Presentation on theme: "» Teaching an online class, what takes up most of your time?"— Presentation transcript:
» Teaching an online class, what takes up most of your time?
Charlotte Petty University of Missouri at St. Louis November 14, 2014
» Merriam Webster’s Dictionary defines it as: ˃the act of being engaged » I like to add: while learning takes place Transferring good classroom teaching practices to online teaching
» Learner-Centered » Students actively participate in solving problems » Instructors provide a variety of instructional methods and techniques » Instructors create an environment where learners make learning connections and learn from each other » Student perspective is important » Processes and practices are dynamic and responsive to student needs
» Reactive » Instructor waits until problems arise before responding » Proactive » Information is preventive in that the instructor uses engaging instruction and promotes a positive climate to motivate students
» When you start something new what do you want most from others?
» Be available: ˃Log in at specified times when the course first starts +Chat or video chat ˃Take questions from students to put an end to some basic questions before the real work in the course begins
» Students introduce themselves in two ways: ˃Student home pages ˃Discussion board welcome posts +Respond to all students welcome messages just as you would in classroom
» Check email often ˃At least twice per day on average during the week ˃Respond to student email quickly ˃I’m surprised at how often students say thank you for responding quickly as if this is not the norm! ˃Take the initiative to call a student in special cases and hopefully resolve the problem before there is a need for an in person visit
» How does it feel if the instructor never acknowledges your questions or comments?
» Print the course gradebook ˃First two weeks of postings, correct students posting mistakes so all can see +This teaches all students in the group what is required ˃Track the number of your discussion responses to each student +You don’t want to appear that you respond to the same students all the time – just as you wouldn’t want to call on the same students all the time in class
» From a student perspective what might concern you about postings?
» Have students respect the privacy of others in postings and protect themselves » Tell students: ˃Don’t share the real name of anyone in scenarios you share ˃Don’t share the real name of a company +But do give the correct industry or business type » Students are more open to share experiences knowing they are being protected ˃They are more transparent ˃Help them protect themselves: +They don’t know who knows whom as they post information on discussion boards
» How do you change of out of control discussions ˃Monitor and train students early in course discussion board etiquette and rules +First week and second week respond to discussion postings done incorrectly for all to see what is and is not acceptable +Give frequent, early, positive feedback as well to help students believe they can do well and to show what is expected +Help students apply the material to their own life – relevance* +Ensure the discussion atmosphere is open and positive* +Help students feel they are valued members of discussions* » *Source http://serc.carleton.edu/NAGTWorkshops/affective/motivation.html Retrieved August 19, 2014 (National Association of Geoscience Teachers) +But also: – Note the rules of discussion in your response posting – Note the consequences of not following the rules
» What formats of information do we believe current students read and stay involved with most?
» Graphics and illustrative photos ˃Encourage students to find or create things that help to illustrate the concepts and ideas being discussed, in addition to their writing according to your posting requirements » No the Discussion Board is not Facebook, but the added graphics helps to keep students reading and interested
» Instructor: Draft and keep basic postings ˃Reuse chapter summaries ˃Create and reuse written descriptions of key concepts, theories and other information that are discussed each semester. +Reuse but alter as necessary ˃Unique responses to individual student posts are still necessary
» Weekly announcement – Start of each week ˃Encourage – How did they do last week? ˃Remind – Current week’s plans and assignments ˃Assignment grading – When should they expect them to be returned? ˃Future – Remind students of major upcoming concerns » Of course a big time saver is saving those announcements from semester to semester and alter them as needed » Added announcements as needed – be careful ˃Help students steer clear of problems ˃Reminders to students who aren’t taking part as they should +Via the course site to everyone +Individual emails to offenders
» Be available ˃Send an announcement 24 to 48 hours of the courses closing noting +Concerns +Answer questions that you can anticipate ˃Be logged in during the one to two hours before the midnight closing of the course +As students have last minute questions or problems be available to chat or receive those emails
» Doing these things and more lets students know you care just as you would in a real classroom setting » You can save time by keeping and just revising postings when possible ˃Make sure they know you are there for them!
» Creating Course Success 1.Course site organization 2.Keep students engaged; let them know you are there. 3.Giving timely feedback in grading is essential 4.Monitor and train students early in course discussions 5.Communicating with students via email – holding office hours
» Creating Course Success ˃What gives you a hint early on that a class may not be as good of a course as you would like? 1.Course organization
» Creating Course Success ˃What do you think when you log into a course site and the first few days you haven’t seen anything but the welcome announcement from the instructor? ˃How are students often welcomed on the first day in a traditional classroom? ˃Keep students engaged by letting them know you are there
» Keeping students engaged by letting them know you are there: ˃Respond to every student’s welcome message ˃Have an assignment early on, where you ask for their telephone number and let them know you may call them if necessary ˃Send weekly and sometimes bi-weekly reminder messages
» Creating Course Success ˃What do you consider to be good feedback from an instructor? » Grade and give feedback in a timely manner! ˃Examples of graded papers ˃Tell students when they should expect papers back ˃Always grade assignments before the next is due ˃If there will be delays own up to it; tell them why
» Creating Course Success ˃What kinds of problems may require a face-to-face meeting (use of office hours) with a student? » The importance of communicating with students via email = office hours +Respond to emails daily +Be prepared to respond with a lot of detail to really get to the heart of the concern. +When a student seems just not to get it, take the initiative to call the student and hopefully resolve the problem before there is a need for real office hours
» Creating Course Success - Summary ˃Course site organization ˃Keep students engaged by letting them know you are available and the course is not automated. ˃Grade online and give timely feedback ˃Monitor and train students early in course discussions ˃Communicate with students via email quickly to make – office hours less likely » Ultimately teaching online requires just as great a time commitment and sometimes more than in classroom teaching