The document discusses strategies for promoting effective online interaction in online courses. It emphasizes the importance of setting clear expectations upfront regarding participation, feedback, and instructor visibility. It provides examples of structuring student-student interaction through small group discussions and peer feedback. It also offers tips for "chunking" assignments, providing timely feedback, and supporting students through peer assistance and virtual office hours to foster student engagement and success in the online environment.

1. Interaction!

2. Online InteractionStudent/InstructorStudent/StudentStudent/Self ReflectionStudent/ContentLynch, M. M. (2002). The Online Educator: A Guide to Creating the Virtual Classroom. New York: RoutledgeFalmer.

3. Finding a BalanceHigh Output – High QualityLow Output – Low Quality

4. The FoundationWelcome/greetingExpectations for participationTimely feedbackVisibility in the courseAvailability for questions and clarificationExpectations for support

5. Student-Student InteractionIntroducing themselves to their classmatesNegotiating the contentCompleting assignmentsStudent Lounge

6. Avoids disorientationAllows students to “get to know you”Allows you to connect with students as you would in a traditional classroomA Warm Welcome to the Course

7. Student Introductions

8. Participation

9. ParticipationEstablish Firm Criteria for frequency of engagementApply criteria at intervals that students expect (weekly)“Teach” students the rubric or checklistGive students a low risk opportunity to adjust to the requirementsAffirm behavior which meets the requirements publically (e.g. this is a great example of integrating real world experiences into your post!)Expect to address behavior which does not meet requirements privately (in weekly assessment).

10. A Sample Participation RubricCandidate makes posts to Critical Friends groups and/or Reading Groups four days during each week (.5 point) Candidate posts questions and assignments early in the week, so that the group may respond in a timely manner (.5 point) Candidate posts accurately reflecting reading and/or video materials (.5 point) Candidate builds on the responses of classmates concerning each question and/or critical friends discussion (.5 point) Candidate linked the discussion to professional experiences he or she has had concerning reading circle discussions (.5 point) Candidate was respectful of divergent viewpoints (.5 point) Suggestions made assist the Critical Friends Group in aligning submitted assignments with Assignment Criteria (.5 point) The candidate provides Critical Friends suggestions for revision or improvement (.5 point) Candidate was positive and professional during all interactions with classmates (.5 point) Candidate met all requirements of Weekly Assignment (.5 point)

11. Students deserve a safe classroom space!Assess

12. Address

13. Be Visible

14. Organize

15. Be PredictableSetting Expectations10 Rules of NetiquetteRule 1: Remember the HumanRule 2: Adhere to the same standards of behavior online that you follow in real lifeRule 3: Know where you are in cyberspaceRule 4: Respect other people's time and bandwidthRule 5: Make yourself look good onlineRule 6: Share expert knowledgeRule 7: Help keep flame wars under controlRule 8: Respect other people's privacyRule 9: Don't abuse your powerRule 10: Be forgiving of other people's mistakeswww.albion.com/netiquette/corerules.html

16. Quick Feedback=Motivated Online Learners

17. Timely FeedbackA maximum of 7 days for assignment feedbackA maximum of 7 days for participation feedbackImmediate private response to inappropriate postsImmediate positive response to posts that should be seen as “models”

18. Get Smart!Think about outcomes rather than content“Chunk” large assignmentsFeel good about quality over quantityConsider oral presentations rather than papersUse groups to provide critical feedback prior to your review of assignments

19. Building for persistence and the negotiation of knowledgeSmall, manageable groups (3-4 per group)Predictable small group discussionsQuestions Reflection on the reading or other course materialPeer assessment of assignmentsSet expectations for your interaction I will be reading your postings, but will not be participating until all group members have posted initially. I expect you will have completed your initial posts by midnight on Tuesday of each week per the participation rubric.

20. Negotiating ContentReading Groups (3-4 people per group)Student Driven – Instructor FacilitatedOptionsStudents read/research – post 150 word summary and ask open ended questions of each otherStudents read/research– post in a structured manner and ask open ended questions of each otherStudents read/research – post a blended narrative and post open ended questions of each otherInstructor posts a question – students research/read, respond and ask other open ended questions of each otherOthers?Key: Assessing Participation and being visible!

21. Peer SupportCritical Friends GroupsMultiple group members – one product per memberActs as a support group Proofs papers and provides first tier support for the assignmentCollaborative ProjectsMultiple group members – one product per groupAssign rolesBuild synchronous and asynchronous means of collaboration for the groupAllow group members to grade each member’s contribution to the project

22. Take a Moment

23. “Chunking” Large AssignmentsConsider requiring only 3-5 pages per assignmentFocus on Concepts rather than discrete factsConsider weekly assessments as formative rather than summative“Interact” with the student through comments in their paperComment tool in MS WordTrack changes

24. Interaction with ContentFrom the Connected Learnerhttp://www.youtube.com/watch?v=XwM4ieFOotA

25. Take a Moment

26. Being Visible: Sample ScheduleMonday and Tuesday: Review student postings

27. Wednesday: Response to each group

28. Thursday: Reaction to any group responses OR new response to groups or individuals

29. Friday: Group discussion ends