This document provides resources and strategies to support student success in online learning. It outlines responsibilities for both students and teachers, including the importance of timely feedback and communication from teachers. Technical skills like collaboration and presentation skills are highlighted. Organizational skills and tools like Evernote and Connected Mind are presented for time management. Resources are provided for technical support, writing assistance, and study planning to help students effectively learn online.
The objectives for this workshop are:
Define Blended Learning
Describe where blended learning fits on the synchronous to asynchronous spectrum
Use Backwards Design to make technology decisions
Apply the TPACK model to your course
A presentation of the study I propose to complete for my dissertation. This is an initial presentation for a research class. The full proposal presentation will be completed in Spring 2010. Any suggestions are always welcome :)
This is the follow up project after completing the posters - creating an open educational resource to provide instruction on the fundamental movement skills using a mastery based learning approach. This presentation shares some insight into phase 1 - the pilot.
You will not be able to play the videos in this ppt at this time.
HAEBIG Got iPads! Explore Strong Instructional Strategies and Differentiated PDchaebig
This session presentation provides a framework for supporting teachers during iPad implementation, including differentiated professional development, cross-disciplinary instructional strategies, and 1:1 management solutions.
The objectives for this workshop are:
Define Blended Learning
Describe where blended learning fits on the synchronous to asynchronous spectrum
Use Backwards Design to make technology decisions
Apply the TPACK model to your course
A presentation of the study I propose to complete for my dissertation. This is an initial presentation for a research class. The full proposal presentation will be completed in Spring 2010. Any suggestions are always welcome :)
This is the follow up project after completing the posters - creating an open educational resource to provide instruction on the fundamental movement skills using a mastery based learning approach. This presentation shares some insight into phase 1 - the pilot.
You will not be able to play the videos in this ppt at this time.
HAEBIG Got iPads! Explore Strong Instructional Strategies and Differentiated PDchaebig
This session presentation provides a framework for supporting teachers during iPad implementation, including differentiated professional development, cross-disciplinary instructional strategies, and 1:1 management solutions.
Do academics at your institution cringe when they hear "project management", "timelines" or "deadlines"? As a project manager, do you struggle with balancing your project management principles and practices with the university’s academic course development and design philosophies? These are typical challenges and you are not alone! Through the blending of collective efforts, both business and academic goals can be respected, realized and transformed into a new, agile, scalable model by leveraging Web 2.0 project management and collaboration tools to support a collaborative course development process package that even the most reluctant and skeptical academic and project manager can work with.
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Online Teaching - Breaking the Distance Barrierslister
A presentation for the Institution of Engineers in Sri Lanka - March, 2009.
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Biological screening of herbal drugs: Introduction and Need for
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for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
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Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
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Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
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It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
1. SUPPORT, PROGRESS, AND MOTIVATION
BRANDI MOORE
INSTRUCTOR SUNDDIP AGUILAR-EDU601
ASHFORD UNIVERSITY
2/26/18
2. Student Responsibilities
Alexandra, (2018). The eleventh-hour time
to rethink. Licensed under Creative
Commons Zero on Pixabay.com
Altmann, G. (2018). Motivation.
Licensed under Creative Commons
Zero on Pixabay.com
5. Organizational Skills
Akyurt, E. (2017). Notebook. Licensed under Creative
Commons Zero on Pixabay.com]
Linforth, P. (2017). Time management. Licensed under
Creative Commons Zero on Pixabay.com
11. References
Akyurt, E. (2017). Notebook. [Digital Image]. Retrieved from https://pixabay.com/en/notebook-pen-
the-work-course-work-2637757/
Alexandra. (2018). The eleventh-hour time to rethink [Digital image]. Retrieved from
https://pixabay.com/en/the-eleventh-hour-time-to-rethink-3101625/
Altmann, G. (2018). Motivation. [Digital Image]. Retrieved from https://pixabay.com/en/motivation-
positive-can-winner-3131641/
Barrett, Poe, Spagnola-Doyle. (2012). Power up: A practical student's guide to online learning, 2nd
Edition. Prentice Hall.
Beaudoin, P. (2014). Motivate and engage online learners all semester long. Retrieved from
https://campustechnology.com/Articles/2014/07/30/Motivate-and-Engage-Online-Learners-All-
Semester-Long.aspx?Page=1
Burgess, K. (2018). 9 technology tips to support study skills. Retrieved from
http://www.ldonline.org/article/65104/
Ely, S. (2011). Five expectations students should have of an online instructor. Retrieved from
https://elearnmag.acm.org/featured.cfm?aid=2048939.
Evernote. (2018). Retrieved from https://evernote.com/
12. References continued
Linforth, P. (2017). Time management. [Digital Image]. Retrieved from https://pixabay.com/en/time-
management-business-deadline-2738525/
Lowe, S. (2005). Responding to learner needs in distance education: providing academic and relational support
(PARS). Retrieved from http://learnerassociates.net/learners/chap08.pdf
Morrison, D. (2014). Resources to help students be successful online in three areas: technical, academic & study
planning. Retrieved from https://onlinelearninginsights.wordpress.com/2014/04/09/resources-to-help-students-
be-successful-online-in-three-areas-technical-academic-study-planning-skills/
Park, J., & Hee Jun, C. (2009). Factors influencing adult learners' decision to drop out or persist in online learning.
Journal of Educational Technology & Society, 12(4), 207-217.
Pod T. (2013, February 20). Understanding connected mind. Retrieved from
https://www.youtube.com/watch?v=Aex_OHfxfrQ&t=32s
Sandra The Mom Boss. (2016, May 14). How to use evernote for beginners: the basics [Video File]. Retrieved from
https://www.youtube.com/watch?v=nJRZ-mZMFqg&t=10s
Techniques for Managing Priorities (n.d.). Instructor techniques for managing priorities in online learning. Lesson
Presentation 3.
Techniques for Organization Presentation. (n.d.). Time management in online learning. Lesson Presentation 8
Watkins, R., Corry, M., Dardick, W., & Stella, J. (2015). Note-taking habits of online students. Quarterly Review of
Distance Education, 16(3), 1-12.
Editor's Notes
As an instructor, it is my job to ensure student motivation and, therefore, success by offering personal and educational support. Internal and external factors can affect whether adult learners succeed in online learning or drop out. Student success in an online environment is dependent upon several factors: teacher and student responsibilities, technical and organizational skills, use of resources and tools, and techniques and strategies instructors use to promote student motivation.
Teachers and students both have responsibilities in an online learning environment.
Student responsibilities in online learning include time commitment, self-motivation, and open-mindedness. When starting an online class, students must keep an open mind because it may be very different than any traditional class they have attended. For example, the style of instruction, as well as the teaching medium may be different than they are used to and it may take time to acclimate. Additionally, unlike in a traditional classroom, an online environment does not follow a strict schedule, therefore students must be able to self-regulate and be proficient in time-management to succeed in an online environment. Also important is the student’s ability to be self-motivated (Barrett, Poe, Spagnola-Doyle, 2012). Without motivation, students cannot succeed in online learning. Studies have shown that students are more motivated when they have support from instructors, advisors, and friends and family (Park, & Hee Jun, 2009).
Instructors, however, have responsibilities towards students that motivate and encourage student learning in an online environment. To achieve this, instructors should communicate and provide feedback in a timely manner, show professionalism, and have the experience to create and instruct engaging courses. It is necessary for instructors to communicate and provide feedback quickly to ensure that assignments can be completed on time and that the student remains clear on what is expected of them.
Professionalism is essential in education, but especially important in online education because communication is often done via email or written feedback. Lack of face-to-face conversation makes room for misunderstanding. Therefore, instructors should conduct themselves in a professional manner and communicate without judgment or rudeness. This is also important because judgmental or rude responses can frustrate students and interrupt forward progress (Techniques for Managing Priorities, n.d.).
Finally, instructors are responsible for proving they are effective teachers by creating engaging courses. When instructors do not have the experience to create engaging content, students can become unmotivated which can cause the student to give up (Ely, 2011). However, students can succeed when content is engaging and instructors provide students with technology, skills, tools and resources, and strategies necessary to overcome potential setbacks.
Technical skills are important in an online learning environment because assignments and group work are completed and turned in online. There are a few types of technologies that students need to become familiar with besides the course learning management system (LMS), these include groupwork and collaboration, communication, and presentation technologies. Often, instructors may require students to work in groups or collaborate on assignments. Students might be asked to use Google Docs or Wikis to complete these assignments. These technologies are beneficial in online learning because they allow students to complete and edit assignments online by sharing a link.
Communication between students is necessary when collaborating on a project or when attending an online lecture. Online group communication technologies, such as Skype or Google Hangouts can allow students and the instructor to communicate via VOIP or video call. This gives everyone the benefit of being in a synchronous environment without meeting face-to-face.
Presentation technologies, such as Prezi, Google Slides, and PowerPoint are often used in online educational environments. Students will use one or more of these throughout their educational career. Each of these presentation tools is similar, except Prezi is more graphics oriented and more engaging than Google Slides or PowerPoint (Barrett, Poe, Spagnola-Doyle, 2012).
Organizational skills are also necessary for student success in online learning. Time management and note-taking skills are skills necessary to succeed in an online environment. Students must be self-motivated and have the ability to manage their time to ensure that assignments are turned in on time. This is important in an online environment because students do not have a set time to go to class; it is up to them to attend class to meet certain attendance requirements and complete assignments on time. Learning time management skills will allow the online learner to finish assignments on time and have time for family and work. Students who are new to online learning may need to learn or improve their time management skills. Teachers can implement techniques that support student success and improve student time management, such as giving out the schedule early, using the LMS calendar feature, and encouraging students to check assignment due dates regularly (Techniques for Organization Presentation, n.d.).
Note-taking skills are important in any learning environment, and they also aid in organization and time-management. Note- taking tools, techniques, and training not only help students retain and recall information, but also improve their academic outcomes (Watkins, Corry, Dardick, & Stella, 2015). Many tools are available who would like to improve their organization techniques.
Evernote and Connected Mind are two tools that can aid in student organizational success. Evernote supports organizational skills in that students can “clip” and save online articles and organize them for use later (Burgess, 2018). This tool also allows the user to set reminders and integrate across all devices for easy access (Evernote, 2018).
Connected Mind is an electronic mind mapping platform that allows users to organize thoughts and ideas (Burgess, 2018). I have included videos that introduce these two tools to new users.
New online learners may not have the skills necessary for student success in online learning (Morrison, 2014).
“Students need a wide range of skills to learn successfully in online settings; they need to be tech savvy, know how to collaborate with peers, conduct online research, navigate proficiently within the learning management platform, manage their time effectively and engage in the learning process by interacting with content, peers and completing course work via the learning platform,” (Morrison, 2014 pp 2).
Students who lack essential skills for online learning may become unmotivated and drop out. I have included resources and tools that will help students become successful. Resources for technical skills that may help new learners with basic web skills are DigitalLearn.org Google Drive help and Learn videos for navigating the LMS CourseSites. Digital Learn offers tutorials on the basics of navigating the web, such as email, web search, Windows and Mac operating system basics, and how to navigate websites. Google Drive help offers video tutorials and instructions on how to share and store documents, as well as using Google Drive for collaboration (Morrison, 2014).
Academic tools and resources that may benefit new learners include Purdue OWL (Online Writing Lab), Grammarly, and Khan Academy. Purdue OWL is a resource that helps students with grammar, developing thesis statements, report writing, and formatting citations (Morrison, 2014). Grammarly is a tool that allows the user to copy and paste or upload documents. The app checks for grammar and spelling errors and highlights errors for the user to correct. Khan Academy is a website that helps students develop skills in algebra, trig, calculus, statistics, chemistry, biology, history, and language arts. Lessons range from elementary to college level and features videos, practice exercises, and support forums (Morrison, 2014).
Being a successful learner is dependent upon study skills and habits. Learners may not be as successful as they could be if they practice poor study habits. I have included resources on what makes a successful learner and study guides and strategies (Morrison, 2014).
I want each of my students to be successful and feel comfortable in an online learning environment. To ensure, or improve the odds of their success, I will use some techniques and strategies to keep students moving ahead and on track in this course. For example, informing students of course expectations prior to the beginning of the course will help students understand what is expected of them and what they can expect from me throughout the course (Beaudoin, 2014).
Another technique I will implement is offering constructive and supportive feedback (Beaudoin, 2014). Constructive criticism and support will keep students motivated. Motivational support is important for online learners, especially if they have no support at home (Park, & Hee Jun, 2009). As new students become more secure and confident in their online learning environment and become more self-directed, they will be more likely to be persistent learners (Lowe, 2005).
Finally, I will set office hours and provide my phone number and email address so my students can contact me with any questions or concerns. When they feel I am available and open to communication, students will feel supported, motivated, and engaged. My goal when creating this course is to engage students, and provide them with resources and tools necessary for success.
