1. 10/12/2015 1 2009 Fall Symposium Faculty Panel I Engaging Online Learners Best Practices in the Virtual Classroom November 6, 2009

2. 10/12/2015 2 FACULTY PANEL Dr. Erik Bean, University of Phoenix Dr. Linda Wiechowski, Walsh College Dr. Edie Woods, Macomb Community College FACILITATORS Dr. Roger Bober, University of Phoenix Dr. Edward Callaghan, Oakland Community College

3. Technology as a Lever? Edie Woods, PhD Professor of Psychology Macomb Community College

4. Context  “Seven Principles for Good Practice in Undergraduate Education” (Chickering & Gamson, 1987)  “Implementing the Seven Principles: Technology as Lever” (Chickering & Ehrmann, 1996)  Premise: Leverage technology to advance the 7 Ps  A framework to discuss online teaching and learning in my world

5. Relationships  Constant student-faculty contact  Access via “Virtual Office” and e-mail  Asynchronous discussions: more convenient, deep, honest, involved  Learning is collaborative and social  First-day introductions  Synergy from group discussions  Opportunities to help each other

6. Active Learning and Feedback  Active learning techniques  Publisher supplements—with a caution  Directed Study Guides  WebQuests  Prompt feedback  Online tutorials, practice tests  Replies in discussion forums  Constructive criticisms in gradebook  Comments on ‘blog posts

7. Expectations  Emphasize time on task  Intriguing projects and assignments  24/7 availability of materials, discussions  Helping students understand time demands  Communicate high standards  “Expect more and you will get it”  Detailed instructions, clear grading rubrics

8. Respect Diversity  Learning styles  Learning style inventory  Variety of resources, tasks, assignments  Talents and interests  Personal experience in every discussion  “In the News”  Movie project, Critical Thinking project

9. Let the Seven Principles guide! A mind is a fire to be kindled, not a vessel to be filled. --Plutarch

10. Engaging Online Students Presented by: Dr. Linda Wiechowski

11. Engaging Online Students Best Practices Clearly defined objectives, goals and expectations Prompt responses and grades Address different learning styles Provide opportunities for interaction –Instructor to Student Interaction –Student to Student Interaction –Content Interaction Copyright Walsh College. 2009 All rights reserved.

12. Discussion Boards Copyright Walsh College. 2009 All rights reserved.

13. Click to Reveal Copyright Walsh College. 2009 All rights reserved.

14. Captivate Copyright Walsh College. 2009 All rights reserved.

15. Class Survey – Demand Curve Copyright Walsh College. 2009 All rights reserved.

16. Practice Exercise Copyright Walsh College. 2009 All rights reserved.

17. Practice Test Copyright Walsh College. 2009 All rights reserved.

18. Game Copyright Walsh College. 2009 All rights reserved.

19. Best Practices Online Effective Use of Immediacy in the Online Classroom Erik Bean, Ed.D. http://www.deadlinecommunications.com/ educationtools/immediacy.htm University of Phoenix Nov. 6, 2009 11-06-09

20. Immediacy and Learning Outcomes Roles of the course facilitator do not differ in online compared to conventional classroom environments Ideally the role of the instructor is to guide the class through learning outcomes regardless of whether these classes are online or on-ground. Therefore, the differences are marginal.

21. How the learning is delivered regardless of online platform is where differences exist. While learning can be said to be equally as active in both environments, one simply does not get as many pats on the back online than on- ground. That said, the online facilitator can do several things to improve the likelihood that online students will be motivated and receptive to learning. This can be accomplished by employing immediacy. Immediacy and Learning Outcomes

22. In the early 1970s, Mehrabian, a scholar at the University of California, popularized the immediacy principle. Regarding the immediacy principle, Mehrabian (2007) recently said, “The association of immediacy with liking, preference, and generally good feelings on the one hand and the association with nonimmediacy with dislike, discomfort, and other unpleasant feelings lead to numerous applications” (p. 109). Teacher immediacy in the online classroom includes non-verbal communication that foster student closeness as well as responding in a timely manner. (Easton & Katt, 2005; Mehrabian, 1971; 2007). Immediacy and Motivation

23. Consequently, the goals do not differ for the online instructor than the traditional college classroom setting, motivating and learning are the same. Immediacy and Motivation

24. Employ immediacy using these best practices: 1.Be timely with feedback and in course discussions. 2.Grade rigorously and in a timely manner. 3.Using electronic tools like Word AutoCorrect to help make grading easier. See article handout. 4.Always refer to students using their first name. 5.Be aware of writing discussion tone. Immediacy and Motivation

25. T = Your tone must demonstrate trustworthiness. You must show that you trust each other as well as earning others trust through respectful communications. O = Remember that you are in an online environment and all the wonderful things you can do with Blackboard (or the platform used). N =Remember to be 30% nicer than you would normally be, in any online environment. E = Use highlighting, color, emoticons, and punctuation for emphasis and to convey emotion.. TONE IN YOUR POSTINGS:

26. Bean, E. (2009). Step-by-Step Instructions for Rigorous Feedback Using Microsoft Word AutoCorrect. Proceedings of World Conference on Educational Multimedia, Hypermedia and Telecommunications 2009 (pp. 2090-2094). Chesapeake, VA: AACE. Easton, S. S., & Katt, J. (2005). Online learning: Expectations and experiences. International Journal of Learning, 12(5), 177-186. Mehrabian, A. (1971). Silent messages. Belmont, CA: Wadsworth. Mehrabian, A. (2007). Nonverbal communications. New Brunswick, N.J: Aldine Transaction. References