An interesting new book on learning whose principles can be applied to online teaching of college level classes is:
Making Learning Whole: The Seven Principles of Teaching Can Transform Education By David N. Perkins Jossey-Bass, San Francisco, CA 2009. http://leading-learning.blogspot.com/2009/01/advice-from-david-perkins-to-make.html Perkins has seven principles:
Some of my notes:
Play the whole game, not fragmented bits. Online application: We have to guard against fragmentation in online learning. Perkins suggests inquiry learning. Classes that consist of PowerPoint lectures and tests are the biggest offenders. Teachers need to push students to form a learning community that will provide “camaraderie and creativity.”
Make the game worth playing: (p.53) What is the one thing you understand really well? How did you come to understand it? How do you know you understand it? Online application: We do need to get online students to reflect on what they have learned. It is actually easier to do this online because it does not take class time and many online course management systems have the facility for journals.
Play out of town: Perkins’ example is a physics teacher works problems with students illustrating how objects falling from a tower behave, but then students cannot answer a question about how long it takes an object to fall into a pit.(p.109) Online application: Good design in online courses encourages students to work problems to increase their understanding. There is no need to wait for the slowest student in the class and those of above average ability can be challenged. At the same time all students need to be engaged in discussions of the subject and learn from each other.
Uncover the hidden game: Almost anything people learn in school and out of school has its hidden aspects (p.134,) For example, in baseball runs created is a better measure of a players worth to a team than batting average. Online application: Group work, if structured correctly, can encourage students to explore more than the simple text. A “jigsaw” exercise can have separate groups explore issues and then report back to the main group to put the complete puzzle together.
Work on the hard bits: Vygotsky’s work on the “zone of proximal development” showed that learners can be lead, by social support, to do what they would not do spontaneously. (p.165). His theory is still valid, despite the fact that Vygotsky worked from 1896-1934. Online application: Teachers need to show presence in the online class and make the students realize that they can explore the subject with support.
Learn the Game of Learning: Expert tutors – but not those with less finesse – keep instruction centered on questions and hints rather commands to encourage tutees to of themselves as in control and responsible for their success. Online application: The teacher needs to guide students in discussions to work together to generate answers.
Thursday, December 10, 2009
Sunday, December 6, 2009
Surveys in the Online Classroom.
Many Course Management Systems allow teachers to put Surveys in the class. These tools let teachers ask students for anonymous feedback but also allow provide teachers with the names of students who participated. The survey can then be given “extra credit” or points for participation but students know their identity is protected. In contrast to the face-to-face class online surveys do not take up class time.
Surveys can be used throughout the course to get information on where students have problems. In a face-to-face class teachers often use CATs http://www.ntlf.com/html/lib/bib/assess.htm. However, these techniques, like the one-minute-paper, need to be adapted for online. Some teachers require weekly surveys but if overdone students will not take them seriously. These surveys may be most effective in the beginning and middle of the class.
A different use for the survey tool is to help faculty make changes in their courses. While many institutions require end of course surveys, the return rate is often low, often around 30%. http://jolt.merlot.org/Vol2_No2_Laubsch.htm Often the questions asked are standard for the institution and do not give faculty the information needed to enhance the course. In this case the survey can be a useful tool.
I prefer open ended question to True/False or Multiple choice for the end of course survey. My theory is if you ask a question that is T/F or MC and you get an answer then what do you do with that? The students may give a low rating to one of the questions but then unless you ask them to justify their ratings you have no clue why they did. If you need documentation for retention or promotion then having the numbers may be required.
Students do NOT like long surveys. In fact, many prefer NOT to fill out surveys at all. That is why the option to see who did the survey is helpful. I set up a column in the grade book so that I can give students a grade for doing it, which is a motivator. I also make sure to tell the students that I WILL use their responses, and even tell them how their class was changed because of past students’ input.
There are surveys whose validity has been verified:
• COLLES http://surveylearning.moodle.com/colles/
• ATTLS http://http://thejournal.com/Articles/2008/03/24/Creating-a-Collaborative-Syllabus-Using-Moodle.aspx?Page=2/
These are not a help to you if you want particular information on YOUR course structure but the questions are interesting to look at.
Surveys can be used throughout the course to get information on where students have problems. In a face-to-face class teachers often use CATs http://www.ntlf.com/html/lib/bib/assess.htm. However, these techniques, like the one-minute-paper, need to be adapted for online. Some teachers require weekly surveys but if overdone students will not take them seriously. These surveys may be most effective in the beginning and middle of the class.
A different use for the survey tool is to help faculty make changes in their courses. While many institutions require end of course surveys, the return rate is often low, often around 30%. http://jolt.merlot.org/Vol2_No2_Laubsch.htm Often the questions asked are standard for the institution and do not give faculty the information needed to enhance the course. In this case the survey can be a useful tool.
I prefer open ended question to True/False or Multiple choice for the end of course survey. My theory is if you ask a question that is T/F or MC and you get an answer then what do you do with that? The students may give a low rating to one of the questions but then unless you ask them to justify their ratings you have no clue why they did. If you need documentation for retention or promotion then having the numbers may be required.
Students do NOT like long surveys. In fact, many prefer NOT to fill out surveys at all. That is why the option to see who did the survey is helpful. I set up a column in the grade book so that I can give students a grade for doing it, which is a motivator. I also make sure to tell the students that I WILL use their responses, and even tell them how their class was changed because of past students’ input.
There are surveys whose validity has been verified:
• COLLES http://surveylearning.moodle.com/colles/
• ATTLS http://http://thejournal.com/Articles/2008/03/24/Creating-a-Collaborative-Syllabus-Using-Moodle.aspx?Page=2/
These are not a help to you if you want particular information on YOUR course structure but the questions are interesting to look at.
Sunday, November 29, 2009
Group work online
SOME THOUGHTS ON GROUP WORK
There are two reasons to create groups in online classes. One is that the class is simply so big (and I define that as over 20) that students could never keep up with all the postings. In that case you are using the Group function similar to the Discussion Board. This type of group work is easier to grade and takes a strain off students in a large class, but it really doesn’t help you as a teacher lighten your load. As in this class, when I do this I make all groups visible. I think some students do read the work in other groups.
The other, perhaps more popular use of groups, is to require students to work together to produce ONE final product. While this is the common use of groups, there are problems because people log in at different times. Some students want to finish early (I was this type of student) and some students wait until the last minute. There is also the “free rider” problem, where one student “coasts” on the work of others. I allow students in a group project to “fire” a non-performer. So far that threat has been enough to insure participation.
Some teachers assign roles in a progressive project. This is a good strategy with undergrad groups or groups who have just met. Students are required to build on previous entries. If you as a teacher know enough to sense who posts early this is a strategy to consider. Student A is assigned the first post, student b must add to it, then student C, etc. At the end all students make a final summative. When this works, it works great, but unfortunately life sometimes intervenes. This progressive type of project is also easy to grade.
In most group projects, however, students are required to all work together from the beginning and share their experiences but then come up with a final project that demonstrates that they have mastered the subject. This mirrors what you often have to do in a business situation. You need to arrive at a solution to a problem while working in a group. Note what happened here: There is no way that we could share our experiences, come to a conclusion and do a presentation in a short time. My finding is that this type of group project always takes longer than one week. I usually allot three weeks minimum. This type of project is hard to grade.
So what do I do? I try to be very specific in my directions, telling the group exactly what their final project needs to look like. I allot three weeks. I give break points within the three weeks: by the end of the first week you should have decided on the topic. by the end of the second week you have all given input into the topic… by the end of the third week you will all have worked together to produce the final product. I make myself part of every group so I can answer questions and I can more fairly grade. Some online teachers ask students in a group to grade each other, but I do not do that. I give the students a rubric and try to follow.
Designing, monitoring and grading group work is hard online. (Actually I think it is hard in a face-to-face class to).
There are two reasons to create groups in online classes. One is that the class is simply so big (and I define that as over 20) that students could never keep up with all the postings. In that case you are using the Group function similar to the Discussion Board. This type of group work is easier to grade and takes a strain off students in a large class, but it really doesn’t help you as a teacher lighten your load. As in this class, when I do this I make all groups visible. I think some students do read the work in other groups.
The other, perhaps more popular use of groups, is to require students to work together to produce ONE final product. While this is the common use of groups, there are problems because people log in at different times. Some students want to finish early (I was this type of student) and some students wait until the last minute. There is also the “free rider” problem, where one student “coasts” on the work of others. I allow students in a group project to “fire” a non-performer. So far that threat has been enough to insure participation.
Some teachers assign roles in a progressive project. This is a good strategy with undergrad groups or groups who have just met. Students are required to build on previous entries. If you as a teacher know enough to sense who posts early this is a strategy to consider. Student A is assigned the first post, student b must add to it, then student C, etc. At the end all students make a final summative. When this works, it works great, but unfortunately life sometimes intervenes. This progressive type of project is also easy to grade.
In most group projects, however, students are required to all work together from the beginning and share their experiences but then come up with a final project that demonstrates that they have mastered the subject. This mirrors what you often have to do in a business situation. You need to arrive at a solution to a problem while working in a group. Note what happened here: There is no way that we could share our experiences, come to a conclusion and do a presentation in a short time. My finding is that this type of group project always takes longer than one week. I usually allot three weeks minimum. This type of project is hard to grade.
So what do I do? I try to be very specific in my directions, telling the group exactly what their final project needs to look like. I allot three weeks. I give break points within the three weeks: by the end of the first week you should have decided on the topic. by the end of the second week you have all given input into the topic… by the end of the third week you will all have worked together to produce the final product. I make myself part of every group so I can answer questions and I can more fairly grade. Some online teachers ask students in a group to grade each other, but I do not do that. I give the students a rubric and try to follow.
Designing, monitoring and grading group work is hard online. (Actually I think it is hard in a face-to-face class to).
Sunday, November 8, 2009
New Technologies for Online Teacher Mentors
November 2009 New Technologies for Online Teaching and Learning
Online movie reviews: Carefully screen online movies for appropriate content. See http://www.imdb.com/features/video/browse/film/ for movies that can be freely viewed. Give out a Word study guide to focus student attention and lead a discussion on the important topics.
Video Blogs: The sites will offer the students with a variety of video blogs that they can refer to while they are researching a particular destination. The videos offer tips and opinions from the host as well as from other travelers – so the information is not biased. The students can also obtain guidance on how a video blog is organized if they chose to present their final project in this format.
Cruises/Ports: http://rickrockhill.blogspot.com/2009/10/aegean-sea-cruise-day-at-sea.html
England: http://www.blogcatalog.com/blog/video-travel-blog
Tour of National Museums and Libraries
Nat'l Lib. of Medicine
Medline searches, fact-
sheets and bibliographies
So, after you tour a museum and want to rest your weary self, go to the library and read to your heart's content!! Medical Libraries
Listing of medical libs.
from U. of Iowa. Medical Reference
Find the best medical
reference on the Web
Concept Mapping
Here's some websites containing information regarding concept mapping. They should be helpful in facilitating student understanding of the process and completion of the assignment.
http://cord.org/txcollabnursing/onsite_conceptmap.htm
http://cmap.ihmc.us/publications/ResearchPapers/TheoryCmaps/TheoryUnderlyingConceptMaps.htm
http://www.bing.com/reference/semhtml/Concept_map?fwd=1&src=abop&qpvt=concept+mapping&q=concept+mapping
Video Streamed Lectures
The school of Public Health at the University of Albany offers free continuing education courses, ttp://www.albany.edu/sph/coned/webstream.htm. I found a lecture on geriatric mental health that I would use to supplement a course on mental geriatric depression and other mental illnesses in the older adult. The University of North Carolina offers lectures on the web 24 hours following the live class and remains online for up to three weeks. This is great reinforcement for the students, and students who missed the live class can keep up with the rest of the class, this is only open to students attending the school.
I would use video streamed lectures or presentation to supplement learning or replace a class, as long as the video met the objectives of the class to be covered.
Student Produced Videos for the class
The following are examples of such an activity:
http://teachertube.com/viewVideo.php?video_id=69498&title=Health_Communication_Son
Interactive News and Documentaries
You won’t find this information in books. National organizations such as HIMSS puts out news and position papers frequently. They are not politically oriented, but do support the role of technology and there are also easy links to multiple news sites available that continually put out information on healthcare technology.
http://www.himss.org/advocacy/d/HIMSS_UpdatedHealthcareReformRecommendations.pdf
http://www.c-spanvideo.org/program/id/211832
Design Generation
Instead of critiquing preexisting designs within a field of study, learners create their own designs.
Example: Kitchen online design sites
http://www.merillat.com/ideafolio/3dplannerlaunch.aspx
http://www.lowes.com/lowes/lkn?action=pg&p=okv/okv_splash.html
Virtual Field Trip
Have students take a virtual trip to a site when they may be employed.
Sample tour of a nursing home Marian Manor Nursing Home
Online Multimedia and Visually Rich Cases
The use of multimedia could assist in decreasing the monotony of the black and white lettering and free computer screen space. Use of multimedia can add individual expressions to enhance a subject matter and also amplifies learning for the visual and auditory learner. Although, I personally is not a fan of all the potential and actual technological theatrics of the learning environment ---but I am here to educate / facilitate and will heed to the known fact that students learn differently and at different rate---therefore it would / could be necessary to supplement my traditional style of lecture with on-line multimedia materials and/or visually rich resources to enhance learning.
Here is a lecture on the Gastrointestinal System with visuals
http://www.virtualmedicalcentre.com/anatomy.asp?sid=7
Please click on the 3-D animation of the Gastrointestinal System---Here you will see what happens to a piece of food from the mouth to the anus.
Broadcast Events
Sites like http://www.edheads.org/activities/knee/ can be used to show student procedures as they are being performed.
Concept Mapping
Concept maps should be helpful in facilitating student understanding of the process and completion of the assignment.
http://cord.org/txcollabnursing/onsite_conceptmap.htm
http://cmap.ihmc.us/publications/ResearchPapers/TheoryCmaps/TheoryUnderlyingConceptMaps.htm
http://www.bing.com/reference/semhtml/Concept_map?fwd=1&src=abop&qpvt=concept+mapping&q=concept+mapping
Online movie reviews: Carefully screen online movies for appropriate content. See http://www.imdb.com/features/video/browse/film/ for movies that can be freely viewed. Give out a Word study guide to focus student attention and lead a discussion on the important topics.
Video Blogs: The sites will offer the students with a variety of video blogs that they can refer to while they are researching a particular destination. The videos offer tips and opinions from the host as well as from other travelers – so the information is not biased. The students can also obtain guidance on how a video blog is organized if they chose to present their final project in this format.
Cruises/Ports: http://rickrockhill.blogspot.com/2009/10/aegean-sea-cruise-day-at-sea.html
England: http://www.blogcatalog.com/blog/video-travel-blog
Tour of National Museums and Libraries
Nat'l Lib. of Medicine
Medline searches, fact-
sheets and bibliographies
So, after you tour a museum and want to rest your weary self, go to the library and read to your heart's content!! Medical Libraries
Listing of medical libs.
from U. of Iowa. Medical Reference
Find the best medical
reference on the Web
Concept Mapping
Here's some websites containing information regarding concept mapping. They should be helpful in facilitating student understanding of the process and completion of the assignment.
http://cord.org/txcollabnursing/onsite_conceptmap.htm
http://cmap.ihmc.us/publications/ResearchPapers/TheoryCmaps/TheoryUnderlyingConceptMaps.htm
http://www.bing.com/reference/semhtml/Concept_map?fwd=1&src=abop&qpvt=concept+mapping&q=concept+mapping
Video Streamed Lectures
The school of Public Health at the University of Albany offers free continuing education courses, ttp://www.albany.edu/sph/coned/webstream.htm. I found a lecture on geriatric mental health that I would use to supplement a course on mental geriatric depression and other mental illnesses in the older adult. The University of North Carolina offers lectures on the web 24 hours following the live class and remains online for up to three weeks. This is great reinforcement for the students, and students who missed the live class can keep up with the rest of the class, this is only open to students attending the school.
I would use video streamed lectures or presentation to supplement learning or replace a class, as long as the video met the objectives of the class to be covered.
Student Produced Videos for the class
The following are examples of such an activity:
http://teachertube.com/viewVideo.php?video_id=69498&title=Health_Communication_Son
Interactive News and Documentaries
You won’t find this information in books. National organizations such as HIMSS puts out news and position papers frequently. They are not politically oriented, but do support the role of technology and there are also easy links to multiple news sites available that continually put out information on healthcare technology.
http://www.himss.org/advocacy/d/HIMSS_UpdatedHealthcareReformRecommendations.pdf
http://www.c-spanvideo.org/program/id/211832
Design Generation
Instead of critiquing preexisting designs within a field of study, learners create their own designs.
Example: Kitchen online design sites
http://www.merillat.com/ideafolio/3dplannerlaunch.aspx
http://www.lowes.com/lowes/lkn?action=pg&p=okv/okv_splash.html
Virtual Field Trip
Have students take a virtual trip to a site when they may be employed.
Sample tour of a nursing home Marian Manor Nursing Home
Online Multimedia and Visually Rich Cases
The use of multimedia could assist in decreasing the monotony of the black and white lettering and free computer screen space. Use of multimedia can add individual expressions to enhance a subject matter and also amplifies learning for the visual and auditory learner. Although, I personally is not a fan of all the potential and actual technological theatrics of the learning environment ---but I am here to educate / facilitate and will heed to the known fact that students learn differently and at different rate---therefore it would / could be necessary to supplement my traditional style of lecture with on-line multimedia materials and/or visually rich resources to enhance learning.
Here is a lecture on the Gastrointestinal System with visuals
http://www.virtualmedicalcentre.com/anatomy.asp?sid=7
Please click on the 3-D animation of the Gastrointestinal System---Here you will see what happens to a piece of food from the mouth to the anus.
Broadcast Events
Sites like http://www.edheads.org/activities/knee/ can be used to show student procedures as they are being performed.
Concept Mapping
Concept maps should be helpful in facilitating student understanding of the process and completion of the assignment.
http://cord.org/txcollabnursing/onsite_conceptmap.htm
http://cmap.ihmc.us/publications/ResearchPapers/TheoryCmaps/TheoryUnderlyingConceptMaps.htm
http://www.bing.com/reference/semhtml/Concept_map?fwd=1&src=abop&qpvt=concept+mapping&q=concept+mapping
Thursday, October 22, 2009
Latest Sloan Report on Faculty and Online Learning
The latest Sloan Report "Strong Faculty Engagement in Online Learning APLU Reports" makes interesting reading.
Faculty do feel it takes more time to teach an online course. I have heard this often, but I wonder if it is true. If faculty teach only online then they do not have to get dressed, get to the school, walk to the classroom, etc. They do have to correct papers but they would need to do that anyway. I wonder how many online faculty spend more than the credit hours (usually 3) participating in online discussions. They would be doing this in the class also.
One thing I do agree with is the faculty perception that there is not enough institutional support. I think all institutions with online programs should have robust support for online faculty and students. This includes having an Instructional Technologist for faculty to contact and an 800 number and web site for questions.
Faculty do feel it takes more time to teach an online course. I have heard this often, but I wonder if it is true. If faculty teach only online then they do not have to get dressed, get to the school, walk to the classroom, etc. They do have to correct papers but they would need to do that anyway. I wonder how many online faculty spend more than the credit hours (usually 3) participating in online discussions. They would be doing this in the class also.
One thing I do agree with is the faculty perception that there is not enough institutional support. I think all institutions with online programs should have robust support for online faculty and students. This includes having an Instructional Technologist for faculty to contact and an 800 number and web site for questions.
Friday, September 25, 2009
The Teagle Foundation
The Teagle Foundation has conducted research that concludes there are "Ten Easy and Not So Expensive Steps" to Improving Student Learning. http://www.teaglefoundation.org/learning/essays/tensteps.aspx This is an excellent resource for all teachers.
I see online education reflected in many of the steps:
Learning Communities: Hopefully all online classes foster this.
Writing Intensive Courses: In an online class you write or you are not attending.
Diversity/Student Learning: Since students come from anywhere there can be greater diversity online.
Of course, this assume that Discussion is an integral part of the online class. If it is read/test then none of these results will be achieved.
I see online education reflected in many of the steps:
Learning Communities: Hopefully all online classes foster this.
Writing Intensive Courses: In an online class you write or you are not attending.
Diversity/Student Learning: Since students come from anywhere there can be greater diversity online.
Of course, this assume that Discussion is an integral part of the online class. If it is read/test then none of these results will be achieved.
Monday, September 21, 2009
The Six Essential Elements Critical to the Success of Online Learning
In “Building Online Learning Communities” by Rena M.Paloff and Keith Pratt (Jossey-Bass, 2007) the authors cite “The Six Essential Elements critical to the success of online learning. (p. 228). Students in an online class “PRINCIPLES AND SKILLS IN ONLINE EDUCATION” searched for references in each area. This is a complication of their results along with comments (in Italics).
HONESTY
Varvel, V.E., (2005). Honesty in Online Education. Pointers & Clickers(6)1., pp1-20. Located at:http://illinois.online.uillinois.edu/resources/pointersclickers/2005_01/VarvelCheatPoint2005.pdf
A great list of references.
This website “Online Ethics Center” has information for online education, including resources for K-12 and higher education. http://onlineethics.org/CMS/edu/precol/scienceclass/lessonplans/lesson4.aspx
Napa Valley College (no date). Academic Honesty in Online Courses. Located at http://www.napavalley.edu/Academics/OnlineEd/Pages/AcademicHonestyInOnlineCourses.aspxm
Moore, Marina. (2006). Honesty and Ethics in the Classroom. Located at http://e-articles.info/e/a/title/Honesty-and-Ethics-in-the-Classroom/
RESPONSIVENESSThorpe, Mary (2002). Rethinking Learner Support: the challenge of collaborative online learning. Open Learning, Vol. 17, No. 2, 2002 . Retrieved from http://portal.pucmm.edu.do/RSTA/Academico/TE/Documents/ed/rrsccol.pdf
“interactive programs which react to input from the leaner cannot replace interpersonal responses from the instructor and other students.”
Spiceland, J. David. (2002.) The Impact on Learning of an Asynchronous Active Learning Course Format. JALN Volume 6, Issue 1 – July 2002. Retrieved from http://www.aln.org/publications/jaln/v6n1/pdf/v6n1_spiceland.pdf
“However, the findings here offer new evidence that learning can also be enhanced with an active learning format in an online course.”
RELEVANCE
Chyung, Y. (2001). Improve the Motivational Appeal of Online Instruction for Adult Learners: What’s in it for Me? The American Journal of Distance Education (Volume 15; Issue 3, p. 36-49). Retrieved from http://coen.boisestate.edu/ychyung/researchpaper.htm
Frazee, R. (2003). Using Relevance to Facilitate Online Participation in a Hybrid Course, Educause Quarterly (4). Retrieved from http://net.educause.edu/ir/library/pdf/eqm03411.pdf
Lowenthal, P.R. (2008). Online Faculty Development and Storytelling: An Unlikely Solution to Improving Teacher Quality. MERLOT Journal of Online Learning and Teaching, 4,3. Retrieved from http://jolt.merlot.org/vol4no3/lowenthal_0908.htm
ChanLin, L. (2009, February). Applying motivational analysis in a Web-based course. Innovations in Education & Teaching International, 46(1), 91-103. Retrieved September 17, 2009 from EBSCOhost database.
Choi, H., & Johnson, S. (2005). The Effect of Context-Based Video Instruction on Learning and Motivation in Online Courses. American Journal of Distance Education, 19(4), 215-227. Retrieved September 17, 2009 from EBSCOhost database.
Palloff, R. M. & Pratt, K. (2007). Building online learning communities. 2nd ed. San Francisco: Jossey-Bass.
Payne, L. (2009). Using a WIKI to support sustainability literacy. ITALICS: Innovations in Teaching & Learning in Information & Computer Sciences, 8(1), 45-52. Retrieved September 17, 2009 from EBSCOhost database.
RESPECT
Grant, Mary (2007). Best Practices in Undergraduate Adult-Centered Online Learning: Mechanisms for Course Design and Delivery. Journal of Online Learning and Teaching. Vol. 1. No.4. December 2007. Retrieved from http://jolt.merlot.org/vol3no4/grant.htm
This principle suggests that the course content and design be developed within an open atmosphere for the leaner. Students who were surveyed reported “increased self-confidence when participating in class discussions and appreciated the anonymous environment. Students also commented that online courses had more variety.”
Riel, Margaret (2009). The Learning Circle Model: Building Knowledge through Collaborative Projects. Retrieved Sept 14, 2009 from http://www.onlinelearningcircles.com/
Waddell, Linda & Byrne, Susan The Ice Cream Approach to Online Facilitation. Retrieved Sept 15, 2009 from
http://myedison.tesc.edu/webapps/discussionboard/do/www.tecknowledg-elearning.com/uploaded_files/TheIceCreamApproach.pdf
OPENNESS
Creating a safe and Engaging Classroom Climate. School Of Graduate Studies and Continuing Education, UWW: Teaching Diversity (2006). Retrieved from http://www.uww.edu/learn/diversity/safeclassroom.php ,Retrieved January 2009.
“For learning to occur, especially if the subject is controversial, both safety and tension must exist.”
EMPOWERMENT
B. & Vassar, J. (2009). "Determinants for success in online learning Communities". Retrieved from http://www.inderscience.com/offer.php?id=25210, International Journal of Web Based Communities, 5, 340-350, B. & International Journal of Web Based Communities, 5, 340-350International Journal of Web Based Communities, 5, 340-350. There is a fee to view this article. The summary is at http://www.sciencedaily.com/releases/2009/05/090522101835.htm
“provide the learner access to information at the learner pace and in accordance to the learner’s needs:”
M Warschauer (1997), Electronic Literacies: Language, Culture, and Power in the Online Classroom, retrieved from http://www.citytowninfo.com/education-articles/online-colleges/empowerment-through-online-education.
“online courses improve student access to education. “
HONESTY
Varvel, V.E., (2005). Honesty in Online Education. Pointers & Clickers(6)1., pp1-20. Located at:http://illinois.online.uillinois.edu/resources/pointersclickers/2005_01/VarvelCheatPoint2005.pdf
A great list of references.
This website “Online Ethics Center” has information for online education, including resources for K-12 and higher education. http://onlineethics.org/CMS/edu/precol/scienceclass/lessonplans/lesson4.aspx
Napa Valley College (no date). Academic Honesty in Online Courses. Located at http://www.napavalley.edu/Academics/OnlineEd/Pages/AcademicHonestyInOnlineCourses.aspxm
Moore, Marina. (2006). Honesty and Ethics in the Classroom. Located at http://e-articles.info/e/a/title/Honesty-and-Ethics-in-the-Classroom/
RESPONSIVENESSThorpe, Mary (2002). Rethinking Learner Support: the challenge of collaborative online learning. Open Learning, Vol. 17, No. 2, 2002 . Retrieved from http://portal.pucmm.edu.do/RSTA/Academico/TE/Documents/ed/rrsccol.pdf
“interactive programs which react to input from the leaner cannot replace interpersonal responses from the instructor and other students.”
Spiceland, J. David. (2002.) The Impact on Learning of an Asynchronous Active Learning Course Format. JALN Volume 6, Issue 1 – July 2002. Retrieved from http://www.aln.org/publications/jaln/v6n1/pdf/v6n1_spiceland.pdf
“However, the findings here offer new evidence that learning can also be enhanced with an active learning format in an online course.”
RELEVANCE
Chyung, Y. (2001). Improve the Motivational Appeal of Online Instruction for Adult Learners: What’s in it for Me? The American Journal of Distance Education (Volume 15; Issue 3, p. 36-49). Retrieved from http://coen.boisestate.edu/ychyung/researchpaper.htm
Frazee, R. (2003). Using Relevance to Facilitate Online Participation in a Hybrid Course, Educause Quarterly (4). Retrieved from http://net.educause.edu/ir/library/pdf/eqm03411.pdf
Lowenthal, P.R. (2008). Online Faculty Development and Storytelling: An Unlikely Solution to Improving Teacher Quality. MERLOT Journal of Online Learning and Teaching, 4,3. Retrieved from http://jolt.merlot.org/vol4no3/lowenthal_0908.htm
ChanLin, L. (2009, February). Applying motivational analysis in a Web-based course. Innovations in Education & Teaching International, 46(1), 91-103. Retrieved September 17, 2009 from EBSCOhost database.
Choi, H., & Johnson, S. (2005). The Effect of Context-Based Video Instruction on Learning and Motivation in Online Courses. American Journal of Distance Education, 19(4), 215-227. Retrieved September 17, 2009 from EBSCOhost database.
Palloff, R. M. & Pratt, K. (2007). Building online learning communities. 2nd ed. San Francisco: Jossey-Bass.
Payne, L. (2009). Using a WIKI to support sustainability literacy. ITALICS: Innovations in Teaching & Learning in Information & Computer Sciences, 8(1), 45-52. Retrieved September 17, 2009 from EBSCOhost database.
RESPECT
Grant, Mary (2007). Best Practices in Undergraduate Adult-Centered Online Learning: Mechanisms for Course Design and Delivery. Journal of Online Learning and Teaching. Vol. 1. No.4. December 2007. Retrieved from http://jolt.merlot.org/vol3no4/grant.htm
This principle suggests that the course content and design be developed within an open atmosphere for the leaner. Students who were surveyed reported “increased self-confidence when participating in class discussions and appreciated the anonymous environment. Students also commented that online courses had more variety.”
Riel, Margaret (2009). The Learning Circle Model: Building Knowledge through Collaborative Projects. Retrieved Sept 14, 2009 from http://www.onlinelearningcircles.com/
Waddell, Linda & Byrne, Susan The Ice Cream Approach to Online Facilitation. Retrieved Sept 15, 2009 from
http://myedison.tesc.edu/webapps/discussionboard/do/www.tecknowledg-elearning.com/uploaded_files/TheIceCreamApproach.pdf
OPENNESS
Creating a safe and Engaging Classroom Climate. School Of Graduate Studies and Continuing Education, UWW: Teaching Diversity (2006). Retrieved from http://www.uww.edu/learn/diversity/safeclassroom.php ,Retrieved January 2009.
“For learning to occur, especially if the subject is controversial, both safety and tension must exist.”
EMPOWERMENT
B. & Vassar, J. (2009). "Determinants for success in online learning Communities". Retrieved from http://www.inderscience.com/offer.php?id=25210, International Journal of Web Based Communities, 5, 340-350, B. & International Journal of Web Based Communities, 5, 340-350International Journal of Web Based Communities, 5, 340-350. There is a fee to view this article. The summary is at http://www.sciencedaily.com/releases/2009/05/090522101835.htm
“provide the learner access to information at the learner pace and in accordance to the learner’s needs:”
M Warschauer (1997), Electronic Literacies: Language, Culture, and Power in the Online Classroom, retrieved from http://www.citytowninfo.com/education-articles/online-colleges/empowerment-through-online-education.
“online courses improve student access to education. “
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