teachingonline
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PROMOTING ONLINE TEACHING AND LEARNING WITH TECHNOLOGIES Fei Gao Instructional Designer Montclair State University April 8 th , 2010
Transcript of teachingonline
PROMOTING ONLINETEACHING AND LEARNING WITH TECHNOLOGIES
Fei GaoInstructional DesignerMontclair State UniversityApril 8th, 2010
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Statistics in Online EducationOver 4.6 million college and university students were taking at least one online course (Fall 2008)17% growth rate for online enrollment in 2008(1.2% growth of the overall higher education student population)More than one-third of public university faculty have taught an online course.
Sloan (2010)
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Benefits
“Course material is accessible 24 hours a day 7 days a week. I have the ability to read and re read lectures, discussions, explanations and comments.”
“It allows me to learn at anytime, from anywhere.”
“ I think it makes you more open and get to hear EVERYONE’s opinion because you have to post to discussion boards/modules etc.”
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Problems
“I did not really get to know people in this course!”
“The discussions never got to a critical thinking level!”
“I would have liked to meet the professor face-to-face to get more of her insights into the material!”
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An Online Community of Inquiry
Garrison et al. (2000)
Social Presence
Teaching
Presence
Cognitive
Presence
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An Online Community of Inquiry
Garrison et al. (2000)
Social Presence
“the degree to which a person is perceived as a ‘real person' in mediated communication”
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An Online Community of Inquiry
Social Presence
“I did not really get to know people in this course!”
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An Online Community of Inquiry
Garrison et al. (2000)
Teaching Presence
“the design, facilitation and direction of cognitive and social processes”
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An Online Community of Inquiry
Teaching Presence
“I would have liked to meet the professor face-to-face to get more of her insights into the materials!”
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An Online Community of Inquiry
Garrison et al. (2000)
Cognitive Presence
“the extent to which the participants are able to construct meaning through sustained communication”
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An Online Community of Inquiry
Cognitive Presence
“The discussions never got to a critical thinking level!”
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Social Presence
Teaching
Presence
Cognitive
Presence
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Promoting Social Presence
Social Presence
“I did not really get to know people in this course!”
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Promoting Social Presence
(1) Incorporating Audio and Video Communication One-way/Two-way communication, Asynchronous/Synchronous
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Promoting Social Presence
(2) Creating a Supportive Learning Environment Social networking, Resource sharing, Relation building
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Promoting Social Presence
(3) Share Personal Stories and Experiences Self-introduction, Group discussions
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Promoting Social Presence
An Example
Creating a Learning Community using Ning
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Promoting Social Presence
• Share each other’s pictures and videos
• Share useful resources and news
• Share and comment on each other’s work
• Communicate with the instructor informally
An Example
Creating a Learning Community using Ning
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Promoting Teaching Presence
Teaching Presence
“I would have liked to have met the professor face-to-face to get more of her insights into the materials!”
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Promoting Teaching Presence
(1) Designing a Variety of Learning Activities The needs from learners with different learning styles
Bonk & Zhang (2006)
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Promoting Teaching Presence
(2) Providing Guidance and Feedback Expectations and feedbacks on student participation and performance
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Promoting Teaching Presence
(3) Assessing Student Learning in Various Ways Formative assessment & Summative assessment
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Promoting Teaching Presence
An Example
Creating Interactive Lectures using VoiceThread
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Promoting Teaching Presence
• Instructor can use multimedia content in one presentation
• Learners can interact with the instructor
• Instructor can assess students’ understanding
• Instructor can provide timely feedbacks to learners’ ideas
An Example
Creating Interactive Lectures using VoiceThread
Click here to read my paper on VoiceThread and COI model
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Promoting Cognitive Presence
Cognitive Presence
“The discussions never got to a critical thinking level!”
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(Collison, Elbaum, Haavind, & Tinker, 2000)
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“I agree”
“right on”“me too!”“nice post”
“I could not
have said it
better”
“well done”
“I agree”
“I agree”
“that was a good post”
“me 3!”
(Larson & Keiper, 2002)
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A Text-Focused Discussion Environment
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A Text-Focused Discussion Environment
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A Text-Focused Discussion Environment
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A Comparative Study
New Environment Threaded Forum
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Total Number of Posts
34P<.05
Total Number of Posts
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Percentage of Text-Focused Posts
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Percentage of Text-Focused Posts
P<.05
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“ [The new environment] was much easier to stay on topic, ask any questions, or add any discussion points within the article.”
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Percentage of Posts on General Issues
P<.05
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“[In the new environment,] we're a bit more restricted to what we are supposed to discuss. I mean in the forums, we had a general discussion board, where anything could be brought up.”
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The environment made it EASYto see the growth and development of a thread of discussion
New Environment Threaded Forum0
0.2
0.4
0.6
0.8
1
1.2
1.4
1.6
P<.05
1.38 (0.81) 0.38 (0.89)
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The environment made it EASYto extend and build ideas on a thread of discussion
New Environment Threaded Forum0
0.2
0.4
0.6
0.8
1
1.2
1.4
1.6
P<.05
1.38 (0.89) 0.25 (0.93)
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The environment made it EASYto see how a post is connected to others
New Environment Threaded Forum0
0.2
0.4
0.6
0.8
1
1.2
1.4
1.6
P<.05
1.44 (0.96) 0.25 (1.06)
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The environment made it EASYto build within-thread and cross-thread connections
New Environment Threaded Forum
-0.5
0
0.5
1
1.5
2
P<.05
1.69(0.48) -0.38(0.89)
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Social Presence
Cognitive Presence
Teaching Presence
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Tell us your story…
http://www.slideshare.net/gaofei9/teachingonline
