The Art of Teaching Online

Randy GarrisonBen ArbaughMarti Cleveland-InnesSebastian DiazPhil IceJennifer RichardsonPeter SheaKaren Swan

M. Cleveland-Innes

Deborah Russell

Teaching online

Despite the considerable, growing interest in online education, most studies have

focused only on the students’ perspective. Merely a handful of studies have

attempted to address the teachers’ perspectives and little has been published

on the online teaching experience itself.

Gudea, 2008

Agenda

•Introduction to the art of teaching•Online community of inquiry•Research on the CoI•Emotional presence•Discussion

First principles

If students are to learn desired outcomes in a reasonably effective manner, then the

teacher's fundamental task is to get students to engage in learning activities that are likely

to result in their achieving those outcomes . . . . .

Schuell 1986

Engagement

“the time and energy devoted to educationally sound activities inside and outside of the classroom”

Kuh, 2003

Student centred

“the learner is at the centre of curricular and instructional

design”

McCoombs, 1990

Interaction

“Formal and informal academic and social interaction with faculty may make a unique

contribution to college impact “

Pascarella & Terenzini, 1991

A bricoleur is one who creates from a diverse range of materials and tools which happen to be available.

The teacher as bricoleur makes a series of professional judgments about how to teach.

The online teacher as bricoleur makes a series of professional judgments about how to teach using the diverse

range of material and tools available..

Online teacher as bricoleur

Becoming present

… the child does not become social by learning. He must be social in order to learn.

George Herbert Mead (1910)

Online instructor presence predicts learners’ sense of community (Shea et al., 2005; Wilson, Ludwig-Hardman, Thornam, Dunlap, 2004) and student satisfaction, and perceived learning (Shea et al. 2005; 2006).

…. the facilitator of the inquiry has a responsibility to guide the discussion procedurally, this is at a level of co-

inquirer and he or she should not lead the inquiry down a predetermined path.

Davey, 2007http://www.inter-disciplinary.net/ati/education/cp/ce2/Davey%20paper.pdf

Foundation of CoI model

Community of Inquiry Framework http://communityofinquiry.com

Social PresenceThe ability of participantsto identify with the community (e.g., course of study), communicate purposefully in a trusting environment, and develop inter-personal relationships by way of projecting their individual personalities.

Cognitive PresenceThe extent to which learners are able to construct and confirm meaning through sustained reflection and discourse in a critical community of inquiry.

Teaching PresenceThe design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes

Elements, Categories & Indicators

ELEMENTS CATEGORIES INDICATORS

(examples only)

Social Presence Open Communication Learning climate/risk-free expression Group Cohesion Group identity/collaboration Personal/Affective Self projection/expressing emotions Cognitive Presence Triggering Event Sense of puzzlement Exploration Information exchange Integration Connecting ideas Resolution Appling new ideas Teaching Presence Design & Organization Setting curriculum & methods Facilitating Discourse Shaping constructive exchange Direct Instruction Focusing and resolving issues

COI Research and Applications•Literature indicates that the constructs coalesce as an interpretable factors, i.e. we can operationalize and “measure” them (Shea et al. 2006; Arbaugh and Wang, 2006)

•Extensive publication of studies using entire model, individual presences http://communityofinquiry.com/papers_coi

•Measurement tool now validated with a multi-institutional sample (Swan, K. P., Richardson, J. C., Ice, P., Garrison, D. R., Cleveland-Innes, M. & Arbaugh, J. B. (2008). Validating a measurement tool of presence in online Communities of Inquiry. e-mentor, 2(24). http://www.e-mentor.edu.pl/artykul_v2.php?numer=24&id=543)

•Open University of Catalonia, Open University of Portugal using model and instrument in professional development for instructors

Teaching Presence Indicators

1

1. The instructor clearly communicated important course topics. 0.826

2. The instructor clearly communicated important course goals. 0.877

3. The instructor provided clear instructions on how to participate in course learning activities. 0.592

4. The instructor clearly communicated important due dates/time frames for learning activities. 0.611

5. The instructor was helpful in identifying areas of agreement and disagreement on course topics that helped me to learn. 0.579

6. The instructor was helpful in guiding the class towards understanding course topics in a way that helped me clarify my thinking. 0.575

7. The instructor helped to keep course participants engaged and participating in productive dialogue. 0.633

8. The instructor helped keep the course participants on task in a way that helped me to learn. 0.579

9. The instructor encouraged course participants to explore new concepts in this course. 0.523

10. Instructor actions reinforced the development of a sense of community among course participants. 0.569

11. The instructor helped to focus discussion on relevant issues in a way that helped me to learn. 0.425

12. The instructor provided feedback that helped me understand my strengths and weaknesses relative to the course’s goals and objectives. 0.649

13. The instructor provided feedback in a timely fashion. 0.513

Current Research

•Six-factor solution•Regression analysis•Instructor interviews•Emotional presence

Research design

Research Question: How do the concepts in the COI model present themselves in the practice of online instructors?

Sampling: Convenience sample of online instructors at two different open and distance institutions with varying stages of experience and across a variety of subject disciplines.

Research design

Data collection process – Three research assistants interviewed 21 AU instructors via telephone. As telephone interviews were inconvenient or unfeasible for the University of Catalonia instructors, this group of respondents completed online questionnaires. 18 University of Catalonia instructors participated in the survey. Questions posed to Catalonia instructors were similar, but not identical to questions posed to AU instructors.

Research designData analysis process: Coding rubric designed for use in coding conference transcripts employed to instructor interview data. Inter-rater reliability of 82 percent.

Teaching Presence The design, facilitation and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes.

Design & Organization

Setting curriculum (including assessment)Designing methodsEstablishing time parametersUtilizing medium effectivelyMaking macro-level comments about course content

Preliminary findings

TP – Design & Organization: The critical factor

TP – Facilitating Discussion: Asynchronous, text based format allows for opportunities and challenges

TP – Direct Instruction: Timely and individual feedback is important

Preliminary findingsSP – Open Communication: peer-peer discussions are primary means by which concepts and ideas are developed and tested. However, room for misinterpretation. SP – Affective: instructors comfortable expressing positive emotions online; most would endeavour to avoid expressing negative emotions.

SP – Group Cohesion: a sense of belonging can develop over time; groups don’t always gel.

SP – Emotion: can both support and hinder learning, e.g., anxiety, frustration can hinder experience; excitement, satisfaction can enhance.

Preliminary findings

CP – Triggering event: speak of students’ shock to discover they are now co-creators of knowledge.

CP – Exploration: occurs via the discussion forums as students digest subject content in relation to their professional and personal experiences.

CP – Integration: moments where various strands of thought begin to coalesce into a coherent whole; can produce emotional reactions

CP – Resolution/Application: very few comments on resolution/application; instructor’s role has diminished.

Instructor interviews•AU instructors placed a greater emphasis on facilitating discourse •AU instructors were more likely than U Catalonia to have a holistic view of Teaching Presence, where D & O, DI and FD are equally important•Subtle differences in how instructors in both institutions define direct instruction, i.e., individual student contact, facilitating discussions, evaluation/feedback•When examining students’ roles, AU instructors placed greater emphasis on learning process, while Catalonia instructors emphasized teaching process.•Instructors trained as “dispassionate observers” less likely to attend to EP•AU and Catalonia instructors tend to express positive emotions, suppress negative emotions

Instructor interviewsWhich aspects of TP are most critical? “Design and Organization cited as important. Clear guidelines and expectations at the beginning most important. Design isn’t always clear, especially in new courses.”“Responsiveness to student’s needs important … listening and responding to concerns through direct instruction, encouraging the development of new ideas and facilitating discourse between students.”Is SP a required precursor to cognitive presence? “Online environment allows for increased reflection and strategic facilitation as they can sit back and consider developing discussions and have time to guide the discussion towards specific questions, goals, and activities.”

Emotion and Teaching

“From brain research we know now that when we get emotional about a task we are involved in learning. Brain research has confirmed that emotions are linked to learning by assisting us in recall of memories that are stored in our central nervous system. ““Practically speaking, this means as designers and educators need to create places that are not only safe to learn, but also spark some emotional interest through celebrations and rituals.”

Fielding, 2006

Emotional Presence

emotion is present; observe, acknowledge, support

Plutchick, 2003; Stets & Turner, 2006; Wosnitzaq & Volet, 2005

emotion plays a role in human reasonDamasio, 1994; leDoux, 1996

emotion can not be considered separate from learning environments

Brookfield, 2006; Lipman, 2003

Emotional PresenceEmotion was expressed when connecting with other students. (EP in SP)

The instructor acknowledged emotion expressed online by students. (EP in TP)

Expressing emotion in relation to expressing ideas was acceptable in this course. (EP in CP)

I felt comfortable expressing emotion through the online medium. (EP in SP)

The instructor demonstrated emotion in online presentations and/or discussions. (EP in TP)

I found myself responding emotionally about ideas or learning activities in this course. (EP in CP).

Emotional Presence

Emotion was expressed when connecting with other students. (EP in SP)The instructor acknowledged emotion expressed online by students. (EP in TP) Expressing emotion in relation to expressing ideas was acceptable in this course. (EP in CP)I felt comfortable expressing emotion through the online medium. (EP in SP)The instructor demonstrated emotion in online presentations and/or discussions. (EP in TP)I found myself responding emotionally about ideas or learning activities in this course. (EP in CP).

Integral Emotional Presence

The last word….. 290 studies that focused on elements of the COI framework, but only 14 of which collected and analyzed data on student learning. …. studies of the COI framework should move away from marginal issues (eg. student satisfaction) toward its central claim, i.e., in an environment that is supportive intellectually and socially, and with the guidance of a knowledgeable instructor, students will engage in meaningful discourse and develop personal and lasting understandings of course topics.

Rourke, 2008

Contact InformationBen Arbaugh arbaugh@uwosh.eduUniversity of Wisconsin OshkoshMarti Cleveland-Innes martic@athabascau.caAthabasca UniversitySebastian Diaz sebastian.diaz@mail.wvu.eduWest Virginia UniversityRandy Garrison garrison@ucalgary.caUniversity of CalgaryPhil Ice pice@uncc.eduUniversity of North Carolina CharlotteJennifer Richardson jennrich@purdue.eduPurdue UniversityDeborah Russell deedeer@athabascau.caAthabasca UniversityPeter Shea pshea@uamail.albany.eduUniversity at Albany, State University of New YorkKaren Swan kswan@kent.eduKent State University