1. NOTE: To change the image on this slide, select the picture and delete it. Then click the Pictures icon in the placeholder to insert your own image. ROLES AND RESPONSIBILITIES TRADITIONAL VS ONLINE Barbara Canton Introduction to Online Learning - EDU 600 Dr. Robert H. Voelkel, Jr. April 20 th, 2015

2. Table of Contents  Instructors Roles Classroom vs Online Instructors Roles Classroom vs Online  Instructor Transitioning Challenges Instructor Transitioning Challenges  Instructor Transitioning Classroom vs Online Instructor Transitioning Classroom vs Online  Instructors Transitioning Techniques Instructors Transitioning Techniques  Instructor Strategies Instructor Strategies  Students Roles and Responsibilities Students Roles and Responsibilities  Students Transitioning Challenges Students Transitioning Challenges  Students Transitioning Techniques Students Transitioning Techniques

3. Instructors Roles Classroom vs Online Classroom  Hands on  Knowledge dispenser  Flexible  Visual cues Figure 2 elearning venn diagram. ICT Tool Kit. http://icttoolkit.wikispaces.com/Learning+and+Teaching Online  Forward thinking  Facilitating  Technical competencies  Virtual management skills  Increased Presentations

4. Instructor Transitioning Challenges  According to Thomson (2011) transitioning to online educating requires:  Allowing for flexibility  Individualizing to accommodate students 'varied skills and learning styles  Fostering a student-centered approach to learning

5. Instructor Transitioning Classroom vs Online Classroom Verbal Communication Visual Clues Hands on Support Online Well Formulated Course Structure Anticipated Communication resources Flexible Accessibility

6. Instructors Transitioning Techniques  According to Thomson (2011) transitioning to online educating requires:  Allowing for flexibility  Individualizing to accommodate students 'varied skills and learning styles  Fostering a student-centered approach to learning  Engage students in immediate conversational tone to elicit student engagement (Easton, 2003) Flexibility Individualized Student centered

7. Instructors Strategies Facilitate Interactions  Teacher – Student  Timely feedback and engaging responses  Student – Content  Guiding sources and technologies  Content Presentations and resources  Student – Student  Moderate discussion  Require and encourage interaction  Virtual collaboration and Communication Teacher Student - Student Content

8. Students Roles & Responsibilities Figure 1 Boy at Computer. Thai Good View. www.somapa2.com/home/ebook.php Classroom Teacher Directed Classroom & Online require students to be: Prepared Participate Online Computer proficiency Writing, reading, interpretive skills Independent learning skills Understanding how to use support and function resources

9. Students Transitioning Challenges  Logistics  Focus  Computer proficiency  Writing, reading, interpretive skills  Independent learning skills  Understanding and how to use support and function resources Figure 1 Boy at Computer. Thai Good View. www.somapa2.com/home/ebook.php

10. Students Transitioning Techniques  Preparedness Training  Drill & Skill  Self assessment of necessary skills  Objective assessment of skills and resources  Online evaluations for basic communication skills  Technical resource and skill  Practice computer usage and communication skills

11. References Amador, J. A., & Mederer, H. (2013). Migrating successful student engagement strategies online: Opportunities and challenges using jigsaw groups and problem-based learning. Journal of Online Learning and Teaching, 9(1), 89. Retrieved from http://search.proquest.com/docview/1500386307?accountid=32521 http://search.proquest.com/docview/1500386307?accountid=32521 Easton, S. S. (2003). Clarifying the Instructor's Role in Online Distance Learning. Communication Education, 52(2), 87. Retrieved from: http://eds.b.ebscohost.com.proxy-library.ashford.edu/eds/pdfviewer/pdfviewer?sid=f0ddbdb2-ff79-4a55-b88a- 2637df63808a%40sessionmgr110&vid=3&hid=112 http://eds.b.ebscohost.com.proxy-library.ashford.edu/eds/pdfviewer/pdfviewer?sid=f0ddbdb2-ff79-4a55-b88a- 2637df63808a%40sessionmgr110&vid=3&hid=112 Ict tool kit. (n.d) [elearning venn diagram]. Retrieved from: http://icttoolkit.wikispaces.com/Learning+and+Teachinghttp://icttoolkit.wikispaces.com/Learning+and+Teaching Merisotis, J. P., & Phipps, R. A. (1999). What's the Difference?. Change, 31(3), 12. Retrieved from: http://eds.b.ebscohost.com.proxy- library.ashford.edu/eds/pdfviewer/pdfviewer?sid=ad7e492a-e057-44f0-b984-c91631bf1b4c%40sessionmgr198&vid=4&hid=103 Simonson, Smaldino, Albright, & Zvacek (2012).Teaching and Learning at a Distance: Foundations of Distance Education (5th ed.). Boston, MA: Allyn & Bacon. Thai Good View. (n.d.) [Boy at computer]. Retrieved from: www.somapa2.com/home/ebook.phpwww.somapa2.com/home/ebook.php Thomson, D. (2011). Conversations With Teachers: on the Benefits and Challenges of Online Learning for Gifted Students. Gifted Child Today, 34(3), 31. Retrieved from: http://eds.b.ebscohost.com.proxy-library.ashford.edu/eds/pdfviewer/pdfviewer?sid=14be0902-897a-4344-9602- a2449e0c3454%40sessionmgr114&vid=2&hid=103http://eds.b.ebscohost.com.proxy-library.ashford.edu/eds/pdfviewer/pdfviewer?sid=14be0902-897a-4344-9602- a2449e0c3454%40sessionmgr114&vid=2&hid=103