Teacher TALC: Exploring Online Teaching Lisanne Grant, Susan Bontly - - PowerPoint PPT Presentation

Teacher TALC: Exploring Online Teaching

Lisanne Grant, Susan Bontly & Krista MacDonald April, 5th, 2019 Dona Ana Community College East Mesa Campus DAAR 100Q

Make a list of the characteristics and attitudes

• f the average DACC online

student.

Data says….

VLIT Spring 2018 Online Student Survey (144 responses)

• 52% were taking 12 or more graded credits
• 47% need online classes to complete a degree or

certificate

• 97% attend in-person courses while taking online

courses at DACC

• 46% access their online courses daily (40% several

times daily)

• 97% would recommend a student, family member,

friend, or work colleague to take a DACC online course

• 65% feel they learned as much from their DACC online

course(s) as they would from a DACC in-person version

• f the same course(s)

Understanding Student Needs

“instructors who experience what it’s like to be an online student are more sensitive to student needs in terms of reasonable course loads, need for regular feedback and interaction, and a robust and engaging learning experience” (Palloff & Pratt, 2011, p. 106)

Your responses...

Did you need the class for a degree or certificate?

From your view as a student...

• What were your concerns as a student?
• Did you have technical difficulties?
• Were you engaged?
• What motivated you to learn?
• Did you feel a connection with your instructor? classmates?
• Did you feel like you were part of a learning community?
• Was the class easy to navigate?
• Did you know why you were being asked to complete certain

tasks?

• Were you comfortable communicating with your instructor?
• Did you feel you received useful feedback?
• Did you feel your instructor placed importance on creating a high

quality course?

What do Online DACC Students say?

In 2015, during a focus group of online DACC students who had taken over 10 online courses, they shared what their least favorite part about online courses were…

“Instructors should ask the students about their lives, picture, something funny, so everyone can be in it together.” [Lack of Connection] “...not getting feedback on something. Say more than ‘good’ on an 18/20.” [Poor Feedback] “Instructors should have specific time to communicate with you.” [Poor Communication] “Teaching online classes, it feels like a pet project, like the online class is not

• important. I don’t like feeling like I’m not on top of the list.” [Lack of Priority]

Transforming least favorite to favorite

Feedback

• “Personalized

feedback”

• Formative

comments on graded assignments

• Summative

feedback

• Detailed rubrics
• Prompt email

responses Connection

• Short messages of

encouragement

• Additional

information based

• n individually

expressed interests

• Occasional jokes,

cartoons, or inspirational quotes Communication In Canvas

• Inbox messages
• Discussion replies
• Announcements
• Chat

Other Channels

• Email
• Skype
• In-person office

hours

• Telephone
• Social Media

Make the Class a Priority

• Deadline reminders
• Weekly and/or Video

announcements

• “Be available”
• Establish

expectations *Developed based on data collected annually (2016-2018) from DACC online student surveys

93% (N= 100)

Online students who completed the Spring 2017 DACC Online Student Survey indicated that instructor responsiveness was the greatest influence on the quality of their educational experience as a DACC online student.

Best Practices

What does the research say...

According to the “Community of Inquiry” Framework first published by Garrison, Anderson and Archer in 2000, faculty should address three categories of student needs in online learning environments:

• Teaching Presence: Classroom management strategies
• Social Presence: Personal connection & Correspondence vs. online course
• Cognitive Presence: Sharing your expertise & encouraging critical thinking

Teaching Presence

Teaching Presence: Areas to Explore

Classroom Assessment Techniques (Carnegie Mellon University, 2016)

• Midterm course survey
• Murkiest point
• Polls --- Poll Everywhere, Google Forms, Kahoot, etc.
• Direct Paraphrasing
• Minute Paper (Used in live Webinars)
• Problem Recognition Tasks
• Documented Problem-Solution
• Student Generated Test Questions

Teaching Presence: Areas to Explore

Facilitating discourse (Duquesne University Center for Teaching Excellence, 2019)

• Addresses all three areas of the Community of Inquiry

Live Conferencing

• AdobeConnect
• Google Hangouts

Use of Social Media (Morrison, 2014)

• Twitter
• Skype

Social Presence

“In education especially, the community connects us with…’great things’ of the world...and great teaching is about knowing that community, feeling that community, sensing that community, and then drawing your students into it.”

Parker Palmer as quoted by bell hooks in her book Teaching Community: A pedagogy of Hope

Social Presence: Areas to Explore

Participate in online discussions (1/9 = 12.5%) Facilitate online class discussions (6/9 = 75%) Inviting Social Connection

• Online “Eye contact” & “Smile”
• Ask students what they need from you to be successful in your class
• Introduce yourself and invite them to introduce themselves
• Private Check ins
• Public Check ins

Samples of simple phrases of encouragement that can be shared in online discussions:

• Tell me more
• Great point! You are on the right track
• I have never thought about that--how cool!
• Wow! Excellent question
• Thanks for sharing your experience and perspective. I value...

Tools for adding richness:

• Images, Memes, Emoticons, Avatars, Videos, Poetry, Inspiring Quotes

https://youtu.be/jNVPalNZD_I *Note that some momentary visuals in the above video "Moments" may be challenging for some viewers.

Cognitive Presence

Cognitive Presence: Areas to Explore

Create/compile instructional materials that promote intellectual curiosity

• FAQs
• Create short videos explaining key topics
• Create online lectures
• Identify DACC Library resources & course related websites
• Identify YouTube videos

Helping learners connect knowledge learned to everyday experience.

• Reflections
• Discussions

Designing rubrics that place value on

• Original thought,
• Critical analysis,
• Ability to problem solve (Beck, 2009).

Cognitive Presence: Areas to Explore

Participate in online discussions (1/9 = 12.5%) Facilitate online class discussions (6/9 = 75%) Sharing Expertise

• Encourage deeper thought and conversation

○ That is an interesting point….tell me more

• Share a summary of the discussion highlighting the key points
• ask follow up questions,

○ Have you ever thought about….

• Share additional resources

○

• Wow. You might be interested in checking out this source….

Link Between Best Practices and Quality Matters™

Community of Inquiry overlaps with Quality Matters™

Teaching Presence:

• Standard 1: Course Overview & Introduction
• Standard 2: Learning Objectives,
• Standard 3: Assessment and Measurement
• Standard 6: Course Technology
• Standard 7: Learner Support
• Standard 8: Accessibility & Usability

Cognitive Presence:

• Standard 3: Assessment and Measurement
• Standard 4: Instructional Materials
• Standard 5: Learning Activities & Learner

Interaction Social Presence:

• Standard 1: Course Overview & Introduction
• Standard 5: Learning Activities & Learner

Interaction

• Standard 6: Course Technology

Expressed Concerns

What is your most pressing concern about teaching

• nline or blended courses?

“The students ability to resources ex. computers, internet access” Spring 2018 Online Student Survey (N = 144)

• 46% access their online courses daily

(40% several times daily)

• 92% have access to internet at home

that is not provided by their cell phone carrier.

What is your most pressing concern about teaching

• nline or blended courses?

Whether students are actually learning "as much" as face-to-face students, or if they are just "doing the work". In the Spring 2018 Online Student Survey (N = 144) it was revealed that 65% feel they learned as much from their DACC online course(s) as they would from a DACC in-person version

• f the same course(s).

Available Resources

• Jossey-Bass guides to online teaching

and learning (highly recommended) - http://bit.ly/2K7EqtW

• Online teaching resources available at

DACC - http://bit.ly/2Uj2BKC

• Online teaching resources available

within the NMSU system - http://bit.ly/2Vqbiz8

Available Resources

Online Teaching and Learning Certifi ficate

• Building online learning communities
• Assessing and evaluating in an online

setting

• Organizing online content
• Different tools for online teaching

Needed Resources?

References

Beck, D. (2009). Community of inquiry: Cognitive presence. Retrieved from https://evolllution.com/ programming/teaching-and-learning/community-of-inquiry-cognitive-presence/ Carnegie Mellon University Eberly Center (2016). Using classroom assessment technique. Retrieved from https://www.cmu.edu/teaching/assessment/basics/alignment.html. Duquesne University Center for Teaching Excellence. (2019). Establishing and online teaching presence. Retrieved from https://www.duq.edu/about/centers-and-institutes/center-for-teaching-excellence /teaching-and-learning/establishing-an-online-teaching-presence. Garrison, D.R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment; Computer conferencing in higher education. The Internet and Higher Education. 2(2-3), 87-105. Morrison, D. (2014). How to develop a sense of presence in online F2F course with social media [Blog post]. Retrieved from https://onlinelearninginsights.wordpress.com/2014/09/29/how-to-develop-a- sense-of-presence-in-online-and-f2f-courses-with-social-media/. Palloff, R., & Pratt, K. (2012). The excellent online Instructor : strategies for professional development. San Francisco, CA: Jossey-Bass.