Gabriel M. Anabwani, Executive Director Elizabeth Lowenthal, Associate Director
Writing with Dr. Lowenthal #humanmooc Chapter
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Transcript of Writing with Dr. Lowenthal #humanmooc Chapter
An Experiment in Social
PresenceA Book Chapter writing experience
with Dr. Patrick Lowenthal
Whitney KilgorePhD Student
University of North TexasSpring 2014
Collaborative Writing
Advice for other PhD Students:
• My best learning experiences have been those I
sought out.
• After reading and citing someone for years, it is
time to meet them.
• It never hurts to ask about collaborating on a
project.
• I was humbled and honored to have the
opportunity to work with Dr. Lowenthal – he is
WONDERFUL.
• I highly recommend collaborating with others to
improve your own skills.
Introduction
MOOCs draw attention to Online Learning
Causes confusion
Online Education is different
Not massive, open, or video heavy
Not all MOOCs are created equal either (c vs. x)
Goal: Promote the Human Touch in online courses
using a cMOOC
Background
Why do students drop out of online programs?
Feelings of isolation and lonliness (Bischoff, 2000;
Croft, Dalton, & Grant, 2010; Ludwig-Hardman &
Dunlap, 2003)
Connectivism – distributed knowledge across
connections with impacts in how we design and
deliver learning regardless of whether it builds upon
previous learning theories or is a theory on its own
(Dron, 2014; Kop & Hill, 2008).
Community of Inquiry
Developed by Garrison, Anderson and Archer in the
late 90’s
The Community of Inquiry is comprised of:
Social presence
Teaching presence
Cognitive presence
The interest in social presence is partly due to its long
history dating back to the 1970s (Lowenthal, 2009)
The Experiment
A MOOC built on the Community of Inquiry framework
4 weeks long and distributed on the Canvas Open
Network
The chapter breaks down the details of every week of
the course.
Method
697 participants
90% had a Master’s Degree or higher
Over ½ were 50 years old or older
56 agreed to participate in the Community of Inquiry
study
42 female/14 male
5 Bachelor’s/29 Master’s/22 Doctoral
3 participants agreed to be interviewed
Survey developed by Arbaugh et al., 2008; Swan et al., 2008)
Social Presence
Questions
Results
Scale 0-4
where 0 = strongly disagree, 4 = strongly agree
The social presence responses averaged (2.94)
High marks:
3.24 – Online communication is an excellent medium for social interaction
3.07 – Comfortable interacting with one another
Low marks:
2.68 – Comfortable disagreeing with each other
2.76 – Getting to know others gave them a sense of belonging
VoiceThread Comments
Follow up – 6 months
later
Themes
The importance of effective pedagogy
Connected to participants – still today
They have tried to humanize their courses
Effective learning about the human element though first
hand experience
Tips for Humanizing
Create instructor introduction video to get students interested in the content of the course and establish instructor presence.
Allow students to use voice or video to introduce themselves to their classmates – develops social presence.
Provide opportunities for social interaction and community building inside and outside the course (i.e. twitter, googlecommunity, LinkedIn, other).
Have students critically analyze content for sharing with the community of learners (curation).
Give student feedback on assignments using voice or video.
Conclusion
Professional Development immersion
Learned pedagogical techniques
If it improves the students experience for ONE student
it was worth it!
While participants did not feel comfortable disagreeing
with one another – that may be due to the duration of
the course.
Keep offering this course
Our chapter is the last one in this book!