A) A description of the course, including goals and objectives
The name of this course is an Introduction to the Master’s Level E-learning Program. This course will help to prepare educators to teach online courses and incorporate technology in their own classrooms. The length of this course will be 8 weeks.
The goals and objectives are as follows:
Goal- Basic Computer Knowledge
Objectives- The objectives for this goal will be for the learners to learn the following: (a) Microsoft Office Word 2007, (b) open/close and save documents, (c) cut/paste and print information, (d) create an e-mail, (e) send/receive e-mail, (f) attach files on e-mail, and (g) search for different web addresses.
Goal- Manage an appropriate technology classroom environment
Objectives- The objectives for this goal will be for the learners to learn the dos and don’ts of using technology use in the educational setting. The learners will also create a list of computer rules and regulations, along with a schedule for their classroom.
Goal- Increase understanding of technology
Objective- The learners will use technology every opportunity they get.
Goal- Create educational lessons that utilize technology
Objectives- The learners will incorporate online tools such as Skype, blogger.com, and Slideshare when necessary. The learners will also use a promethium board in their lessons. The learners will use real world examples for their students. The learners will incorporate technology across the curriculum. The learners will also provide collaborative technology opportunities for the students.
Goal- Use online resources and PowerPoint
Objectives- The learner will use appropriate search engines. The learner will also learn how to use PowerPoint and assign individual and group research projects that have to be presented using PowerPoint.
Goal- Learners will successfully complete the collaborative activity
Objectives- The learners will learn how to (a) interact appropriately with their classmates in the online chats and the video conferences, (b) show up to all classroom chats and video conferences on time, (c) will stay in the chats and video conferences for the required length of time, (d) provide feedback on the discussion topic in each classroom chat and video conference, and (e) to consult with each group member when needed.
B) Grade/Age/Learning Level of the Learners in the Course
This is a master’s level course for graduate school. The learners vary in age from around 23 years old to about 51 years old.
C) Background information on the Learners
This is the first class that these learners have taken completely online. Majority of the learners are non-traditional college students. The non-traditional college students have very little basic computer knowledge.
D) A clear description of each activity and why it is considered a collaborative activity
Collaborative Activity #1
The first collaborative assignment will be in the form of an icebreaker. The learners will need to provide a short introduction and post it on the discussion board. The learners will also need to create an account on blogger.com and post the brief introduction there. This is considered a collaborative assignment, because each learner in the course will be required to respond to at least two learners introduction on blogger.com.
Collaborative Activity #2
The second collaborative assignment is a Collaborative Online Chat. The group will be made up of five individuals. This is considered a collaborative assignment, because the learners will need to meet in a chat to discuss the discussion questions.
Collaborative Activity #3
The third collaborative assignment is a Collaborative PowerPoint Presentation. The group will be made up of three members. This is a collaborative assignment, because learners will have to work in groups to complete a Collaborative PowerPoint Presentation. The PowerPoint will need to be put on Slideshare.
Collaborative Activity #4
The fourth collaborative assignment is a Collaborative Online Video Conference. The group will be made up of four individuals. This is considered a collaborative assignment, because the learners will need to meet in a Video Conference to discuss the discussion questions.
E) A detailed description of the activity
Collaborative Activity #1
Learners, I’m pleased to have you in the course. The first collaborative assignment will require you to complete a brief introduction about yourself in a word document. Information that you need to include in your brief introduction will be your (a) family, (b) education, and (c) profession. Once you have completed it you will need to cut and paste it to the discussion board below. Then, you will need to create an account on blogger.com and post your introduction. The learners will have a week to complete this part of the assignment. During the second week of the course the learners will need to go to blogger.com and select two classmates’ posts to respond to. The learner’s response need to be a short paragraph. The learners will need to complete this by Wednesday of the second week of the course.
One of the goals for this assignment is Basic Computer Knowledge. The objectives are (a)
Microsoft Office Word 2007, (b) open/close and save documents, and (c) cut/paste information. The second goal for this activity is that the learners will increase their understanding of technology. The objective is that the learners will use technology every opportunity they get. Another goal that the learner will work on is creating educational lessons that utilize technology. The objective is to have the learner to use blogger.com.
This Collaborative Icebreaker Activity will be based on a 100 point grading scale for evaluation purposes. The learners will be able to earn 25 points by posting the introduction on the discussion board. The learners can earn up to 25 points for posting the introduction on blogger.com. The learners will also earn 25 points for each response on blogger.com.
Collaborative Activity #2
This collaborative assignment will require the group of five learners to meet in a classroom chat bi-weekly for at least an hour. The name of this collaborative/team activity is called Collaborative Online Chat. During these meetings the learners will need to discuss the following question: Why is technology important? Why are the benefits of e-learning? How can technology be used in your daily instruction? How should technology be used for appropriate research? The learners will need to coordinate a time to meet that is convenient for them. The collaborative group will be responsible for selecting one leader. This leader will email all dates and times. This leader will also lead and guide all classroom chats.
The goals for this activity are the students will collaboratively complete all required classroom chats. The objectives are (a) the learners will interact appropriately with their classmates in the online chats, (b) the learners will show up to all classroom chats on time, (c) the learners will stay in the chats for the required length of time, (d) the learners will all provide feedback on the discussion topic in each classroom chat, and (e) the learners will learn how to consult with each group member when needed.
The Collaborative Online Chat will be based on a 100 point grading scale for evaluation purposes. The learners will be able to earn up to 25 points for each chat, provided that the students are on time and provides feedback for the discussion topic. There will be a total of four chats.
Collaborative Activity #3
Collaborative PowerPoint Presentation group will be made up of three learners. Each learner will be having a task to complete. The assignment will consist of three different activities. The topic has to be related to education technology. One learner will be responsible for picking a research topic, receiving approval from the group, finding at least four scholarly articles related to the research topic, and complete a reference page. The second learner will be responsible for writing a three page paper, using at least three of the articles found by the first student. The third learner will have to check the paper for any errors or grammar mistakes, gather the highlights, and input them on a PowerPoint Presentation. The PowerPoint Presentation needs to be at least 10 slides long. The fourth learner will also need to design the PowerPoint Presentation. When the fourth learner has completed the project, the learner will need to send it to the group and the first learner will need to put it on Slideshare. The group will have two weeks to complete this activity. After assigning the collaborative groups, they will have two days to decide who will assume what role in the Collaborative PowerPoint Presentation.
The goals for this activity are that (a) Basic Computer Knowledge, (b) Increase understanding of technology, (c) the students will complete collaborative research on an educational topic of their choice, (d) present their findings in a paper, (e) complete a PowerPoint Presentation, and (f) the learner will work on is creating educational lessons that utilize technology.
The objectives are (a) The objectives for this goal will be for the learners to learn the following: (a) Microsoft Office Word 2007, (b) open/close and save documents, (c) cut/paste and print information, (d) create an e-mail, (e) send/receive e-mail, (f) attach files on e-mail, (g) search for different web addresses, (h) The learners will use technology every opportunity they get, (i) the students will learn how to work in collaborative groups and in order to meet deadlines, (j) the students will learn how to work collaboratively on a research topic of their choice, (k) the students will be able to develop a PowerPoint Presentation working collaboratively with each student, (l) the students will be able to complete their work using APA format, (m) the students learn how to consult with each group member when needed, (n) the learner will use Slideshare.
This Collaborative PowerPoint Presentation will be based on a 100 point grading scale for evaluation purposes. The students will be able to earn 20 points by cooperating and working in a collaborative group. The students can earn up to 20 points based on the content in the research paper. The students will be able to earn up to 20 points based on the overall writing in the paper. The students can earn up to 20 points based on the content in the PowerPoint Presentation. The group will be able to get a total of 20 points for uploading the PowerPoint Presentation on Slideshare.
Collaborative Activity #4
This collaborative assignment will require the group of four learners to meet in a classroom Video Conference twice through the course for at least an hour. The name of this collaborative/team activity is called Collaborative Online Video Conference. During these meetings the learners will need to discuss discussion topics related to the course. The learners will need to coordinate a time to meet that is convenient for them. The collaborative group will be responsible for selecting one leader. This leader will email all dates and times. This leader will also lead and guide all classroom chats.
The goals for this activity are the students will collaboratively complete all required classroom Video Conferences. The objectives are (a) the learners will interact appropriately with their classmates in the Online Video Conference, (b) the learners will show up to all classroom Video Conference on time, (c) the learners will stay in the Video Conference for the required length of time, (d) the learners will all provide feedback on the discussion topic in each classroom Video Conference, and (e) the learners will learn how to consult with each group member when needed.
The Collaborative Online Chat will be based on a 100 point grading scale for evaluation purposes. The learners will be able to earn up to 50 points for each Video Conference, provided that the students are on time and provides feedback for the discussion topic. There will be a total of two Video Conferences.
Wednesday, February 23, 2011
Tuesday, February 22, 2011
#10
Reflecting upon what you have learned or have not learned is a very important role in an educational setting and also in a professional environment. Joyes in Sinclair and McGrath (2008) stated that, “Reflection was seen as an issue at two levels: not only that of the target learners but also that of the e-tutors themselves” (p. 53). Conrad and Donaldson (2004) explained that through reflections instructors are able to see if their teaching methods or techniques are working. The learners are also able to reflect on what exactly they have learned and how it related to the course (Conrad, & Donaldson, 2004).
The instructors can then take the information from the reflections from their learners and improve the course for the next group of learners (Conrad, & Donaldson, 2004). Yu and Brandenburg (2006) explained that feedback from learners can be collected through (a) daily journals, (b) e-mails, and (c) at the end of the class. If the instructors solicit reflections after each lesson from the learners, then the instructors when have a chance to improve if needed before they continue to teach the current course. Mentkowski and Associates (2000) stated, “Where we can find the connections between our operational assumptions and our behaviors, decisions, and plans; where we can construct our identities and integrate different frameworks of practice” (p. 265).
Instructors that teach e-learning have to rely greatly on reflections that have been completed by the learners. These reflections reveal to the instructors everything the learners may have questions about or material that the learner completely did not understand. If the learners did not complete reflections, the only way the instructor will know if problems existed is when the assignments has been graded or if the learner contacts them directly and let them know.
When instructors are instructing in a face-to-face environment, they are able to take advantage of nonverbal cues that the learners may display. Through the nonverbal cues the instructors are able to see if the learners are looking puzzled as if they really do not understand the concept that the instructor is teaching. The instructor will be able to stop and try to clarify any questions or concerns at that time.
Instructors can welcome feedback from their learners. The instructors need to highly encourage it and explain to the learners that their feedback will assist them in future courses. Instructors can use reflection as a type of “ticket out the door” for the learners. Utilizing reflections are also another form of review for the learners. The learners are required to think about all the goals and objectives and compare them to what they learned.
Palloff and Pratt (1999) explained that when learners are working in collaborative groups the reflection process changes a little. Palloff and Pratt explained that the reflection is not only on the other learners and stated, “The learning process, then, involves self-reflection on the knowledge acquired about the course, about how learning occurs electronically, about the technology itself, and about how the user has been transformed by their new-found relationships with the machine” (p. 62).
In conclusion, reflections not only help the instructors, but also help the learners as well. Reflections help the learners to work on their critical thinking skills. Reflections are very important in an educational setting especially an online educational setting.
References
Conrad, M & Donaldson, J. A. (2004). Engaging the online learner:
Activities and resources for creative instruction. San Francisco,
CA: John Wiley & Sons, Inc.
Mentkowski, M., & Associates. (2000). Learning that lasts: Integrating
learning,development, and performance in college and beyond. San
Francisco: Jossey-Bass.
Palloff, R., & Pratt, K. (1999). Building learning communities in
cyberspace: Effective strategies for the online classroom. San
Francisco, CA: Jossey-Bass.
Sinclair, B., & McGrath, I. (2008). Training e-tutors to support
reflection in online learners. Malaysian Journal of Distance
Education, 10(2), 51-68.
Yu, C., & Brandenburg, T. (2006). I would have had more success if…: The
reflections and tribulations of a first-time online instructor.
Journal of Technology Studies, 32(1), 43-52.
The instructors can then take the information from the reflections from their learners and improve the course for the next group of learners (Conrad, & Donaldson, 2004). Yu and Brandenburg (2006) explained that feedback from learners can be collected through (a) daily journals, (b) e-mails, and (c) at the end of the class. If the instructors solicit reflections after each lesson from the learners, then the instructors when have a chance to improve if needed before they continue to teach the current course. Mentkowski and Associates (2000) stated, “Where we can find the connections between our operational assumptions and our behaviors, decisions, and plans; where we can construct our identities and integrate different frameworks of practice” (p. 265).
Instructors that teach e-learning have to rely greatly on reflections that have been completed by the learners. These reflections reveal to the instructors everything the learners may have questions about or material that the learner completely did not understand. If the learners did not complete reflections, the only way the instructor will know if problems existed is when the assignments has been graded or if the learner contacts them directly and let them know.
When instructors are instructing in a face-to-face environment, they are able to take advantage of nonverbal cues that the learners may display. Through the nonverbal cues the instructors are able to see if the learners are looking puzzled as if they really do not understand the concept that the instructor is teaching. The instructor will be able to stop and try to clarify any questions or concerns at that time.
Instructors can welcome feedback from their learners. The instructors need to highly encourage it and explain to the learners that their feedback will assist them in future courses. Instructors can use reflection as a type of “ticket out the door” for the learners. Utilizing reflections are also another form of review for the learners. The learners are required to think about all the goals and objectives and compare them to what they learned.
Palloff and Pratt (1999) explained that when learners are working in collaborative groups the reflection process changes a little. Palloff and Pratt explained that the reflection is not only on the other learners and stated, “The learning process, then, involves self-reflection on the knowledge acquired about the course, about how learning occurs electronically, about the technology itself, and about how the user has been transformed by their new-found relationships with the machine” (p. 62).
In conclusion, reflections not only help the instructors, but also help the learners as well. Reflections help the learners to work on their critical thinking skills. Reflections are very important in an educational setting especially an online educational setting.
References
Conrad, M & Donaldson, J. A. (2004). Engaging the online learner:
Activities and resources for creative instruction. San Francisco,
CA: John Wiley & Sons, Inc.
Mentkowski, M., & Associates. (2000). Learning that lasts: Integrating
learning,development, and performance in college and beyond. San
Francisco: Jossey-Bass.
Palloff, R., & Pratt, K. (1999). Building learning communities in
cyberspace: Effective strategies for the online classroom. San
Francisco, CA: Jossey-Bass.
Sinclair, B., & McGrath, I. (2008). Training e-tutors to support
reflection in online learners. Malaysian Journal of Distance
Education, 10(2), 51-68.
Yu, C., & Brandenburg, T. (2006). I would have had more success if…: The
reflections and tribulations of a first-time online instructor.
Journal of Technology Studies, 32(1), 43-52.
Sunday, February 20, 2011
#9
Any time real life scenarios are incorporated in class activities, it helps the learners to be able to relate to the course work. Through the learners relating to the course work, it helps them to also have a better understanding of the information. Palloff and Pratt (2004) explained that one way instructors can incorporate real life situations in collaborative activities is by having the learners to participate in role playing. Palloff and Pratt stated “Taking roles helps learners to ‘take a walk in the shoes’ of people they may actually be working with outside of the classroom and gives them practice in a safe situation before engaging in work in the ‘real world’” (p. 57). When a learner is able to play a role, they are often times given the opportunity to play the role that is completely opposite of their character. This can help them to maybe be more understanding of individual’s differences.
Palloff and Pratt (2004) explained that when instructor create a simulations for collaborative assignments, that it is directly connected to real life. Simulations can be assigned on a learner to learner basis or as a collaborative assignment. Palloff and Pratt stated, “Simulations can be as simple as the discussion example that follows or can take the form of more complicated, software-driven applications that allow students to work through the various stages of a problem or skill in order to master it” (p. 60).
Instructors can also use learner generated cases for a form of collaborative assignments. Palloff and Pratt (2004) explained that the learners collect case studies form their personal experiences. The learner’s group members will then be responsible for providing feedback on how the situation can be handled.
In conclusion, there are several ways instructors can create real life scenarios and incorporate them in collaborative assignments. The instructors need to remember that anytime they are able to incorporate real life scenarios into the course, the learners will be able to relate to the material.
Reference
Palloff, R., & Pratt, K. (2004). Collaborating online: Learning together
in community. San Francisco, CA: Jossey-Bass, Inc.
Palloff and Pratt (2004) explained that when instructor create a simulations for collaborative assignments, that it is directly connected to real life. Simulations can be assigned on a learner to learner basis or as a collaborative assignment. Palloff and Pratt stated, “Simulations can be as simple as the discussion example that follows or can take the form of more complicated, software-driven applications that allow students to work through the various stages of a problem or skill in order to master it” (p. 60).
Instructors can also use learner generated cases for a form of collaborative assignments. Palloff and Pratt (2004) explained that the learners collect case studies form their personal experiences. The learner’s group members will then be responsible for providing feedback on how the situation can be handled.
In conclusion, there are several ways instructors can create real life scenarios and incorporate them in collaborative assignments. The instructors need to remember that anytime they are able to incorporate real life scenarios into the course, the learners will be able to relate to the material.
Reference
Palloff, R., & Pratt, K. (2004). Collaborating online: Learning together
in community. San Francisco, CA: Jossey-Bass, Inc.
#8
Mason and Bruning (1999) stated the definition of educational feedback as, “Any message generated in response to a learner’s action” (p. 1). Meaningful feedback is highly important for all individuals that are trying to accomplish a task and would like to know how they are doing along the way. Immediate feedback from my instructors has always been great. The meaningful feedback helped me to realize what areas I needed to grow in and also the areas that I was doing well in. Feedback can be provided on a learner to learner basis or given to the class as a whole. With the meaningful and immediate feedback, I also knew what direction to take throughout the course. This also helped to have a more rich learning experience throughout most of my educational courses. Feedback in e-learning courses helps the learners through the educational process and helps them to become better learners. Feedback in e-learning courses also helps the instructors to teach each course better with the feedback that they received from previous courses.
Maki and Maki (2007) also found that e-learning courses are more successful when there is methodology present and chances for the learners to obtain feedback from their instructors along with feedback from other learners. Feedback is a form of communication and communication is the key to success in all online courses for both the learners and the instructors. Feedback helps the learners to be more engaged throughout the course. Wolsey (2008) stated, “In training, supervision, and educational settings, feedback is regarded as something with vaguely positive effects that helps along communication about expected outcomes and possibilities” (p. 311).
Smith (2003) explained that by telling the truth when providing feedback, whether that truth is good or bad, that you are in fact helping the learner. Smith stated, “You are showing them that you are taking their work seriously and giving poorly performing employees the chance to improve their performance” (p. 4). Smith explained that most individuals do not know how to give perceptive, meaningful feedback, however this is a skill that an individual can study and master. Smith provided the following helpful hints that instructors or managers can do to provide meaningful feedback: “Structuring the review, set the stage, make criticism constructive, provide examples, don’t forget the good, enable two-way communication; don’t limit feedback to one day per year” (p. 4).
Reeder (2010) explained that one way that instructors can have great e-learning courses is by asking for the learner’s feedback. Reeder stated that, “It will help you to spot problems, and improve course materials on the fly” (p.26). Asking for feedback from the learners let them realize that you are concerned with how they are doing and that you are concerned with what they think (Reeder, 2010). Wolsey (2008) explained that feedback can be provided in varies ways and the reason for the feedback can vary as well. This can be done through email, discussion boards, chats, phone conferences, web cams, or black boards.
Gallien and Oomen-Early (2008) explained that feedback has many benefits, however it may be difficult to instructors at times. Providing feedback can be very time consuming. Gallien and Oomen-Early explained what happens in a face-to-face class and stated, “Instructions, concepts, and feedback can be orally communicated in a relatively short period of time; however, in the online class, instructors must concisely communicate their thoughts in written words so every student clearly understands what is being communicated” (p. 464). Hackman and Walker in Gallien and Oomen-Earl found that when instructors provided feedback on a regular basis once assignments were turned in that the learners really enjoyed their classes.
In conclusion, feedback is great, whether it is in an educational setting or a professional environment. Feedback helps the learners. It is also a great tool that the instructors can utilize to improve their instructional methods.
References
Maki, R. H. and Maki, W.S. (Eds.). (2007). Online course. Handbook of
applied cognition (2nded.). New York: Wiley & Sons, Ltd.
Mason, B. J., & Bruning, R. (1999). Providing feedback in computer-based
instruction: What the research tells us. Retrieved from
http://dwb.unl.edu/Edit/MB/MasonBruning.html.
Gallien, T., & Oomen-Earl, J. (2008). Personalized versus collective
instructor feedback in the online courseroom: Does type feedback
affect student satisfaction, academic performance and
perceived connectedness with the instructor? International Journal on
E-learning, 7(3), 463-476.
Reeder, C. (2010). Keys to creating a successful online course for do-it-
yourselfers. Education Digest, 75(5), 24-27.
Smith, S. (2003). Giving employees meaningful, motivating feedback.
Westchester County Business Journal, 42(15), 4.
Wolsey, T. D. (2008). Efficacy of instructor feedback on written work in
an online program. International Journal on E-Learning, 7(2), 311-329.
Maki and Maki (2007) also found that e-learning courses are more successful when there is methodology present and chances for the learners to obtain feedback from their instructors along with feedback from other learners. Feedback is a form of communication and communication is the key to success in all online courses for both the learners and the instructors. Feedback helps the learners to be more engaged throughout the course. Wolsey (2008) stated, “In training, supervision, and educational settings, feedback is regarded as something with vaguely positive effects that helps along communication about expected outcomes and possibilities” (p. 311).
Smith (2003) explained that by telling the truth when providing feedback, whether that truth is good or bad, that you are in fact helping the learner. Smith stated, “You are showing them that you are taking their work seriously and giving poorly performing employees the chance to improve their performance” (p. 4). Smith explained that most individuals do not know how to give perceptive, meaningful feedback, however this is a skill that an individual can study and master. Smith provided the following helpful hints that instructors or managers can do to provide meaningful feedback: “Structuring the review, set the stage, make criticism constructive, provide examples, don’t forget the good, enable two-way communication; don’t limit feedback to one day per year” (p. 4).
Reeder (2010) explained that one way that instructors can have great e-learning courses is by asking for the learner’s feedback. Reeder stated that, “It will help you to spot problems, and improve course materials on the fly” (p.26). Asking for feedback from the learners let them realize that you are concerned with how they are doing and that you are concerned with what they think (Reeder, 2010). Wolsey (2008) explained that feedback can be provided in varies ways and the reason for the feedback can vary as well. This can be done through email, discussion boards, chats, phone conferences, web cams, or black boards.
Gallien and Oomen-Early (2008) explained that feedback has many benefits, however it may be difficult to instructors at times. Providing feedback can be very time consuming. Gallien and Oomen-Early explained what happens in a face-to-face class and stated, “Instructions, concepts, and feedback can be orally communicated in a relatively short period of time; however, in the online class, instructors must concisely communicate their thoughts in written words so every student clearly understands what is being communicated” (p. 464). Hackman and Walker in Gallien and Oomen-Earl found that when instructors provided feedback on a regular basis once assignments were turned in that the learners really enjoyed their classes.
In conclusion, feedback is great, whether it is in an educational setting or a professional environment. Feedback helps the learners. It is also a great tool that the instructors can utilize to improve their instructional methods.
References
Maki, R. H. and Maki, W.S. (Eds.). (2007). Online course. Handbook of
applied cognition (2nded.). New York: Wiley & Sons, Ltd.
Mason, B. J., & Bruning, R. (1999). Providing feedback in computer-based
instruction: What the research tells us. Retrieved from
http://dwb.unl.edu/Edit/MB/MasonBruning.html.
Gallien, T., & Oomen-Earl, J. (2008). Personalized versus collective
instructor feedback in the online courseroom: Does type feedback
affect student satisfaction, academic performance and
perceived connectedness with the instructor? International Journal on
E-learning, 7(3), 463-476.
Reeder, C. (2010). Keys to creating a successful online course for do-it-
yourselfers. Education Digest, 75(5), 24-27.
Smith, S. (2003). Giving employees meaningful, motivating feedback.
Westchester County Business Journal, 42(15), 4.
Wolsey, T. D. (2008). Efficacy of instructor feedback on written work in
an online program. International Journal on E-Learning, 7(2), 311-329.
#7
Palloff and Pratt (2004) stated, “In order to assess student performance in collaborative actively effectively, the instructor needs to understand basic principles of student assessment” (p. 41). To avoid confusion, Palloff and Pratt recommended that the instructor should allow the learners themselves to complete an assessment on how they felt like the completed the assignment. The learners should also be able to grade one another on how they think their group member performed. Palloff and Pratt also explained that the instructors should remember that with all collaborative activities the learner complete, that their activity should be graded as a whole and not on an individual bases.
Engstrom (2010) explained that problems can occur when the learners do not know what to expect from the beginning. Engstrom explained the importance of giving the learners a rubric by stating that rubrics, “Communicate expectations up front, serve as guide or model. Used for measuring success, but also provide ways for students to consider how to improve. Are not recipes; they specify the traits of performance rather than providing checklists for completion” (p. 19).
Another problem the instructors may face is not knowing how to grade the learners. This may be due to not knowing who played a role in actually completing the assignment and exactly how much work the learner completed in the collaborative assignment. The learners may be able to assist the instructors with this. The learners can have documentation for the group members that provided little or no help throughout the collaborative assignment. The instructor may be faced with having to answer questions about why there is a big difference in the learner’s grades for the assignment. The instructors may also be faced with the learners saying that they don’t want certain group members in their group. One way the instructors can avoid this is by letting the learners select their own collaborative groups.
References
Engstrom, M. (2010). Creating collaborative activities in online courses.
Retrieved http://www.umt.edu/xli/presentation/Creating%
20Collaborative%20Activities%20in%20Online%20Courses.pdf.
Palloff, R., & Pratt, K. (2004). Collaborating online: Learning together
in community. San Francisco, CA: Jossey- Bass, Inc.
Engstrom (2010) explained that problems can occur when the learners do not know what to expect from the beginning. Engstrom explained the importance of giving the learners a rubric by stating that rubrics, “Communicate expectations up front, serve as guide or model. Used for measuring success, but also provide ways for students to consider how to improve. Are not recipes; they specify the traits of performance rather than providing checklists for completion” (p. 19).
Another problem the instructors may face is not knowing how to grade the learners. This may be due to not knowing who played a role in actually completing the assignment and exactly how much work the learner completed in the collaborative assignment. The learners may be able to assist the instructors with this. The learners can have documentation for the group members that provided little or no help throughout the collaborative assignment. The instructor may be faced with having to answer questions about why there is a big difference in the learner’s grades for the assignment. The instructors may also be faced with the learners saying that they don’t want certain group members in their group. One way the instructors can avoid this is by letting the learners select their own collaborative groups.
References
Engstrom, M. (2010). Creating collaborative activities in online courses.
Retrieved http://www.umt.edu/xli/presentation/Creating%
20Collaborative%20Activities%20in%20Online%20Courses.pdf.
Palloff, R., & Pratt, K. (2004). Collaborating online: Learning together
in community. San Francisco, CA: Jossey- Bass, Inc.
Wednesday, February 16, 2011
Most of #6
There are many contributing factors that cause challenges when trying to start a collaborative assignment. Davis in Palloff and Pratt (2004) listed the following collaboration challenges, “Turf protection and mistrust, decision-making processes, limited resources, dropping out, reduced participation, broad representation, communication, solid leadership, time commitment” (p. 32). Palloff and Pratt compiled the following list to go along with the collaboration challenges: (a) individuals that play around, (b) computer problems, (c) class problems and/or restriction, (d) class setup, (e) staff and/or instructor’s problems, and (f) individual differences. The three collaboration challenges that I will focus on are (a) decision-making processes, (b) dropping out, and (c) communication.
Decision-making process is a very important role that everyone working together should take a part in. All the learners should have the opportunity to make decisions pertaining to the collaborative activity. Decision making should not be left up to just one person. Palloff and Pratt (2004) stated, “Decision-making processes: Groups need to determine how they will make decisions and hold to that process” (p. 32). Palloff and Pratt explained that in the very beginning it is important to discuss how the decisions will be made. This will certainly help with any confusion later. Learners should ask questions like: Does everyone need to agree with any decisions made? If most learners vote for something, does this mean that the change will be made (Palloff &Pratt, 2004)? Palloff and Pratt stated, “When leadership and decision making go well, collaborative processes go well” (p. 36). It is very important to settle all decision making questions in the beginning. Higgins (2007) explained some problems that could arise if it was not settled, “Driving a group of people to provide input, weigh benefits and costs, identify risks and ultimately make progress towards a goal can bring any project or team to a standstill” (p. 2).
Dropping out issues can leave a strain on the group. Once the learners have decided who would work on what part of the activity, it makes it difficult to add extra duties on top of what they have already been assigned. The learners in the class may already feel overloaded with their part of the activity and trying to figure out who would take on the extra part from the learner that dropped out can (a) cause a lot of wasted time, (b) added pressure, (c) a part of the activity to go lacking, (d) debates on who would have to do what, and (e) just an overall misunderstanding of the instructions. Palloff and Pratt (2004) stated, “Dropping out: Attrition is a problem in online group collaboration; shifts in membership as an activity is underway can cause significant problems” (p. 32).
Communication is the key to all successful partnerships. In order for a collaborative group to be successful the learners will all need to communicate with one another. Palloff and Pratt (2004) stated, “Communication: Groups working together collaboratively need to maintain open and regular communication so that all members feel included” (p. 32). Havard Du, and XU (2008) explained that in order for a collaboration to be successful, there must be communication coupled with collaboration. One way that communication can be successful is by the group selecting the perfect communication method, when collaborating online (Havard, Du, & XU, 2008). Walther in Havard, Du, and XU explained that with so many ways of communicating online, the learners have the possibility to feel as though they are face-to-face communicating. Zhang and Ge in Havard, Du, and XU explained that learners interacting with one another is very important by stating in regards, “To online collaborative learning, it indicates that online teams, with assistance from the instructor or an external moderator, should promote the use of media that better convey the notion of social presence in order to increase interaction among the members” (p. 39).
References
Havard, B., Du, J., Xu, J. (2008). Online collaborative learning and communication media.
Journal of Interactive Learning Research, 19(1), 37-50.
Higgins, J. (2007). Benefits of using online collaborative tools for project teams. Retrieved from
http://www.collegiateproject.com/articles/Online%20Collaborative%20Tools.pdf.
Decision-making process is a very important role that everyone working together should take a part in. All the learners should have the opportunity to make decisions pertaining to the collaborative activity. Decision making should not be left up to just one person. Palloff and Pratt (2004) stated, “Decision-making processes: Groups need to determine how they will make decisions and hold to that process” (p. 32). Palloff and Pratt explained that in the very beginning it is important to discuss how the decisions will be made. This will certainly help with any confusion later. Learners should ask questions like: Does everyone need to agree with any decisions made? If most learners vote for something, does this mean that the change will be made (Palloff &Pratt, 2004)? Palloff and Pratt stated, “When leadership and decision making go well, collaborative processes go well” (p. 36). It is very important to settle all decision making questions in the beginning. Higgins (2007) explained some problems that could arise if it was not settled, “Driving a group of people to provide input, weigh benefits and costs, identify risks and ultimately make progress towards a goal can bring any project or team to a standstill” (p. 2).
Dropping out issues can leave a strain on the group. Once the learners have decided who would work on what part of the activity, it makes it difficult to add extra duties on top of what they have already been assigned. The learners in the class may already feel overloaded with their part of the activity and trying to figure out who would take on the extra part from the learner that dropped out can (a) cause a lot of wasted time, (b) added pressure, (c) a part of the activity to go lacking, (d) debates on who would have to do what, and (e) just an overall misunderstanding of the instructions. Palloff and Pratt (2004) stated, “Dropping out: Attrition is a problem in online group collaboration; shifts in membership as an activity is underway can cause significant problems” (p. 32).
Communication is the key to all successful partnerships. In order for a collaborative group to be successful the learners will all need to communicate with one another. Palloff and Pratt (2004) stated, “Communication: Groups working together collaboratively need to maintain open and regular communication so that all members feel included” (p. 32). Havard Du, and XU (2008) explained that in order for a collaboration to be successful, there must be communication coupled with collaboration. One way that communication can be successful is by the group selecting the perfect communication method, when collaborating online (Havard, Du, & XU, 2008). Walther in Havard, Du, and XU explained that with so many ways of communicating online, the learners have the possibility to feel as though they are face-to-face communicating. Zhang and Ge in Havard, Du, and XU explained that learners interacting with one another is very important by stating in regards, “To online collaborative learning, it indicates that online teams, with assistance from the instructor or an external moderator, should promote the use of media that better convey the notion of social presence in order to increase interaction among the members” (p. 39).
References
Havard, B., Du, J., Xu, J. (2008). Online collaborative learning and communication media.
Journal of Interactive Learning Research, 19(1), 37-50.
Higgins, J. (2007). Benefits of using online collaborative tools for project teams. Retrieved from
http://www.collegiateproject.com/articles/Online%20Collaborative%20Tools.pdf.
Monday, February 14, 2011
#5 Collaborative Activities
In an online conversation, individuals are not able to communicate through nonverbal gestures. Nonverbal gestures can be anything from (a) shaking your head, (b) shrugging your shoulders, or (c) thumbs up or down. Nonverbal communication helps individuals that are having face-to-face conversations. Face-to-face communication really benefits an instructor because they are able to see whether or not the learner in the course understands the material being presented. Xue-hua (2007) stated that, “Due to the lack of face-to-face communication, a lot of on-line chat-rooms and chatting software are embedded with colorful expressions and cartoons. Therefore, the on-line conversationalists may achieve the effect of natural conversation to some extent” (p. 45).
Unfortunately, in an online conversation individuals may have a difficult time communicating through written language and at times verbally without the nonverbal gestures. Mallen, Day, and Green (2003) stated, “It is often difficult to determine whether another individual is being serious or sarcastic through computer-mediated communication (CMC). Such confusion can lead to numerous conflicting messages back and forth before the situation is resolved” (p. 156). When using any form of electronic communication individuals need to make sure they carefully think out there thoughts before typing them, so it will not be taken the wrong way by the individual(s) reading it.
First, as instructors we should advice our learners to read the plagiarism rules and regulations handbook. Then, I would be sure to explain the expectations for the course. I will also let them know that if they ever need any help or do not understand something, that I’m just a phone call away. Craig, Federici, and Buehler (2010) stated that, “We believe that we can help them learn to practice academic integrity by combining instruction on the proper use of intellectual property with clear guidelines in preparing course assignments and syllabi” (p. 50)..
References
Craig, P. A., Federici, E., & Buehler, M. A. (2010). Instructing students in academic integrity.
Journal of College Science Teaching, 40(2), 50-55.
Mallen, M. J., Day, S. X., & Green, M. A. (2003). An examination of relational and discourse
variables. Psychotherapy: Theory, Research, Practice, Training, 40(1), 155-163.
Xue-hua, A. (2007). Differences between natural conversation and on-line conversation: From
the perspectives of functional varieties and turn-taking. US-China Foreign Language, 5(9),
44-48.
Unfortunately, in an online conversation individuals may have a difficult time communicating through written language and at times verbally without the nonverbal gestures. Mallen, Day, and Green (2003) stated, “It is often difficult to determine whether another individual is being serious or sarcastic through computer-mediated communication (CMC). Such confusion can lead to numerous conflicting messages back and forth before the situation is resolved” (p. 156). When using any form of electronic communication individuals need to make sure they carefully think out there thoughts before typing them, so it will not be taken the wrong way by the individual(s) reading it.
First, as instructors we should advice our learners to read the plagiarism rules and regulations handbook. Then, I would be sure to explain the expectations for the course. I will also let them know that if they ever need any help or do not understand something, that I’m just a phone call away. Craig, Federici, and Buehler (2010) stated that, “We believe that we can help them learn to practice academic integrity by combining instruction on the proper use of intellectual property with clear guidelines in preparing course assignments and syllabi” (p. 50)..
References
Craig, P. A., Federici, E., & Buehler, M. A. (2010). Instructing students in academic integrity.
Journal of College Science Teaching, 40(2), 50-55.
Mallen, M. J., Day, S. X., & Green, M. A. (2003). An examination of relational and discourse
variables. Psychotherapy: Theory, Research, Practice, Training, 40(1), 155-163.
Xue-hua, A. (2007). Differences between natural conversation and on-line conversation: From
the perspectives of functional varieties and turn-taking. US-China Foreign Language, 5(9),
44-48.
#4 Online Collaborative Issues
Reflective Essay
I decided to use these techniques and strategies because I felt like the instructors will greatly benefit from using them. I strongly feel like once the instructors have a chance to get to know their learners then, they will know what they can do to actually motivate their learners. The instructors will also be able to use these motivational techniques throughout the course. Making sure the learners are actively involved in the online course, will ultimately determine how successful the program will be. Helping them to be motivated is just another way to ensure that the learners will be active participates. Dixson (2010) explained that “Online courses are here to stay and growing so we need to do them well and that one of the primary components of effective online teaching (or any other teaching, for that matter) is student engagement” (p. 1).
PowerPoint Presentations can be used in many different ways whether it is a presentation for an online course or a presentation in a physical setting. PowerPoint Presentation is a tool that can be used over and over. It brings enrichment to any learning experience. Patten (2001) explained that PowerPoint Presentation are (a) easy to make changes, (b) are versatile and can be changed to fit any audience, (c) very user friendly, and (d) professional. Patten stated that, “The connections between content and presentation of content are easily seen. The planning process helps students see the logical connections between bits of information. Decisions are made that affect the coherence and consistency of the content” (p. 47).
In conclusion, I enjoyed creating this presentation. These are some great techniques and strategies that instructors can use to help get their learners motivated to work in collaborative groups. Once, the instructors actually get to know their learners individually then they will be able to add to this list based on what they feel like are other motivational factors.
References
Dixson, M. D. (2010). Creating effective student engagement in online
courses: What do
students find engaging? Journal of Scholarship of Teaching &
Learning, 10(2), 1-13.
Patten, K. (2001). Why I assign it and why you should too! Book Report, 19(5), 47-48.
I decided to use these techniques and strategies because I felt like the instructors will greatly benefit from using them. I strongly feel like once the instructors have a chance to get to know their learners then, they will know what they can do to actually motivate their learners. The instructors will also be able to use these motivational techniques throughout the course. Making sure the learners are actively involved in the online course, will ultimately determine how successful the program will be. Helping them to be motivated is just another way to ensure that the learners will be active participates. Dixson (2010) explained that “Online courses are here to stay and growing so we need to do them well and that one of the primary components of effective online teaching (or any other teaching, for that matter) is student engagement” (p. 1).
PowerPoint Presentations can be used in many different ways whether it is a presentation for an online course or a presentation in a physical setting. PowerPoint Presentation is a tool that can be used over and over. It brings enrichment to any learning experience. Patten (2001) explained that PowerPoint Presentation are (a) easy to make changes, (b) are versatile and can be changed to fit any audience, (c) very user friendly, and (d) professional. Patten stated that, “The connections between content and presentation of content are easily seen. The planning process helps students see the logical connections between bits of information. Decisions are made that affect the coherence and consistency of the content” (p. 47).
In conclusion, I enjoyed creating this presentation. These are some great techniques and strategies that instructors can use to help get their learners motivated to work in collaborative groups. Once, the instructors actually get to know their learners individually then they will be able to add to this list based on what they feel like are other motivational factors.
References
Dixson, M. D. (2010). Creating effective student engagement in online
courses: What do
students find engaging? Journal of Scholarship of Teaching &
Learning, 10(2), 1-13.
Patten, K. (2001). Why I assign it and why you should too! Book Report, 19(5), 47-48.
Friday, February 4, 2011
#3 Time Management Problems
One critical time management problem that I have had to deal with was trying to find the right time to sit down to work on my school work. Being a full-time mother, wife, and working a full-time job, makes it difficult to come up with the extra time that is needed to dedicate to school work. Juggling your time is very important when taking courses online for both the instructor and the learner. You have to prioritize and make a to do list, so that you do not forget about anything. West Valley College (2011) stated, “You’ll find that your time management skills will be critical in online classes. Why? Because it is very easy to spend too little time on coursework and get behind. Set designated blocks of time for coursework” (Time and Preparation, para. 2).
Online Classroom (2005) stated, “The time demands of teaching online can be overwhelming, but there are techniques that can greatly reduce the amount of time you need to spend in your online courses without sacrificing quality” (p. 1). Online Classroom explained that the online school or instructor can help avoid a lot of time constraints by making sure the technology system used for the online school is easy to use and understand. Online Classroom continued to explain that the instructors can make sure that all assignments are well explained, which will ultimately reduce time that the instructor may have had to use answering questions for the learners.
Another time management problem would be waiting until the last minute to complete an assignment. This can result in lack of rest or sleep, which is much needed for all the other aspects in your life. Another time management problem that can occur with both the instructor and the learner is trying to sit down at one-time and complete an entire assignment. The instructor and the learner should work on an project or assignment a little at a time.
References
Online Classroom. (2005). Tine management for online instructors. Online Classroom, 1-2.
West Valley College. (2011). How to succeed in an online course. Retrieved from http://www.westvalley.edu/dl/online_success.html.
Online Classroom (2005) stated, “The time demands of teaching online can be overwhelming, but there are techniques that can greatly reduce the amount of time you need to spend in your online courses without sacrificing quality” (p. 1). Online Classroom explained that the online school or instructor can help avoid a lot of time constraints by making sure the technology system used for the online school is easy to use and understand. Online Classroom continued to explain that the instructors can make sure that all assignments are well explained, which will ultimately reduce time that the instructor may have had to use answering questions for the learners.
Another time management problem would be waiting until the last minute to complete an assignment. This can result in lack of rest or sleep, which is much needed for all the other aspects in your life. Another time management problem that can occur with both the instructor and the learner is trying to sit down at one-time and complete an entire assignment. The instructor and the learner should work on an project or assignment a little at a time.
References
Online Classroom. (2005). Tine management for online instructors. Online Classroom, 1-2.
West Valley College. (2011). How to succeed in an online course. Retrieved from http://www.westvalley.edu/dl/online_success.html.
Wednesday, February 2, 2011
The Electronic Learning Community
The electronic learning community is a major part of today’s society. It plays an important role in education. Many individuals are choosing the electronic learning community over the face-to-face classroom settings. Wordiq (2010) stated, “E-learning most often means an approach to facilitate and enhance learning by means of personal computers” (E-learning-Definition, para. 1).
In a physical setting, professors and the students are able to participate in many different forms communication during the courses (Crawford, Smith, & Smith, 2008). Crawford, Smith, and Smith stated their definition of online education as, “Engaged entirely online, learners in web-based learning environments lack the traditional support structure inherent within a face-to-face environment” (p. 136). In my opinion the students in a physical setting are able to solicit more assistance from their professors throughout the class. However, on the other hand the students are more responsible for learning material on their own in an online course.
Bender (2003) explained that learners enjoy being able to feel apart of something. Bender stated, “When they attend a class on campus, they become familiar both with the room in which the class is held and with the regularity of attendance of the inhabitants in that room” (p. 3). Bender continued to explain that due to this the learners may feel more led to want to learn. Online courses can not compare to face-to-face courses in this aspect because the students are not all in one physical setting.
When taking classes online, the learner will need to learn how to fully express themselves through written language. This is especially important when sending and receiving messages to your instructors or classmates, because you do not want anything you may have written to be taken out of context. The online learner will therefore, have to take the extra time to sit down and think about everything that they plan to send before sending it. When taking courses in a physical setting and communicating with others, often times your facial expression shows a lot. It may show your instructor (a) whether you understand or not, (b) agree or disagree, or (c) whether you are listening.
Tiene (2000) explained the difference between being in a physical educational setting and having discussions versus having discussion through online educational settings. Having discussion via online may at times be a little difficult than having them in a physical setting because you may have to deal with technology issues (Tiene, 2000). Due to the fact that learners need to have time to review the material before discussing it, it may take a little longer having online discussion versus physical settings (Tiene, 2000). A learner may have a harder time trying to express themselves in written form online rather than verbally (Tiene, 2000).
Wang and Woo (2007) explained that a lot of learners preferred online discussions because of the flexibility it allows. Wang and Woo stated the following finding from their study, “Responses in face-to-face discussions are more prompt than in online discussions. A commonly reported drawback of online discussions is that participants can hardly get immediate feedback from others because not all participate at the same time” (p. 282). Wang and Woo also found that learners felt like it was uncomplicated to communicate in discussions through physical educational settings.
There are two major forms of communication through online courses that helps make online learning different from face-to-face, synchronous and asynchronous. Both synchronous and asynchronous offer individuals an opportunity to communicate with one another. With this communication individuals are able to better work together and plan out certain tasks. Marjanovic (1999) stated that synchronous technology communication helps, “Enable same-time, same-place or same-time, any place collaboration providing immediacy, faster planning, problem solving, scheduling and decision making processes” (p. 131). Examples of synchronous technology communication are (a) Skype, (b) group chats, or (c) web-cam video conferences. Marjanovic explained that asynchronous technology communication helps, “Enable any-time, any-place collaboration providing freedom of time (learners participate when and if they choose), opportunities to research and backup assertions, more time for reflection, more time to phrase the intervention” (p. 131). Examples of asynchronous technology communication are (a) e-mail, (b) blogs, or (c) discussion boards.
One advantage to synchronous model is the fact that it gives learners a similar feeling as if they were taking face-to-face courses, because they are still able to meet as a whole class and interact with one another. Another advantage is when a learner is enrolled in a course that is synchronous, the learner does not really have a chance to procrastinate with the reading assignments, because the learners have to be prepared for the next class chat (whether it is weekly or bi-weekly). PBworks (2007) provided some advantages for using synchronous communication, “You can get immediate response; instant feedback fosters communications; there seems to be a more emotional bonding effect between people when there is a possibility to communicate in real time, spontaneity” (Synchronous Communication, para. 3).
Pullen and Snow (2007) discussed the following advantages of utilizing asynchronous communication: (a) a schedule does not have to be made to meet for class instruction, (b) professors are not really needed for this model type, (c) this model allows self pace studying, (d) mentors can easily contact learners via e-mail, (e) courses can be very interactive through WebCT or by using the Blackboard (if available through the school), and (f) mentors can also offer addition material for reading purposes or videos for the learners through the WebCT or Blackboard.
Instructor’s roles in facilitating courses that are taught completely online are a little different from the instructor’s role in teaching courses in a physical setting. Some instructors may have a difficult time trying to continue to keep their learners actively engaged in an online course. Making sure your learners are actively engaged in an online course can be very vital to how successful the learner will be during the duration of his/her program. McKeachie in Bender (2003) stated what it means to be a facilitator, “Enhances student learning by encouraging active participation in discussion and by helping the student to see education as meaningful and relevant” (p. 11). McKeachie in Bender continued to explain that an instructor should make sure they do not have a patronizing attitude, they should however try to be considerate of how the learner feel and the learner’s thoughts. McKeachie in Bender then pointed out that the instructor should (a) communicate with their learners as often as needed, (b) should explain in great detail what is considered satisfactory in the course, (c) should be willing to go the extra mile for their learners (for example, providing recommendation letters), and (d) be enthusiastic about the material that they are teaching. Bender stated, “The online teacher should be attentive to each student in the class, in an attempt to bring out the best in each of them” (p. 12).
Dixson (2010) explained that different forms of communications is very beneficial and is related to how a learner is engaged in the course. Learners have a higher engagement when communication occurs mainly between the learner to learner and professor to learner communication. Dixson explained that the professors are responsible for ensuring that they continue to use lively learning, include significant and numerous ways for everyone involved in the online course to communicate with one another.
Instructors are the individuals that set the tone of the course; this tone can be a good tone or a bad tone. An instructor’s tone can show through how much they are present in the course and through their feedback. If the instructor enjoy their job, then they will be more likely to help the learners have a meaningful and rich learning experience. Gayton and McEwen (2007) recommended that instructors should have an energetic interaction throughout the courses. Also, by the instructors setting a positive tone, the learners will not be afraid to communicate with them, if they ever have any questions.
Instructors should also try to make sure the learners have a rich and meaningful experience. Gayton and McEwen (2007) found that using and implementing (a) interactive and organized learning environment, (b) assigning group assignments, and (c) providing feedback regularly help in providing the learners with a rich and meaningful experience. Dixson (2010) stated, “Discussion forums about the concepts, labs and group projects, research papers, and current events assignments” can all help improve the learner’s experience (p. 5). Dixson explained that instructors should focus on creating joint activities and making sure there are plenty of opportunities for dialogues. Graham, Cagiltay, Lim, Craner, and Duffy (2001) provided the following good practice: “Encourages student-faculty contact, encourages cooperation among students, good practice encourages active learning, gives prompt feedback, emphasizes time on task, communicates high expectations, and respects diverse talents and ways of learning” (para. 1-7, principle).
In conclusion, the electronic learning community can be very challenging for both the learners and the instructors. There are also many benefits for the learners as well as for the instructors in the electronic learning community. However, through constant communication the electronic learning community can run very smoothly and be highly successful.
References
Bender, T. (2003). Discussion-based online teaching to enhance student learning. Theory,
practice, and assessment. Virginia: Stylus Publishing.
Crawford, C. M., Smith, R. A., & Smith, M. S. (2008). Course student satisfaction results:
Differentiation between face-to-face, hybrid, and online learning environments. CEDER
Yearbook, 135-149.
Dixson, M. D. (2010). Creating effective student engagement in online courses: What do
students find engaging? Journal of Scholarship of Teaching & Learning, 10(2), 1-13.
Gayton, J. and McEwen, B.C. (2007). Effective online instructional and assessment strategies.
The American Journal of Distance Education, 21(3), 117-132.
Graham, C., Cagiltay, K., Lim, B., Craner, J., Duffy, T.M. (2001). Seven principles of effective
teaching: A practical lens for evaluating online courses. The Technology Source, Retrieved
from http://www.technologysource.org/article/seven_principles_of_effective_teaching/.
Marjanovic, O. (1999). Learning and teaching in a synchronous collaborative environment.
Journal of Computer Assisted Learning, 15(2), 129-138.
PBworks. (2007). Part one: Advantages and disadvantages of synchronous and asynchronous
communication. Retrieved from http://learningwithcomputers.pbworks.com/
w/page/15921339/Synchronous-Communication.
Pullen, J. M., & Snow, C. (2007). Integrating synchronous and asynchronous internet distributed
education for maximum effectiveness. Education and Information Technologies, 12, 137-148.
Tiene, D. (2000). Online discussions: A survey of advantages and disadvantages compared to
face-to-face discussions. Journal of Educational Multimedia and Hypermedia, 9(4), 371-384.
Wand, Q., & Woo, H. L. (2007). Comparing asynchronous online discussion and face-to-face
discussions in a classroom setting. British Journal of Educational Technology, 38(2), 272-
286.
Wordiq. (2010). E-learning-Definition. Retrieved from http://www.wordiq.com/definition/E-
learning.
Tuesday, February 1, 2011
2 The Electronic Learning Community: This is most of the paper.
The electronic learning community is a major part of today’s society. It plays an important role in education. Many individuals are choosing the electronic learning community over the face-to-face classroom settings. Wordiq (2010) stated, “E-learning most often means an approach to facilitate and enhance learning by means of personal computers” (E-learning-Definition, para. 1).
In a physical setting, professors and the students are able to participate in many different forms communication during the courses (Crawford, Smith, & Smith, 2008). Crawford, Smith, and Smith stated their definition of online education as, “Engaged entirely online, learners in web-based learning environments lack the traditional support structure inherent within a face-to-face environment” (p. 136). In my opinion the students in a physical setting are able to solicit more assistance from the professors throughout the class. However, on the other hand the students are more responsible for learning material on their own in an online course.
Bender (2003) explained that learners enjoy being able to feel a part of something. Bender stated, “When they attend a class on campus, they become familiar both with the room in which the class is held and with the regularity of attendance of the inhabitants in that room” (p. 3). Bender continued to explain that due to this the learners may feel more led to want to learn. Online courses cannot compare to face-to-face courses in this aspect because the students are not all in one physical setting.
When taking classes online, the learner will need to learn how to fully express themselves through written language. This is especially important when sending and receiving messages to your instructors or classmates, because you do not want anything you may have written to be taken out of context. The online learner will therefore, have to take the extra time to sit down and think about everything that they plan to send before sending it. When taking courses in a physical setting and communicating with others, often times your facial expression shows a lot. It may show your instructor (a) whether you understand or not, (b) agree or disagree, or (c) whether you are listening.
Tiene (2000) explained the difference between being in a physical educational setting and having discussions versus having discussion through online educational settings. Having discussion via online may at times be a little difficult than having them in a physical setting because you may have to deal with technology issues (Tiene, 2000). Due to the fact that learners need to have time to review the material before discussing it, it may take a little longer having online discussion versus physical settings (Tiene, 2000). A learner may have a harder time trying to express themselves in written form online rather than verbally (Tiene, 2000).
Wang and Woo (2007) explained that a lot of learners preferred online discussions because of the flexibility it allows. Wang and Woo stated the following finding from their study, “Responses in face-to-face discussions are more prompt than in online discussions. A commonly reported drawback of online discussions is that participants can hardly get immediate feedback from others because not all participate at the same time” (p. 282). Wang and Woo also found that learners felt like it was uncomplicated to communicate in discussions through physical educational settings.
There are two major forms of communication through online courses that helps make online learning different from face-to-face, synchronous and asynchronous. Both synchronous and asynchronous offer individuals an opportunity to communicate with one another. With this communication individuals are able to better work together and plan out certain tasks. Marjanovic (1999) stated that synchronous technology communication helps, “Enable same-time, same-place or same-time, any place collaboration providing immediacy, faster planning, problem solving, scheduling and decision making processes” (p. 131). Examples of synchronous technology communication are (a) Skype, (b) group chats, or (c) web-cam video conferences. Marjanovic explained that asynchronous technology communication helps, “Enable any-time, any-place collaboration providing freedom of time (learners participate when and if they choose), opportunities to research and backup assertions, more time for reflection, more time to phrase the intervention” (p. 131). Examples of asynchronous technology communication are (a) e-mail, (b) blogs, or (c) discussion boards.
One advantage to synchronous model is the fact that it gives learners a similar feeling as if they were taking face-to-face courses, because they are still able to meet as a whole class and interact with one another. Another advantage is when a learner is enrolled in a course that is synchronous, the learner does not really have a chance to procrastinate with the reading assignments, because the learners have to be prepared for the next class chat (whether it is weekly or bi-weekly). PBworks (2007) provided some advantages for using synchronous communication, “You can get immediate response; instant feedback fosters communications; there seems to be a more emotional bonding effect between people when there is a possibility to communicate in real time, spontaneity” (Synchronous Communication, para. 3).
Pullen and Snow (2007) discussed the following advantages of utilizing asynchronous communication: (a) a schedule does not have to be made to meet for class instruction, (b) professors are not really needed for this model type, (c) this model allows self pace studying, (d) mentors can easily contact learners via e-mail, (e) courses can be very interactive through WebCT or by using the Blackboard (if available through the school), and (f) mentors can also offer addition material for reading purposes or videos for the learners through the WebCT or Blackboard.
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