slide. Thanks
  4. 4. Why are we here? (it all started with a tweet) edtechfactotum.com/resources-to-help-learners-learn-online/
  5. 5. onlineacademiccommunity.uvic.ca/LearnAnywhere/
  6. 6. Suddenly Online, Digital Promise, July 2020 Students who have experience taking an online course
  7. 7. Never Well, there was that one time (aka Spring 2020 pivot to emergency remote) Have intentionally facilitated and/or designed at least one fully online course Your experience teaching an online course
  8. 8. 1. 4 common barriers students new to online learning experience 2. 3 strategies & tips you can use to help mitigate those problems 3. The COVID Impact – what students said Photo by Max Saeling on Unsplash The Agenda
  9. 9. “Learning is a very human activity. The more people feel they are being treated as human beings – that their human needs are being taken into account – the more they are likely to learn, and learn to learn” Malcom Knowles
  10. 10. Peralta Online Equity Course Design Rubric: https://web.peralta.edu/de/equity-initiative/equity/ Academic •Student preparedness for learning & readiness for online learning Pedagogical •Course organization & design, quality interaction, and effective, equitable teaching practices Psychological •Students feelings of social belonging & ability to address stereotype threat as well as perceptions of course relevance & instructor compassion Social •Student perceptions of connection versus isolation related to the course Technological •Students ability to access and use course technologies Equitable Online Learning: 5 Considerations Kelly, K. (2019). Peralta equity rubric bibliography of research citations supporting research criteria. Peralta College. https:// web.peralta.edu/de/files/2019/08/Peralta-Equity-Rubric- Research-for-Criteria-Aug-2019.pdf
  11. 11. Social Presence •is the ability of participants to identify with the community, communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities. Cognitive Presence •is the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse. Teaching Presence •is the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes. Community of Inquiry GARRISON, D. R., ANDERSON, T., & ARCHER, W. (2000). CRITICAL INQUIRY IN A TEXT-BASED ENVIRONMENT: COMPUTER CONFERENCING IN HIGHER EDUCATION. THE INTERNET AND HIGHER EDUCATION, 2(2-3), 87-105.
  12. 12. 4 common challenges learners have with online learning (and 3 things you can do to help mitigate them) Photo by Jen Theodore on Unsplash
  13. 13. 1. Isolation & disconnection Connect with learners before the course begins Provide opportunities for student to student interaction Be visibly present throughout the course Photo by Vitaly Taranov on Unsplash
  14. 14. 2. Staying Motivated Use their name Personal email check-in Teams & study groups Photo by Drew Beamer on Unsplash
  15. 15. 3. Organization Photo by Wonderlane on Unsplash Establish a consistent rhythm to the course Clear explicit directions often & in multiple ways Use the course calendar within LMS
  16. 16. 4. Disorientation: Where am I? Check for learning often with effective & timely feedback Photo by Marcos Paulo Prado on Unsplash Consistent organization of course content Make the implicit explicit
  17. 17. COVID: Student Challenges Moderately / Extremely Difficult Somewhat Difficult Not at All / Slightly Difficult Accessing bandwidth/Wi-Fi 36% 27% 37% Accessing equipment/devices 26% 29% 44% Collaborating with other students remotely 18% 24% 58% Using library resources remotely 16% 22% 63% Using remote learning applications 14% 28% 58% Consulting with faculty remotely 14% 25% 61% Accessing course materials, such as OER and course texts 11% 20% 69% EDUCAUSE COVID-19 QuickPoll Results: Help for Students April 3, 2020
  18. 18. COVID: Student Challenges Moderately / Extremely Difficult Somewhat Difficult Not at All / Slightly Difficult Accessing bandwidth/Wi-Fi 36% 27% 37% Accessing equipment/devices 26% 29% 44% Collaborating with other students remotely 18% 24% 58% Using library resources remotely 16% 22% 63% Using remote learning applications 14% 28% 58% Consulting with faculty remotely 14% 25% 61% Accessing course materials, such as OER and course texts 11% 20% 69% EDUCAUSE COVID-19 QuickPoll Results: Help for Students April 3, 2020
  19. 19. https://www.lib.uoguelph.ca/news/commercial-textbooks-present-challenges-virtual-environment
  20. 20. COVID Pivot 1. Students appreciate faculty who remain positive and calm. 2. Students would like faculty to maintain a proper perspective. 3. Students appreciate faculty who are empathetic, who are flexible, and who have reasonable expectations. 4. Professional behavior norms benefit students as well as faculty. 5. Students want faculty to be comfortable with technology. 6. Not all students are tech-savvy and connected. Veletsianos, G., & Kimmons, R. (n.d.). What (Some) Students Are Saying about the Switch to Remote Teaching and Learning. Retrieved July 14, 2020, from https://er.educause.edu/blogs/2020/4/what-some-students-are-saying-about-the-switch-to-remote-teaching-and-learning Photo by Thomas de LUZE on Unsplash
  21. 21. covid19.bccampus.ca
  22. 22. Additional resources Partnerships on Online Pedagogy (POP-in) Tuesdays 10am-11am edtechuvic.ca/POP Facilitating Learning Online (FLO) Bootcamp July 27-30/Aug 10-13 bccampus.ca/event/flo-bootcamp-2/ Photo by Nick Morrison on Unsplash
  23. 23. Photo by Courtney Hedger on Unsplash Unless otherwise noted (like slide 3), this presentation is licensed under a Creative Commons Attribution License. Feel free to use, modify or distribute any or all of this presentation with attribution to Clint Lalonde. I used a number of images from Unsplash.com that are licensed with a CC0 license
  24. 24. References O’Keefe, L., Rafferty, J., Gunder, A., Vignare, K. (2020, May 18). Delivering high-quality instruction online in response to COVID-19: Faculty playbook. Every Learner Everywhere. http://www.everylearnereverywhere.org/resources Briggs, A. (2015). Ten Ways to Overcome Barriers to Student Engagement Online, OLC, https://onlinelearningconsortium.org/news_item/ten-ways-overcome-barriers- student-engagement-online/ Lalonde, C. (April, 2020). Resources to help learners learn online, EdTechFactotum, https://edtechfactotum.com/resources-to-help-learners-learn-online/ Consortium, T. O. L., Public, the A. of, L, Universities, -grant, Everywhere, E. L., Bill, with support from the, & Foundation, M. G. (n.d.). Delivering High-Quality Instruction Online in Response to COVID-19. Every Learner Everywhere. Retrieved July 14, 2020, from https://www.everylearnereverywhere.org/resources/delivering-high-quality- instruction-online-in-response-to-covid-19/ Kelly, K. (2019). Peralta equity rubric bibliography of research citations supporting research criteria. Peralta College. https:// web.peralta.edu/de/files/2019/08/Peralta- Equity-Rubric-Research-for-Criteria-Aug-2019.pdf Veletsianos, G., & Kimmons, R. (n.d.). What (Some) Students Are Saying about the Switch to Remote Teaching and Learning. Retrieved July 14, 2020, from https://er.educause.edu/blogs/2020/4/what-some-students-are-saying-about-the-switch-to-remote-teaching-and-learning Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2-3), 87-105

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