- May 2024
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ctl.utexas.edu ctl.utexas.edu
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Online educators who use discussion boards successfully estimatethat their interaction with students can be as much as three timesthe interaction with face-to-face students, and that peer-to-peerinteraction is even many times more than that.
interesting -= this could be a reason for introducing discussions in face-to-face courses as well
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aculty members find that it is worthwhile taking some time to teachthe students how to listen to others, how to paraphrase, how to involveother members of the group. Students need to understand that they sharethe responsibility for making the discussion a worthwhile experience. This isa new idea for most of them
this is especially important as society seeks to be heard more than listen
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Ask morequestions than you give answers, and put the bulk of your energy into drawing out the quiet students and encouragingmore of the kind of participation you want to see.
success tip - ask questions, ensure everyone is contributing quality
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Structure discussions in advance, and connect the discussions to your courseobjectives. Though you’ll want to leave areas of the board open forunstructured conversation, try creating sequenced threads that map to coursetopics, making it clear to students what the relationship of the discussion is tothose outcomes
making discussion relevant to content is critical to student acceptance
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you can manage your workload more effectivelyby:
workload management tips
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It’s important tomanage the time that you and other participants spend interacting,and to make sure that the interactions on the board are enrichingand relevant
discussion quality
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er.educause.edu er.educause.edu
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Managing online discussions of any kind can be a time-consuming endeavor, but it is the heart of a distance education course
importance of online discussions
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Now, I ask questions that I am really interested in discussing. My questions are always open-ended; I make sure to provide five or six questions so that students can choose the ones they want to respond to, and I always include a general question that prompts students to react to an aspect of the readings that caught their attention.
types of questions
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Doodle poll a week ahead to agree on a time, and I select the most popular times. To run a live session, I require at least four students in attendance. I rotate the times so that all who wish to participate can do so at least once. Students who take part in the live session can skip the discussion board, but the expectations are the same: they must prepare responses to two questions. Live sessions are recorded and posted to the LMS. In some courses we hold a live session every week, while others have just one or two throughout the course.
live sessions vs Discussions
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For the first two weeks of a course, I leave detailed feedback in the gradebook comment section. If a student didn't meet the discussion expectations, I deduct points and refer them to the discussion guidelines.
Importance of setting tone in 1st 2 weeks
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scholarworks.boisestate.edu scholarworks.boisestate.edu
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The designer of online courses needs to consider how he or she and others teachinga course will be able to leverage design features such as built-in interactions andavenues for communication
instructor presence
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Regularly communicate with the class in a consistent, predictable, and publicmanner, whether in the discussion forums, class e-mails, or announcements(Arbaugh & Hwang, 2006; Lowenthal & Thomas, 2010)• Occasionally send individual e-mails or messages to students (Dunlap &Lowenthal, 2010)• Provide timely and detailed feedback (Borup et al., 2015; Cox et al., 2015; Dunlap& Lowenthal, 2014; Ice et al., 2007)• Have students post assignments in discussion forums rather than in digital dropboxes (Lowenthal & Thomas, 2010)• Self-disclose and share personal stories (Lowenthal & Thomas, 2010)• Address students by name (Rourke et al., 1999
communication strategies to establish instructor persence
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Clearly set expectations and how instructors see their role in class discussions (asDennen, 2005, found, there is not one right way to facilitate discussions) (Shea,Hayes, & Vickers, 2010)• Add humor when appropriate (e.g., post content-related comic strips) (seeGunawardena & Zittle, 1997; Rourke et al., 1999; Sung & Mayer, 2012; Wiseet al., 2004)
Could you create "master courses" that allow instructors to select some things - instructor choice - to allow more instructor presence.
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to design courses that reflect not only your personality but also,most importantly, your own instructional values
argument for allowing faculty to have some control over course design.
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establishing instructor social presence in online courses is find-ing ways to establish one’s personality—or what Dennen (2007) termed persona.
persona
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The study reported thetop 10 techniques used by the instructors for establishing their instructor presence as fol-lows: using names (cohesive), using greetings (cohesive), referencing groups (cohesive),acknowledging work (interactive), clarifying for instructional purposes (direct instruc-tion), providing tips for how to succeed in the course (facilitating discourse), providinggeneral information or just-in-time information about the course (design and organiza-tion), offering praise and encouragement (interactive), using unusual punctuation orparalanguage to express nonverbal emotions (affective), and using emphasis to heightenawareness (affective)
techniques to crate instructor presence
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investigated instructor social presence in accelerated onlinecourses which the instructors did not design and in which they did not have authoringaccess to the courses. In courses like these, the instructors could only share things aboutthemselves—and that they were “real” and “there”—through the course discussions andthe grade book. In this mixed-methods exploratory study that focused solely on analyzingonline course discussions, Lowenthal found that instructors spent some time establishingtheir own social presence (e.g., greetings and salutations, inclusive language, empathy)but that they quickly shifted their focus from social presence behaviors to teaching pres-ence behaviors (e.g., dealing with course logistics), most likely because of the lack of timein eight-week accelerated online courses
instructor presence in courses they did not design or have the ability to modify
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concept of intimacy (Argyle & Dean, 1965), which in instructional terms can be thoughtof as supporting and meeting the needs of individual learners. Although an instructor’ssocial presence, and specifically this type of immediacy and intimacy, depends largelyon teacher-to-student interaction, it also depends on the design and development deci-sions that permeate all aspects of a course, including individual projects or assignments
course design impacts instructor social presence and intimacy
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Likewise, research hasshown that instructor immediacy is important in face-to-face courses (Witt, Wheeless,& Allen, 2004) and online courses (Baker, 2010; Hutchins, 2003), even if it might beaccomplished in different ways.
instructor immediacy in face-to-face and online modalies
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ocial presence has also been linkedto student retention and intention to reenroll in online course rates
social presence influences retention
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esearch has also shown that social presence can influ-ence students’ learning experiences, including students’ participation and motivationto participate
student motivation
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Online students care about getting a sense ofwho their instructors are and that they are “real” people and “there”—namely, their socialpresence
teacher importance even in the age of AI
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Research has shown us that students’ relationshipswith faculty have a direct and significant effect on their scholarly engagement
instructor - student relationship
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cognitive presence, is “the extent to which the participants in . . . acommunity of inquiry are able to construct meaning through sustained communication”
cognitive presence - participants are able to construct meaning through sustained communication.
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The second element, teaching pres-ence, involves instructional management, building understanding, and direct instruction
teaching presence - instructional management, building understanding, direct instruction
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The CoI framework is a dynamic process model of onlinelearning based on the theory that effective learning requires a community based on inquiry(Garrison, 2011, 2015). At the heart of the model are the interdependent constructs ofcognitive, social, and teaching presence
COI - heart cognitive social teaching presence
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Communityof Inquiry (CoI) framework, a widely used guide for planning, developing, evaluating,and researching online learning
Guide for planning, developing, evaluating, and researching online learning
Tags
- Community of Inquiry
- teacher role
- teacher presence
- Instructor presence
- teaching presence
- Practices that promote instructor presence
- instructor presence - persona
- Student engagement - factors
- student success - retention
- Social presence - importantance
- cognitive presence
- student success - factors
- instructor presence - techniques to generate it
- instructor presence - course design - pre-built courses
- instructor presence - course design
- student motivation
- face-to-face instructor presence
Annotators
URL
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files.eric.ed.gov files.eric.ed.gov
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five integrated elements:affective association, community cohesion, instructor involvement,interaction intensity, and knowledge and experience. Examining theconcept of social presence through this lens allows us to understand howthese elements relate to satisfactory online experiences
5 integrated elements of Social presence affective association, community cohesion instructor involvement interaction intensity knowledge experience
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One way in which students report experiencing the social presenceof an instructor is the immediacy of response and type of feedbackreceived
feedback - social presence
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who determine the five most important elements of social presenceto be social respect, social sharing, open mind, social identity, andintimacy. All these facets are areas in which video and voice can enrichonline students’ learning experience.
5 most important elements of social presence social respect social sharing open mind social identity imtimacy
enriched by video and voice.
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video chats were one of the factorsstudents reported to increase the teacher-student relationship
video chats
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Social presence is increased when the class moves away frombeing purely text based and incorporates voice and video
Voice and Video increases social presence
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A study by Glazier (2016) of 465 studentsover six years compared one course that used built-in rapport-buildingstrategies, such as humanized instruction features like video, extensivepersonalized feedback on assignments, and personalized emails, to anonline course with none of the above rapport-building strategies. The studyexamined rapport through course grades and an anonymous studentsurvey. Both qualitative and quantitative data show that rapport buildingby the instructor can improve student success as measured by coursegrades and retention rates (Glazier, 2016)
rapport building by instructor improves student success
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They use the term e-immediacy and explain that online instructors cancreate it by using humor, addressing students by name, or using emoticonsin correspondence. This helps foster a more personal relationship withstudents and ultimately allows students to feel connected to the instructorand to the classroom community.
e-immediacy - psychological distance in online environments
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Findings from the study indicated that emotional expression,open communication, and group cohesion were key elements in studentperceptions of teaching and learning in their online MAEd program
Key elements emotional expression open communication group cohesion
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three distinct elements that contribute tostudent engagement: course design, instructor role, and student role
student engagement factors: Course design Instructor role Student Role
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posit that without specialconsideration, the typical asynchronous discussion format of many onlinecourses aligns poorly with constructivist theory and the nature of learningcomplex course material, such as that which is found in most MAEdcourses.
design of online asynchronous discussions
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when there is a high level of trustbetween the instructors and students, the learning space fulfills a certainpurpose in students’ lives and increases the likelihood of learning;
student - instructor trust
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The categories were examined for purpose andsatisfaction, and the authors claim that though students value beingengaged in a variety of ways in online courses, instructors do not integratea wide variety of tools, whether due to lack of knowledge or training
Importance of tool variety in online courses
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only thequality of interpersonal interaction within a course relates positively andsignificantly to student grades
study on importance of Social presence to student achievement.
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Their analysis revealed that social presence has asubstantial effect on learning interaction, which in turn affects learningperformance.
social presence - learning interaction - learning performance
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Studies using the FrameworkSurvey have focused on the role of social presence (Annand, 2011), theinterrelationship of presences (Garrison, Anderson, & Archer, 1999),students’ perceptions and satisfaction (Maddrell, Morrison, & Watson,2017), and perceived learning (Richardson & Swan, 2003)
Framework Survey
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but with social presence havingthe most significant correlation coefficient
social presence has the most significant correlation coefficient to successful online learning.
Tags
- student success factors - course design
- keys to social presence
- Community of Inquiry - Survey
- social presence factor
- social presence study
- student - instructor relationship factors
- Student engagement - factors
- e-mmediacy
- Social presence - importantance
- student success - factors
- social presence - importance of trust
- Importance of timely feedback in online courses
- Student - content interaction - variety
- Social presence - factors
Annotators
URL
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pressbooks.pub pressbooks.pub
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Directed facilitation includes whether students feel the instructor is drawing in participants, creating an accepting climate for learning, keeping students on track, diagnosing misperceptions, and finding consensus in areas of disagreement.
facilitation definitions
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describe the Community of Inquiry as a “conceptual framework that identifies the elements that are crucial prerequisites for a successful higher education experience” (p. 87). Shea and Bidjerano elaborate that CoI “focuses on the development of an online learning community with an emphasis on the processes of instructional conversations that are likely to lead to epistemic engagement” (p. 544).
community of inquiry
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The Community of Inquiry (CoI) model (Garrison et al., 2000) is the prevailing model in research involving teaching presence. At its core, CoI is built on constructivist principles rooted in educational theories of Dewey, Vygotsky, and others. Constructivism is a process of an individual’s construction of knowledge through his/her own experiences and develops in concert with interactions with others (Shea et al., 2005).
Community of Inquiry
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More importantly, transactional distance is not a static measurement, but variable with dynamics based on the interaction or gap between any one instructor and any one student—including face-to-face environments—and includes both psychological and communications space where there is potential for misunderstandings. The space and time gap can be closed with deliberate elements of interaction by the instructor
transactional distance can be an issue in on-ground classes
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Another perspective that supports the social nature of education comes from Vygotsky (1978), whose theory of the zone of proximal development proposes that optimal learning is achieved through both teacher’s guidance and peer interaction. The zone of proximal development is the distance between what an individual can learn on his/her own and the potential for learning with an instructor or a community of peers
Gap between learning on your own, or learning in community is an interesting topic. I see this as an issue for both in person engagement and online engagement
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I enrolled in the four-week course and was introduced to the Community of Inquiry (CoI) model designed by Garrison, Anderson, and Archer (2000), which described the concept of interplay between teaching presence, social presence, and cognitive presence.
community of inquiry definition
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files.eric.ed.gov files.eric.ed.gov
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were significantly more likely to saythat assignments were the most important factor, and they ranked course organization significantly higherthan students who chose face-to-face classes
assignments most important to online courses
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where we see that those who chose a face-to-face class as thebest were both more likely to say the instructor was the most important factor in that selection and morelikely to rank their relationship with the instructor and the instructor’s attitude as important.
face-to-face - instructor relationship was important factor in value of course
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These data indicate that online classes were significantly less likely than face-to-face classes—35% to 51%—to be categorized as a best class,
students preferred face-to-face classes
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They found that students were most satisfied when provided direct feedback from facultycompared to engaging in either discussion boards or peer review activities (
direct personal feedback is important
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. Moore (2013) found thatTD was the single biggest predictor of student satisfaction in online classes, a finding confirmed by morerecent research as well (Weidlich & Bastiaens, 2018). Low online retention rates are explained, in part, bythe potentially high barrier to contact and relationship-building between faculty and students in onlinecourses.
importance of transactional distance and instructor presence
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. Studies indicate that the most common factors impacting online student retention arestudent motivation and faculty/student interaction or engagement
online retention factor
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These findings support the need for increased faculty professionaldevelopment in online course design and facilitation focused on student experience as well as facultyexpertise.
Need for training of faculty on creating presence
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However, students responded that instructors matter more in face-to-face courses, where they can establish personal relationships with students, whereas assignments “standin” for instructors in online classes.
student perceptions of instructor importance
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aquila.usm.edu aquila.usm.edu
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While some online instructors feel theyare on call 24/7, this study corroboratesthe literature that the majority of distancelearners do not have the expectation ofan immediate response.
Students do not expect teachers to be "on call 24/ 7"
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contend that if instructors gave studentsa time frame for responses, there would befewer repeat emails.Thus, there appears tobe strong consensus among both researchersand practitioners that promptly responding toemail communication in the distance learningenvironment is essential.
response time
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emails were helpful and prompt, it increasedstudents’ perceptions of positive relationshipswith their instructors, which led to positiveteaching evaluations at the end of the course.Leidman and Piwinsky (2009)
research on timing of feedback
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Whiteand Weight (1999) also contend that wheninstructors respond within 24 hours this showsstudents the instructor is involved in the class
research on how 24 period of response shows faculty involvement
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found that facultyperceived themselves as more accessibleto students than the students did. Studentsreported that because they were paying fortheir instructors’ time, they expected timelyresponses to their emails. Additionally,Foral et al. were surprised to learn that thestudents in the campus courses expected aquicker response from an email than did theonline students
faculty perceive themselves more available than students
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Transactional distance is “...a psychological and communications gap, aspace of potential misunderstanding betweenthe inputs of instructor and those of thelearner” (Moore, 1991, p. 2) created by thephysical distance separating online instructorsfrom their learners
transactional distance
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who found that learners prefer asynchronoustools such as email to communicate with theirinstructors. It also coincides with the findingsof a study by Chang, Hurst, and McLean(2015) who discovered that 97% of thestudents surveyed preferred to receive coursecorrespondence from online instructors viaemail.
2015 email was preferred communication type, I wonder age the students were - were they employed during the day?
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results of the survey indicated that the vast majority of the students (91%) consider 24 hoursan acceptably responsive return rate time, and the same majority (91%) reported they consider24 hours an acceptably responsive time for them to return emails they receive from their onlineinstructors
24 hours acceptable response time for 91%
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While mechanization and computer control in online learning environments are increasingly designed into learning and teaching pathways, the application of audio and video feedback will return the focus onto human to human interactions in these digital spaces
Increase of video feedback
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Computer generated or response dependent releases can be allocated for some feedback,
computer generated feedback - I would ask students to tell me how they implemented feedback
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Feedback strategies and sequences such as those suggested to humanize online instructor feedback might move learning from external regulation by the instructor to internal self-regulation by students.
increasing student usage of feedback - humanize it
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Hummel (2006) identifies the need to train instructors in feedback design principles.
instructor training
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reating anchor samples and pre-recorded feedback messages as part of the course design can help speed up the feedback process and relieve the pressure of time.
I wonder if you can share libraries of comments. or if that is counter productive b/c it's someone else's voice.
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Leveraging the power of peers in the feedback process is one humanizing strategy
value of peer reviewing
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Feedback, an essential component of teaching presence in a community of inquiry in online spaces, requires time and commitment.
Importance of feedback
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ntegrating text, voice, moving images and video to provide feedback is the most time consuming yet effective method for communicating feedback (Thompson & Lee, 2012; Crook, Mauchline, Maw, Lawson, Drinkwater, Lundqvist, Orsmond, Gomez & Park, 2012, p. 3). Integrating video media enhances the reflective and metacognition components of student learning. Adobe Voice, Animoto, iMovie or MovieMaker or Touchcast can be used to create,
integrated feedback - most time consuming -- most effective
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to the screen-capture, to add personal contact from instructor to student, will depend on the relationship, timing, and student need. This form of feedback is most effective when provided with the draft version of the student’s own work, thus allowing for improvements and changes to be actionable.
when to show your face with screen cast feedback
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Voice with image productions can enhance the clarity and specificity of the feedback message. Voki, a talking avatar, can provide a less threatening response than one in which the instructor is the talking head. Tellagami uses animation to present the selected summary, explanation, or redirection
AV feedback with avators VOKI, Tellagami
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Tools such as Audacity and Garage Band, or mobile device tools such as iTalk, can record an audio clip, embed a static image, and be presented as an mP3 file when uploaded to the LMS or another hosting site such as Soundcloud or AudioBoom.
audacity garage band Talk Tools for audio feedback
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Audio feedback is perceived to be more effective than written feedback since it enhances feelings of involvement, is linked to retention of content, and is perceived by students to originate from a caring teacher (Ice, Curtis, Phillips & Wells, 2007).
audio feedback over text
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Students will see the value in feedback when they know that instructors monitor and track-back to feedback messages.
how to make students look at feedback.
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Uploading and releasing audio/video files in a batch ensures that all students receive feedback simultaneously, thus decreasing anxiety, questions, or comparisons.
I'm not sure how to do this in canvas.
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Creating media based feedback involves preparing a script, setting up a recording session, checking and revising the message, then uploading and sharing the production.
video feedback
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Listening to audio and video feedback models best practice in faithful listening.
modes for faithful listening
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faithful listening “promotes fidelity to our students and their work and encourages us to read more truthfully and generously.”
faithful listening - I like that term
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This includes an open and respectful mindset, seeking to empathize and understand, acknowledging bias and differing perspectives while slowing the pace and being comfortable with reflective silence (Hoppe, 2006, p. 8-14).
Active listening involves slowing down
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The integration of multiple modes can increase the clarity of the feedback message.
feedback modes
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eedback for one or by one person can be time-consuming in online learning environments. Instructors should harness the power of collaboration by using peer review since “producing feedback is cognitively more demanding than receiving it, as it involves higher levels of reflection and engagement” (Nicol, 2011).
worth of peer reviews
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Early into a course schedule, feedback can be more generic, whole-group focused, with targeted individual feedback to students experiencing difficulty getting acclimatized to course content or processes.
timing of different types of feedback
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Selecting two or three key points (e.g. two stars and a wish; stars & stairs) or connecting to important learning goals will minimize a rambling feedback message or a missed ‘teachable moment.’
feedback structure 2 stars and a wish
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specificity relies on the ‘Goldilocks principle’ – a scale from too narrow, too broad or just right (Brookhart, 2008, p. 33). Apply sufficient detail and focus without doing the work for the student. Show rather than tell.
Goldilocks principle
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Effective feedback compares and contrasts student work against a set of established criterion, goals, or learning targets.
need for rubric
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Preparing a collection of feedback comments for learning tasks in advance, using a rubric or standard set of criteria, can streamline comment creation.
how to make feedback quicker to do
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Mechanized and automated feedback, frequently built into online learning environments, can de-humanize online learning
interesting - against AI type feedback and grading.
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Effective feedback includes the following attributes: building trust, clearly communicated, user-friendly, specific, focused, differentiated, timely, invites follow-up, and is actionable (Tomlinson & Moon, 2013 p. 62-63).
Effective feedback building trust clearly communicated user-friendly specific focused differentiated timely invites follow-up is actionable
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Feedback is used as a means to improve performance. The process or system of learning and teaching within an online course can be modified or controlled using feedback.
means to improve performance
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Garrison, Anderson & Archer (2001) define teaching presence as “the design, facilitation, and direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes.”
teaching presence design facilitation direction of cognitive and social processes for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes
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Humanizing elements in feedback incorporate the content, strategies, sequence, and tools. Content elements include the focus, function, valence, clarity, and specificity. Feedback strategies incorporate timing, amount, audience, and mode. Considering the sequence for feedback – listening, summarize-explain-redirect-resubmit (SE2R), connecting, creating, and tracking will assist instructors to humanize their actions. A survey of available technologies and tools to create feedback messages with text, graphic, audio, image, and video, and integrated multimodal production technologies is presented. A
Feedback -Humanizing Elements * Content Focus Function Valence Clarity Specificity * Strategies Time Amount Audience Mode * Sequence Listening Summarize - Explain redirect resubmit - SE2R Connecting Creating Tracking * Tools Text Graphic Audio Image Video Integrated multi-modal
Tags
- feeds
- peer reviews
- feedback importance
- feedback tracking
- Instructor Feedback
- feedback
- Importance of timely feedback in online courses
- audio feedback
- eff
- rubrics
- video fee
- effective feedback
- Feedback
- av feedback
- video feedback
- dehumanizing learning
- Instructor presence
- feedback efficiency
- teaching presence online
- feed
- Goldilocks principle
- faithful listening
- active listening
- feedback effectiveness
Annotators
URL
pressbooks.pub/humanmooc/chapter/voice-and-video-instructor-feedback-to-enhance-instructor-presence/ -
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ctal.udel.edu ctal.udel.edu
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can express frustration and dismay at having to “teach themselves.”
You often times hear students say the same things in on ground classes.....it's all about how the instructor really knows how to teach.
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we aren’t just trying to replicate some of the humanizing interactions in face-to-face courses (such as: eye contact, nodding, and casual banter). We’re also talking about intentionally creating moments of exchange, feedback, and personal framing for the learning that our students experience.
Sometimes you don't get instructor presence in on ground courses....if the instructor is only lecturing and holding discussions
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“[instructor presence is] the instructor’s interaction and communication style and the frequency of the instructor’s input into the class discussions and communications
instructor presence definition interaction communication style frequency
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www.codlearningtech.org www.codlearningtech.org
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You can’t make a student do the work or be successful in your course, but you can let them know you’re there if they need it!
Good quote - you can't make students work, but you can let them know you are available if they need you. That's your responsibility; theirs is to do the work and reach out when they need you.
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(Flipgrid can help with this!).
Using Flipgrid to help with discussion boards....
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Respond within a given time frame. Let students know when they can expect a response from you via email or in the LMS and stick to it. Students should know that they’ll be able to get answers or assistance in a set amount of time.
Importance of creating grading expectations and living by them.
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Even if your course is largely asynchronous, giving students the chance to interact with you and other students in a live format can help them get to know you better and may help many feel more comfortable asking questions. Attendance in these kinds of interactions can be low, despite them being highly beneficial to students, so it’s a smart idea to require that students attend a set number throughout the term.
Interesting idea - to require students to attend a set number of live interactive sessions - but not all of them.....
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teachonline.asu.edu teachonline.asu.edu
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Some practices that promote instructor presence can include: Sending out welcome letters Posting announcements30 highlighting connections between course content, activities, and assignments Facilitating in-depth thinking through online discussions Providing detailed specific feedback Reaching out to struggling students Making connections to real world applications and providing clarification when needed.
6 ways to build instructor presence
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Community of Inquiry framework (Simunich, 2014) can lead to purposeful choices that can facilitate increased teacher-student interaction, promoting increased instructor presence in online courses. In the CoI framework, Teaching Presence includes instructional management, building understanding, and direct instruction.
Teaching presence - instructional management Building Understanding Direct instruction
With a rise of AI graders how to you motivate teachers to stay present.
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humanizeol.org humanizeol.org
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survey that provides you with microdata about their individualized needs
intro survey
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A Liquid Syllabus (Pacansky-Brock, 2014, 2017; Pacansky-Brock et al., 2020) eases pre-course anxieties with warm, nonverbal cues and hopeful language that demystifies what students need to know
syllabus
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Humanizing intentionally creates a learning environment in which everyone is welcomed, supported, and recognized as capable of achieving their full potential.
welcoming everyone to achieve their full potential
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In humanized online courses, positive instructor-student relationships are prioritized and serve “as the connective tissue between students, engagement, and rigor” (Pacansky-Brock et al., 2020, p. 2). In any learning modality, human connection is the antidote for the emotional disruption that prevents many students from performing to their full potential and in online courses, creating that connection is even more important
connective tissue between students, engagement and rigor is an interesting reason for not using AI graders etc all the time, which are getting enticed to do.
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Humanizing leverages learning science and culturally responsive teaching to create an inclusive, equitable online class climate for today’s diverse students.
humanizing online learning
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blogs.oregonstate.edu blogs.oregonstate.edu
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By definition, instructor presence is “the design, facilitation, and direction of cognitive and social process for the purpose of realizing personally meaningful and educationally worthwhile learning outcomes.”
definition of instructor presence
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www.nsqol.org www.nsqol.org
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The online teacher uses digital pedagogical tools that support communication, productivity, collaboration, analysis, presentation, research, content delivery, and interaction.
k-12 online learning standards
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digitalcommons.georgiasouthern.edu digitalcommons.georgiasouthern.edu
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. If online courses continue to be part of the long-termstrategic plan for academic institutions, we need to consider howto teach students the skills they will need to become self-regulatedlearners. The ultimate goal is to create learning environments inwhich students are effective learners
teaching self regulation
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with higher levels of social presence in discussion postshad statistically significantly higher ratings on written assessmentmeasures. Both of the studies demonstrate that increased socialpresence gives students a stronger sense of community and is ef-fective for improving student learning
or maybe they are just more engaged with the course, they are putting more into the course.
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Instructors in online classes must take extra measures toestablish a social presence for themselves and for their students.These efforts not only increase student satisfaction with onlinecourses, but result in increased learning outcomes. Picciano (2002)found that students with higher levels of social presence performedbetter on written assignments compared to students with lowersocial presence
It's interesting that social presence impacted abilities in written assignments.
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Teaching students to be self-directed learners is an on-going goal for many educators (Fink, 2013). However, until morestudents have these skills, online educators might consider struc-turing courses in ways that teach these skills in addition to coursecontent
Teaching students responsibility is an issue in both face-to-face and online learning. Just because you are sitting in a classroom doesn't mean you are engaged.
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Through interaction with the instructor via the lecture, the in-structor’s tone and verbal emphasis on certain content signified tostudents what material they should pay special attention to whenstudying for exams. Alternatively, students may be using these cuesto determine what material they must read and what portions ofthe text they can skim or skip.
study cues
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it could also indicate a reliance on verbalcues to eliminate the need to keep a calendar.
students not wanting to keep a calendar, is important b/c they need to learn to take responsibility for tasks to prepare for employment
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Self-regulated learn-ers generally take responsibility for their own learning (Loyens,Magda, & Rikers, 2008) by employing meta-cognitive techniques inwhich they actively monitor their progress in their learning and theachievement of their goals. They are able to follow assigned tasks,assess their level of comprehension via reflection and attemptto avoid behaviors that would jeopardize their academic success
student motivation and responsibility
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robust theme in the reasons given for preferringface-to-face delivery formats is the perceived lack of interactionwith an instructor in online courses.This was evident in statementsthat suggested that students believe they would have to “teachthemselves”, or that they would prefer a course taught by a “hu-man” or a “real teacher”.
need for instructor interaction
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Thus, being in the physical presence ofothers might give the illusion of interaction in face-to-face classeswhich presents a challenge for online learning. It is possible thatthe interaction to which students are referring involves mostlythe physical aspect of human interaction. Electronic interaction, nomatter how frequent, may not be filling that aspect of the students’needs for social interaction
physical presence with others - illusion of interaction
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This suggests that students do not view onlinediscussion forums as equivalent to in-class interactions.
discussion forums
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Because students are physically separated from the instructorin an online class, communication and timely responses becomeincreasingly important for students and therefore this physical sep-aration also affects student perceptions of the online learning envi-ronment (Delaney et al., 2010
Importance of timely feedback in online courses
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udent perceptions may be based on old typologiesof distance education akin to correspondence courses, regardless of actual experience with onlinecourses, and 2) course preferences are related to issues involving teaching presence and self-regulated
Student perceptions of face-to-face vs online learning
Tags
- increasing student motiviation
- lack of physical presence in online learning
- need for instructor interaction in online courses
- social presence
- student perceptions to online learning
- teacher cues
- calendar
- taking responsibility for learning
- Importance of timely feedback in online courses
- discussion forums in online
- student agency
- self-motivated learners
- need for real-time faculty-student interaction
- teaching self regulation
- reason to not have all teaching done in pre-recorded videos
- student engagement
- written assignments
- self-regulated learners
Annotators
URL
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files.eric.ed.gov files.eric.ed.gov
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There is a lot of modeling that goes on especially at the beginning. Meaning that, I respond a lot inopening discussions and the reason is because it sets the tone. The students take over after that. Ifyou sit back in those first two discussions, that also sets the tone,
Setting the tone of discussions early
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Instructors’ Perceptions of Instructor Presence in OnlineLearning Environments
Title
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- Apr 2024
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nap.nationalacademies.org nap.nationalacademies.org
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However, this tendency to favor descriptive norms has been harnessed by the “peer learning” approach, which encourages learners to interact with and teach each other
Peer learning - works because student naturally listen to peer norms
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BOX 8-3 Mayer’s Principles to Guide Multimedia Learning
Design guides for presentations
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www.cwu.edu www.cwu.edu
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Canvas Content Delivery
Content delivery
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One helpful supplement for this approach is the use of “Events” in the course calendar. Events show in thesyllabus and can enforce non-assignment materials (such as readings or topics)
I need to investigate this.
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- Feb 2024
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www.marshall.org www.marshall.org
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Best practice is to have two-to-three questions per standard being assessed for mastery.
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- Jan 2024
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link.springer.com link.springer.com
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Assumptions about adult learners
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definition of ad
Definition of Adult Learner
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- Mar 2023
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docs.google.com docs.google.com
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This is an interesting idea - a Renewable assignment - is a living assignment (like a literary search in Hypothes.is for Biblical studies students.
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web.hypothes.is web.hypothes.is
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You can change the list of popular tags to show tags you’ve used, or tags used in groups, by first searching for your username or group name.
To search for Tag list user:LeaAnn_Bethany tag: in the search bar.
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www.edutopia.org www.edutopia.org
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f learning makes new connections, then remembering that learning will strengthen those connections. As our brains create these structural changes, our thoughts produce neurotransmitters, a mixture of neurochemicals that create emotions.
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