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  1. 1. Interactionin the Online Classroom<br />
  2. 2. Participation<br />
  3. 3. Online Interaction<br />Student/Instructor<br />Student/Student<br />Student/Self Reflection<br />Student/Content<br />Lynch, M. M. (2002). The Online Educator: A Guide to Creating the Virtual Classroom. New York: RoutledgeFalmer.<br />
  4. 4. Student/Instructor Interaction<br />Welcome/greeting<br />Expectations for participation<br />Timely feedback<br />Visibility in the course<br />Availability for questions and clarification<br />Expectations for support<br />
  5. 5. Student/Student Interaction<br />Introducing themselves to their classmates<br />Images<br />Videos<br />Negotiating with each other re: the content<br />Wikis<br />Blogs<br />Completing assignments<br />Alternate technologies<br />Student Lounge<br />Emphasizing connectedness<br />
  6. 6. Setting Expectations<br />10 Rules of Netiquette<br />Rule 1: Remember the Human<br />Rule 2: Adhere to the same standards of behavior online that you follow in real life<br />Rule 3: Know where you are in cyberspace<br />Rule 4: Respect other people's time and bandwidth<br />Rule 5: Make yourself look good online<br />Rule 6: Share expert knowledge<br />Rule 7: Help keep flame wars under control<br />Rule 8: Respect other people's privacy<br />Rule 9: Don't abuse your power<br />Rule 10: Be forgiving of other people's mistakes<br /><br />
  7. 7. Interaction with Content<br />Harnessing the learning power of technology<br /><ul><li>Database structures
  8. 8. Social Networking
  9. 9. PBL</li></li></ul><li>Discussion Dilemmas<br />One hazard of online discussion may be that students believe that they are engaged in a presentation of their individual knowledge, rather than in a discussion which will generate concepts for exploration, and which will finally be the representation of content knowledge for the group. (Pawan, Paulus, Yalcin, & Chang, 2003)<br /><ul><li>Structured Responses
  10. 10. Blended Narratives
  11. 11. Educative Feedback
  12. 12. Case-based Learning</li></li></ul><li>Instructor Interjection – How much is too much?<br /><ul><li>Group formation of concepts (storming and norming)
  13. 13. Reinforcement
  14. 14. Redirection
  15. 15. Mining for teachable moments
  16. 16. Interjecting relevant information</li></li></ul><li>Student Self-Reflection<br />Post objectives prior to each week’s assignment<br />Journaling/Blogging/ Video Diary – how am I meeting the objectives of the course?<br />Summarizing and posting or emailing – how did the group discussion contribute to meeting the objectives of the course? <br />