Moderating online synchronous discussions for tutorials Jeanette Choy, CDTL | Charina Ong, CDTL
Intended Learning Outcomes 1. Identify the key principles and good practices to engage, connect, and support students in ‘real - time’ online learning. 2. Use the Zoom communication tools to facilitate synchronous discussion and e-tutorials. Centre for Development of Teaching and Learning Slide 2 National University of Singapore
Sharing your Online Consultation via Zoom experience
Possible Goals for Online Learning Discussions • Improved comprehension • Build an argument • Knowledge construction • Collaborative learning • Critical thinking • Create a learning community • Feedback for the instructor Centre for Development of Teaching and Learning Slide 4 National University of Singapore
COI Framework Cognitive Presence Social Presence Supporting e.g. exchanging e.g. engagement with discourse information, connecting participants, encouraging ideas, applying new ideas collaboration Educational Experience Selecting Setting content; climate Regulating learning Teaching Presence e.g. setting curriculum, initiating discussion topics, scaffolding, focusing discussion * Adapted from Garrison, D. R., Anderson, T., & Archer, W. (2010). Centre for Development of Teaching and Learning Slide 5 National University of Singapore
7 Principles for Good Practice in Undergraduate Education 1. Encourages contact between students and faculty 2. Develops reciprocity and cooperation among students 3. Encourages active learning 4. Gives prompt feedback 5. Emphasizes time on task 6. Communicates high expectations 7. Respects diverse talents and ways of learning Chickering and Gamson’s (1987) Centre for Development of Teaching and Learning Slide 6 National University of Singapore
Discuss case study https://tinyurl.com/onlinesync Consider the dimensions of COI framework and discuss how each of these dimensions were evident in the case examples. Suggest other ways you can foster these dimensions in your own context. You may consider Chickering and Gamson’s (1987) 7 Principles for Good Practice in Undergraduate Education. Be ready to share these ideas when you return to the main session. Centre for Development of Teaching and Learning Slide 7 National University of Singapore
Various ways to support distance learning • Share content through learning management systems/LMS (e.g., LumiNUS) • Asynchronous interactions (class discussions, group work, interactive lectures) in LMS (e.g. online forum, online quiz) • Synchronous class sessions through web conferencing (e.g., Skype, Zoom, Google Hangout) • Group work and sharing through online collaborative tools (e.g. G Suites of tools, Padlet) • Assess prior knowledge, improve knowledge retention and transfer through online quizzing (i.e. PollEverywhere, Socrative) • m any more… Centre for Development of Teaching and Learning Slide 8 National University of Singapore
QUESTIONS? Jeanette Choy | jeanette.choy@nus.edu.sg Charina Ong | charina.ong@nus.edu.sg Centre for Development of Teaching and Learning Slide 9 National University of Singapore
References Mason, R. (1991). Methodologies for evaluating applications of computer conferencing. Collaborative Learning Through Computer Conferencing, Berlin: Springer Verlag. Garrison, D. R., & Arbaugh, J. B. (2007). Researching the community of inquiry framework: Review, issues, and future directions. The Internet and Higher Education, 10(3), 157 – 172. Jaques, D., Salmon, G. (2007). Learning in groups [electronic resource] : a handbook for face-to-face and online environments . London. New York: RoutledgeFalmer, Taylor & Francis Group. Centre for Development of Teaching and Learning Slide 10 National University of Singapore
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