Presentation on theme: "Julie Hall, Professor of Office Administration Napa Valley College, January 19, 2010."— Presentation transcript:
Julie Hall, Professor of Office Administration Napa Valley College, January 19, 2010
Class management Interaction and Participation Communication Tracking and Encouraging Grading and Assessment Teaching Style Learning Style Critical Thinking
Too Large Feel voice is lost, not heard Delayed responses Increased instructor workload Smaller Feel voice is heard Community building Better response time Raises perception of quality Instructor balanced workload
Research indicates 21-40 students is considered “large” online class size Average online class size for maximum community building, satisfaction, and retention is between 17-22, with 20 being the most optimal number of students Sources: (ASHE Report, 2006; Davis & Dykman, 2008; Orellana, 2006; Palloff & Pratt 2003; Sieber 2005; Tomei 2004) No one-size-fits-all rule New instructors-15; Experienced 20-25 (Palloff and Pratt, 2003, p.118).
For the first time, research has shown that successful distance education is contingent upon smaller, not larger, class sizes – nearly half the size of its traditional ancestor. Online teaching should not be expected to generate larger revenues by means of larger class sizes at the expense of effective instruction or faculty overloads. (Tomei, 2004, Conclusion, ¶ 3).
Good structure half the battle! Have synchronous office hours Frequently Asked Questions (FAQs) document Proper orientation to learning online with you (See Julie Hall’s Online Orientation at NVC Webpage)
Turn individual assignments into group assignments—grade on both individual contribution and whole project Use peer-to-peer review and critique—create rubric for students to assess one another’s work
Summarize and Combine Responses to Class Questions ◦ Ask students to answer questions of others ◦ Gently guide or send e-mail to instructor if not answered Use detailed Discussion Rubric for feedback—less commentary, yet clear expectations (Ko, 2007). Discussion Protocol ◦ Clearly define requirements, # of times p/week; use 2+2 feedback (two persons, 1 compliment and 1 suggestion or clarification); ◦ Document others’ quotes (J. Hall, personal communication, January 10, 2010) ◦ Type in word processor, edit for spelling and grammar, then copy/paste online
Form smaller discussion groups 10-12 max Rotate leadership in groups for threaded discussions Divide discussion topics into manageable units
Avoid posting I agree! or Great Post! Tell WHY you agree! Ask for more evidence—How do you know? Ask for clarification—Example? What do you mean? Ask open-ended questions—Why do you think this is important? Ask linking or extension questions—How does this relate to? Connection? Hypothetical questions—If you were to apply this to X, what would you do? Cause-and-Effect questions—Effect on this if x? Summary-and-Synthesis questions—Most important? Unresolved? Source: Brookfield and Preskill (1999) (as cited in Palloff and Pratt (2003), pp. 151-152.
Davis, C. and Dykman, C. A. (2008). Online education forum-- Part three: A quality online educational experience". Journal of Information Systems Education, 19(3), 281-290. Retrieved October 9, 2009, from http://search.ebscohost.com.library.capella.edu, an:34493678Online education forum-- Part three: A quality online educational experience http://search.ebscohost.com.library.capella.edu Kelly, Rob. Tips for managing large online classes. Retrieved November 16, 2009 from http://www.facultyfocus.com Ko, Susan. Tips for managing larger online classes. DE Oracle@UMUC. November/December 2007. Retrieved January 16, 2009 at http://www.facultyfocus.comhttp://www.facultyfocus.com Orellana, Anymir. (2006). Class size and interaction in online courses. Quarterly Review of Distance Education, 7(3), 229-248. Retrieved March 21, 2009, from the Academic Search Premier database. an:22941927
Palloff, R. M., & Pratt, K. (2003). The virtual student: A profile and guide to working with online learners. San Francisco: Jossey- Bass. Research on the factors of online learning. (2006). ASHE Higher Education Report. 32 (1), 37-87. Retrieved September 16, 2009, from http://search.ebscohost.com.library.capella.edu, an: 22195359.http://search.ebscohost.com.library.capella.edu Sieber, J. E., (2005). Misconceptions and realities about teaching online. East Bay Science and Engineering Ethics 11, 329-340. Retrieved from the Academic Search Premier database. an:17943808 Tomei, L. A. (2004). The impact of online teaching on faculty load: Computing the ideal class size for online courses. International Journal of Instructional Technology and Distance Learning. 1(1). Retrieved March 16, 2009, from http://www.itdl.org/journal/Jan_04/article04.htm