beyond the looking glass - what online teachers need to do to be successful

Beyond the Looking Glass What Faculty and students need to be successful Online

Rene M. PalloffKeith Pratt

Presenter: Evelyn Lin

2010.11.24

1. Introduction

宣示

企劃的背景

Outline

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2. Working with faculty to develop a new pedagogy

3. Training to support the transition

5. Learning to learn Online

4. Developing new techniques

6. Changing Roles and Relationships

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7. Life on other side of the looking glass

Introductionno.02

About the author http://www.xroadservices.com/home/bestpractices.html

http://www.xroadservices.com/home/bestpractices.html



Administrator

Student

Faculty

•Increase flagging enrollment•Extend the reach of the institution•Maximize profits and attract new students

More convenient way to go to schoolEasy way to get credit

Given the responsibility to develop and teach online coursesHowever, might not see online education in such a positive light.

Introductionno.03

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Working with faculty to develop a new pedagogyno.04

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Introductionno.05

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Faculty are rarely provided with training in the pedagogical skills which they need to be successful Online teachers.

Faculty are rarely provided with training in the pedagogical skills which they need to be successful Online teachers.


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•White and Weight (2000) noted that teaching techniques that work in face-to-face classroom may not work online and that faculty are asking for additional support for effective teaching, it is clear that pedagogical training is lacking.

•Milam, Voorhees, and Bedard-Vorhees (2004) noted that “the online paradigm holds that learning itself may be different in the online environment.”

•White and Weight (2000) noted that teaching techniques that work in face-to-face classroom may not work online and that faculty are asking for additional support for effective teaching, it is clear that pedagogical training is lacking.

•Milam, Voorhees, and Bedard-Vorhees (2004) noted that “the online paradigm holds that learning itself may be different in the online environment.”


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•Research into retention in online courses shows upward of 50% dropout rates (Carr, 2000). Many faculty view

online learning as a poor and inferior stepchild of higher education.

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Students often bypassed online lecture material and

went directly to the discussion board, where they

were able to interact with the instructor and their peers

about the subject matter. (Feengerg,1999; Palloff &n

Pratt, 2001,2005,2007).

Students often bypassed online lecture material and

went directly to the discussion board, where they

were able to interact with the instructor and their peers

about the subject matter. (Feengerg,1999; Palloff &n

Pratt, 2001,2005,2007).

Attention needs to be paid to promoting interactivity and the development of a sense of community within the student group to achieve successful learning outcomes.


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Eom (2006) noted that when students receive individual attention from instructor in an online

course in the form of e-mail messages and feedback on work and assignments, their

satisfaction with the course increase as does achievement of learning outcomes, again,

emphasizing that instructor presence is critical to the online learning process

Interaction between1. Students and students

2. Students and instructors are the keys to success in the online classroom.


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Can be taught, but are often overlooked when faculty are trained to teach online.-- Questions that need to be addressed as faculty learn about online teaching --

1. What does it really mean to be a “guide on the side” or a “learning facilitator” rather than an instructor?

2. How does an instructor successfully make the transition required to teach online course so that students become empowered learners and take charge of the learning process?

3. Is it possible to develop every instructor into a good online instructor?

4. How can institutions discern the difference between those who will do well online and those who will not, be they faculty or students?


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Not all faculty are suited for the online environment , and academic institutions are making some serious mistakes when they make their decisions about who should teach.

Choices about who should teach online are often based on faulty criteria

A content expert

A content expert

An entertainer in

the face-to-face

classroom

An entertainer in

the face-to-face

classroom

The experts know their subject matter well, but they might not have been taught the facilitative skills required for online teaching.

The experts know their subject matter well, but they might not have been taught the facilitative skills required for online teaching.

Brookfield (1995) noted that often the most popular faculty, who get the best course evaluations, are the ones who are able to entertain.

Brookfield (1995) noted that often the most popular faculty, who get the best course evaluations, are the ones who are able to entertain.


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Research by one of the authors reveals that it is the introverted student who does well online (Pratt, 1996), which is believed that this finding generally applies to introverted instructors as well.

Research by one of the authors reveals that it is the introverted student who does well online (Pratt, 1996), which is believed that this finding generally applies to introverted instructors as well.

Introverted V.S Extroverted students

- Asynchronous

Introverted V.S Extroverted students

- Asynchronous

Facial and body language

Time

Self-consciousness


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In the online environment, facial and body language cues are removed from communication. The introvert appears more extroverted online and becomes verbal and interactive.

In the online environment, facial and body language cues are removed from communication. The introvert appears more extroverted online and becomes verbal and interactive.

The ability to take time, reflect, and present himself or herself through text serves the introvert wellThe ability to take time, reflect, and present himself or herself through text serves the introvert well

Self-consciousness diminishes when the instructor is out from under the physical scrutiny of students. Self-consciousness diminishes when the instructor is out from under the physical scrutiny of students.

Facial and body

language

Time

Self-consciousness

Introverted V.S Extroverted students - AsynchronousIntroverted V.S Extroverted students - Asynchronous

The asynchronous online environment ,with the absence of immediate feedback, can be frustrating to the extrovert.The asynchronous online environment ,with the absence of immediate feedback, can be frustrating to the extrovert.

The extrovert, who establishes presence quickly through verbal and social connection, may have more difficulty in the text-based online environment.The extrovert, who establishes presence quickly through verbal and social connection, may have more difficulty in the text-based online environment.

Introvert

Extrovert

Introvert

Extrovert It is more difficult—but not impossible – for extroverts to interact this way, perhaps they because they have less need to.It is more difficult—but not impossible – for extroverts to interact this way, perhaps they because they have less need to.

Introvert

Extrovert


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Participation and interaction online equates with successful course outcome.

•Both instructors and students need to be able to present themselves as real people in the online classroom.

•Social presence is positively link to student satisfaction with online learning as well as successful achievement of learning outcome (Garrison, Anderson, & Archer, 2003; Gunawardena & Zittle, 1997; Picciano, 2002; Rovai & Barnum, 2003)

•Picciano (2002) asserted that “ Students who feel they are part of a group or “present” in a community will wish to participate actively in group and community activities.”


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•They are able to empower their learners and build a learning community. Learner-focused instructors.

•Huba and Freed (2000) noted that in a learner-centered paradigm, students construct knowledge by gathering and synthesizing information together by sing

Problem solving.

Inquiry

Communication.

Criticalthinking


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•The instructor’s role is to facilitate the process and instructors and students together assess learning.

•The instructor who is willing to do the followings is a good candidate for teaching online.

The open and flexible instructor needs support to make the transition to the online classroom successful.

•Allows for personal interaction •Brings in real-life examples•Builds reflective practice into teaching

Training to support the transitionno.19

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•Pankowski (2004) noted that only 56% of faculty who teach online have taken an online course themselves.

It is very difficult to teach in a medium in which one has never experienced learning.

Faculty are asked to facilitate a course they did not develop and do so with a large of students.


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With online training supportWith online training support

• In an online training course, the best practices involved in online teaching can be demonstrated, not technology itself.

•The course should be long enough so that faculty can be encouraged to develop the skeleton of a course.

•Pankoski’s study felt that without the support of a more experienced colleague to guide them, they would most likely discontinue their involvement with online teaching beyond their first course.


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The university of Central Florida has established a comprehensive faculty development program that addresses four key areas of readiness. (p.376)

Developing new techniquesno.22

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Content can be presented without the use of lectures. (p.379)

Learning to learn Online (p.381)no.23

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Students generally enter an online program with the expectation that a course will be more attuned (comprehensive) to their needs as learners.

Distance The course is more convenient for them due to distance or work and family demands.

Classroom size

They do not like large classroom situations and prefer the potential for increased instructor-student interaction.


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We must pay attention to the online teachers and online learners.

Because teaching and learning are both virtual.


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Online Student Training Online Student Training

Regardless of the means by which the training is conducted, the following should be included in a student orientation to online learning.

The basic of logging onto the Internet, including


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Understanding what is required to become a successful online learner


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The differences between a face-to-face course and an online course


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Interaction Feedback

How to give feed back to other students


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Appropriate interaction and communicationThe rules of netiquette

Netiquette is a term referring

to good behavior while

connected to the Internet.

Netiquette is mainly referring

to behavior while using

Internet facilities such as

individual Web sites, emails,

newsgroups, message boards,

chat rooms or Web

communities.

Ttyl – talk to you later.

cu - See You

imo - In My Opinion bbl - Be Back Later btw - By The Way g2g/gtg - Got To Go n00b - New User imho - In My Honest Opinion

http://www.internet-guide.co.uk/netiquette-guide.html

http://www.youtube.com/watch?v=Mg-6qoQ6uCA


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Orientation courseOrientation course

•Hold a face-to-face, hands-on orientation, if possible, to show students the course site and discuss online learning.

•Provide an orientation to the course on the course site or as a first discussion item. •Provide students with a list of frequently asked questions and responses to those questions.

•Place basic information about how to navigate the course site on the welcome screen or course home page.

•Send an e-mail message to each student enrolled in the course containing orientation information. (Palloff & Pratt, 2001,p. 43)

Changing Roles and Relationshipsno.31

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Today’s student is likely to be adult returning to school to obtain the knowledge and skills needed to compete and advance in the workplace.

•Noel-Levitz noted that only 19% of online learners are younger than age 24.

•When asked to rank reasons for enrollment an online program, convenience came out on top.

The adult student is more likely to be a lifelong learner embarking on the beginning of what may be a learning process that results in the pursuit of multiple degrees, courses, or certifications. (Bates, 2000)


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In the online classroom, the most effective means of achieving learning outcomes is the use of active learning and collaborative techniques that encourage students to become empowered learners.

A feeling community and connection among learners and instructor contribute positively to leaner satisfaction. ( Gunawardena & Zittle, 1997; Picciano, 2002; Rovai & Barnum, 2004).

Incorporating collaboration into online

courses enhances the achievement of

learning outcomes and reduces the

potential for learner isolation online

(Palloff & Pratt, 2005)

The likelihood of successfully achieving course learning outcome and competencies increases significantly through collaborative engagement.


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•The way in which can be used online is limitless

Life on other side of the looking glassno.34

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-- When courses are designed and delivered with interactivity in mind, a shift occurs.


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The resultant excitement about learning helps to stimulate new creative approaches to online teaching and demonstrates that there is , in fact, the possibility that life beyond the looking glass is not a dream ,but a reality with great potential.


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beyond the looking glass - what online teachers need to do to be successful

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