Student Interaction in Your Online Class

1
Student Interaction in Your Online Class

• Is it 2D or 4D?

2
The Speaker

• Vesta R. Whisler
• Program Chair
• FASTNET Accelerated Online Courses
• Ivy Tech Community College of Indiana
• Adjunct Instructor
• Ball State University, Muncie, Indiana
• University of Phoenix, Online
• Ph.D. in Education
• Capella University
• Instructional Design for Online Learning
• Dissertation Topic
• Learner Self-Efficacy and Interaction During the
  Implementation of Accelerated Online College
  Courses A Mixed Methodology Evaluative Intrinsic
  Case Study

3
The Audience

• Take 60 seconds to meet your learning buddies
• Introduce yourself to someone to the left, right,
  in front, or behind you
• Tell your learning buddy one thing you hope to
  learn from this session
• Go for 30 seconds and Ill let you know when to
  switch

Learning is not a spectator Sport
4
The Handout
Guided Note-taking (blanks through-out the
handout) Nifty Notes at the back of your
handout
5
The Agenda

• The Lit Review Study
• Four Dimensions (4D) of Interaction in Online
  Classes
• The Intermission
• Pencil-Drop Reach for the Sky
• The Action Plan
• What Can Be Done To Enhance Interaction in Online
  Classes

6
The Lit Review Study

• Four Dimensions of Interaction in
• Online Classes

7
Michael G. Moore 2,3

• First attempted to define distance education in
  1972
• Developed this definition into a theory in 1980
• Based on Deweys concept of Transaction in 1949

8
Moores Theory of Transactional Distance2

• When we talk about distance education we are
  referring to a distance that is more than simply
  a geographic separation of learners and teachers.
  
• It is a distance of understandings and
  perceptions, caused in part by the geographic
  distance, that has to be overcome by teachers,
  learners and educational organizations if
  effective, deliberate, planned learning is to
  occur.

9
Broken Down . . .

• When we talk about distance education we are
  referring to a distance that is more than simply
  a geographic separation of learners and teachers.
  It is a distance of understandings and
  perceptions, caused in part by the geographic
  distance, that has to be overcome by teachers,
  learners and educational organizations if
  effective, deliberate, planned learning is to
  occur.

10
Overcoming the Distance in Online Courses
11
A Framework for the Study of Student Learning

• Four dimensions of interaction
• Instructor-to-Learner (and
  Learner-to-Instructor)
• Learner-to-Content
• Learner-to-Learner2
• Learner-to-Learning Interface3

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Instructor-to-Learner
13
Instructor (D2) -to-Learner (D1) Interaction

• Instruction (D2 to D1)
• Syllabus
• Assignments
• Posted Lectures
• Feedback
• To instructor (D1 to D2)
• Assignments turned in
• Emails with questions
• Discussion Board (Cyber Café/Help Desk)
• To student (D2 to D1)
• Response to submitted assignments
• Grades
• Comments
• Response to questions

D1
D2
D1
14
What the Experts Say About Learner-to-Instructor
Interaction

• Two of Chickering Gamsons Seven Principles of
  Good Practice in Undergraduate Education believed
  to be critical for distance education
• Assessment and prompt feedback
• Out-of-class contact with faculty 4,5
• Without effective communication between
  instructors and students, the students may not
• Receive prompt feedback
• Feel a connection to the instructor
• Be able to overcome feelings of isolation
• Even get started in the course

15
What the Students Say

• Analyzed transcripts from
• asynchronous online focus groups
• online surveys
• course documents
• learner comment forms
• To explain how self-efficacy in the accelerated
  online environment impacts learning behaviors in
  relation to four dimensions of interaction.

16
What Students SayMidterm Learner Comment Forms
(Spring Semester)FASTNET Accelerated Online
Courses
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What Students Were Asked

• What problems, if any, are you having with this
  course?
• What do you like most/least about the course?
• What can your facilitator do that he/she is not
  doing to help you with the course?

18
What Students Say About Instructor-to-Learner
Interaction

• I really enjoyed the instructors feedback and
  her willingness to help.
• Not enough interaction. Not enough feedback.
• Maybe an online weekly chat for homework help?
• Out of all my facilitators, this instructor is
  the most communicable. That is very essential in
  an online course because there is no
  person-to-person contact, and when the
  facilitator provides feedback and quick
  responses, that is most greatly appreciated.

19
Learner-to-Facilitator Feedback

• Shout Out!1
• Number between 1 and 5
• That many important points covered so far

20
Learner-to-Content
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Learner (D1)-to-Content (D3) Interaction
D1

• Online Lectures
• Word, PPT, HTML, Audio, Video
• Textbook Resources
• Textbook, CD, Publisher Site
• Online Resources
• Web Sites, Simulations, Blogs
• Content Driven, Authentic, Project-Based
  Activities
• Build a Web site to market a product
• Write a business plan for a start-up business
• Create a PowerPoint presentation to train
  employees

D3
22
What the Experts Say About Learner-to-Content
Interaction

• From Chickering Gamson
• Interactivity in online education makes the
  difference between an
• information source
• and a
• learning experience. 5

23
What Students Say AboutLearner-to-Content
Interaction

• I like that I have all the homework given to me
  at the beginning of the course.
• I like that all of my assignments are detailed,
  and that the assignments are posted in a timely
  manner, if we want to work ahead.
• We had a variety of assignments to do which kept
  the course interesting and made the course time
  go quickly.

24
Learner-to-Learner
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Learner (D1)-to-Learner (D1) Interaction

• Face-to-face
• Phone
• Email
• Discussion Board
• Instant Messenger
• Collaboration
• Virtual Classroom
• Lightweight Chat
• Schedule Matrix

D1
D1
26
Schedule Matrix
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What the Experts Say About Learner-to-Learner
Interaction

• Including collaborative activity in an online
  course
• whether it is through
• small group projects,
• simulations,
• case study work,
• or other methods
• is probably the best way to tap into different
  learning styles present in the group 7

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Learner-to-Learner InteractionWhat Students Say

• In my classes, there has not been much learner to
  learner interaction, until recently. I have now
  had a chance to build some friendships through my
  online classes, and it is an experience that I
  would never regret.
• I had to miss a chat session . . . I sure hated
  to miss it though. I am glad the comments are
  archived.
• Communication has been great, as long as the
  internet is working.

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Learner-to-Learner

• Turn and Talk1
• Please stand and turn around in a complete circle
• Partner with someone you spotted while turning
  around (NOT the person standing next to you)
• Share your Nifty Notes, especially any ahas or
  new ideas, with your Learning Buddies for 1
  minute and 11 seconds

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Learner-to-Interface
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Learner (D1)-to-Learning Interface (D4)
Interaction

• Computer Internet Connection
• Software
• Word Processing
• Email
• Internet Browser
• Adobe Reader
• eLearning Platform
• Blackboard
• WebCt
• First Class
• Top Class
• Outlook Express Newsgroups

D1
D4
32
What the Experts Say About Learner-to-Learning
Interface

• Questions we should ask related to access
• What is the quality of the access?
• Does the student have the necessary skills to use
  the technology?
• Is there adequate technical support?
• Will the cost of purchasing a computer and
  maintaining software be prohibitive for a
  substantial number of students?8

33
Learner-to-Learning Interface

• However, technology is not nearly as important as
• learning tasks
• learner characteristics
• student motivation
• the instructor

34
What Students Say About Learner-to-Interface
Interaction

• I like that the instructor knows how to use
  Blackboard well. It makes it easier to find
  things and do assignments.
• I suspect that even the faculty and various other
  users are unsure of some of the functions or how
  to set up a forum.
• I also believe improvements could be made in the
  area of student and faculty orientation to the
  program.
• Guidelines for using discussion boards would be
  helpful- not the basic of dont flame but the
  concept behind the boards and how to use them
  effectively.

35
Four Dimensions of Interaction

• Learner-to-Instructor
• Learner-to-Content
• Learner-to-Learner
• Learner-to-Learning Interface

D1
D2
D3
D4
D1
36
The Intermission

• Pencil-Drop Reach for the Sky1
• Drop pencil (or pen)
• Exhale down
• Inhale up
• Stretch arms over head
• Look up at the ceiling
• Imagine a word or phrase on the ceiling that
  captures the main concept of this presentation
• Take 30 seconds to think about how you might use
  what youve learned so far
• Discuss this with your neighbor for 2 minutes and
  22 seconds

37
The Action Plan

• What Can Be Done by Students, Administrators,
  Instructors
• to Enhance Interaction in Online Classes

38
What Students Can Be Encouraged To Do
39
9 Tips for Online Students

• Increase Internet self-efficacy before the class
  begins by
• Surfing the Internet
• Sending email messages with attachments to
  friends and family
• Access the course before it starts to
• Download the syllabus and assignments
• Purchase textbooks
• Orient themselves to the learning platform
• Understand that some facets of learner behavior
  may be carried over from traditional classes
• Procrastination
• Low motivation

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9 Tips for Online Students

• Read all instructions carefully and ask questions
  about anything that is not clearly
  understandable.
• Contact the instructor immediately by phone or in
  person (if possible) when the online interface
  conflicts with learning.
• Participate actively in group discussions and
  chat sessions.

41
9 Tips for Online Students

• Use instructional time wisely
• Visit the course room several times a week
  (rather than once on the last day of the week)
• Schedule study time for reading and working on
  assignments.
• Take advantage of tools that the instructor
  provides for exam preparation
• online study guides
• self-check quizzes
• games, etc.
• Attend scheduled chat sessions or read
  transcripts from missed sessions to stay in
  contact with other students.

42
What Program Administrators Can Do
43
Orient and Train Instructors

• Suggested topics
• Using four dimensions of interaction
• Analyzing instructor and learner roles
• Applying authentic learning techniques to
  assignments in online courses
• Providing explicit instructions and constructive
  feedback to online students
• Preparing for the assessment and evaluation of
  online learning
• Facilitating discussions in the Blackboard
  Discussion Board and Virtual Chatroom

44
Orient and Train Students

• Keep students out of the pits of despair
• with A.P.I.T.
• Assess these traits to see how suited students
  are for the fast-paced, text-based online
  environment
• self-efficacy
• learning styles
• time management
• Practice the use of specific areas in the
  eLearning platform including the Discussion
  Board, Virtual Classroom, Digital Dropbox, Email,
  and Exams.

45
Keep students out of the pits of despair with
A.P.I.T.

• Interact with the instructor, other learners, and
  the Blackboard learning interface through
  non-threatening, fun activities.
• Troubleshoot and know where to go when problems
  are encountered.
• Assess Practice Interact Troubleshoot

46
What Instructors Can Do
47
14 Ways to Incorporate 4Dimensions of Interaction

• Provide specific instructions on how to turn in
  assignments and take exams.
• Take advantage the communication tools provided
  by the eLearning platform provided by the
  institution.
• Expand the role of teaching to include
  facilitation.
• Use technology to enhance the faculty role, not
  replace it.
• Set clear policies regarding communication.
• Incorporate methods for assessing student work,
  including rubrics.

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14 Ways to Incorporate 4 Dimensions of Interaction

• Develop a learning community.
• Use peer review as an added feedback mechanism.
• Keep the content current.
• Help students collaborate.
• Design for active learning
• Help students connect new learning to existing
  knowledge
• Be available outside the online classroom
• Orient students to the learning interface

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Whislers 12 Tips for Online Facilitators

• Post these items on the Web site one week in
  advance of the class start date (and let them
  know its there)
• Welcome message
• Syllabus Assignment Schedule
• Orientation tutorial (or links to one)
• First weeks assignments
• Analyze teaching behavior. Is it
• just a carry-over from face-to-face instruction?
• or really suited for the online environment?

50
Nudge Your Neighbor1

• Nudge your neighbor on your right or left.
• Consider this assignment found on an online
  syllabus Turn in Assignment 1 by Friday
• Discuss information that you might need on an
  online syllabus that you might not need on a
  syllabus for a f2f class.
• In 60 seconds well send out a random response
  device . . .

51
Would you wear water skis to snow ski down a
mountain?

• Instructor posts a f2f syllabus for an online
  class
• Students are expected to adapt
• Students are clueless
• Instructor decides that online learning is not an
  effective delivery method

52
12 Tips for Online Facilitators

• Transfer accepted principles of practice to the
  online environment.
• prompt feedback
• learner-to-faculty contact
• cooperation among learners
• appropriate learning outcomes
• Help students achieve higher self-efficacy and
  become more familiar with you and your teaching
  methods at the beginning of the course.
• Advise students of feedback and response
  policies, and then abide by the policies.

53
12 Tips for Online Facilitators

• Become a learning facilitator and encourage
  students to become active learners.
• Devise activities that encourage 4D interaction.
• 8. Make the best and most efficient use of
  instructional time.
• Provide explicit expectations, rubrics, and
  instructions for all assignments as early during
  the course as possible.

54
12 Tips for Online Facilitators

• Provide project-based, authentic learning
  activities that help students connect new
  learning to prior experience or learning.
• Show an active presence in the course discussion
  board area.
• Regarding Online Exams
• Make sure they assess what was taught
• Remove poorly worded and tricky questions
• Provide online study guides, self-check quizzes
  or games for exam preparation
• Use short sections to prevent students from
  getting kicked off when the interface times out.

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Concluding Remarks

• Without 4D interaction
• The distance in distance education is more than
  simply a geographic separation of learners and
  teachers.
• It becomes a wide gap between teaching and
  learning.

D1
D2
D3
D1
D4
56
Lets Trade Action Plans!

• On one side of your index card (or use a business
  card), write your name and email address or phone
  number.
• On the other side, write, I plan to __________
  and fill in the blank with a way you plan to use
  the information you learned today.
• Before you leave this session, please find
  someone wearing the same color shoes as you and
  read your action plan to them.
• Trade cards with this partner, then find a new
  partner and read the card in your hand to them.
• Trade again until you have traded cards at least
  three times.
• Keep the last card and in two weeks contact the
  person on the card to find out how they are doing
  with their action plan.

57
Questions? Please come up to the front ?
58
Resources

• 1Bowman, S. (2004). Preventing Death by Lecture.
  Retrieved October 10, 2004 from
  http//www.bowperson.com
• 2Moore, M. G. (1993). Transactional distance
  theory. In D. Keegan (Ed.) Theoretical Principles
  of Distance Education. New York Routledge.
• 3Moore, M. G., Kearsley, G. (1996). Distance
  education A system view. Belmont, CA Wadworth.
• 4Tolsma, R. S. (1997). Managing information
  resources and services in a distance environment.
  In Cyrs (Ed.) Teaching and learning at a
  distance What it takes to effectively design,
  delivery, and evaluate programs. New Directions
  for Teaching and Learning, (71). San Francisco
  Jossey-Bass Publishers.
• 5Chickering, A. W. Gamson, Z. F. (1987). Seven
  principles for good practice in undergraduate
  education. AAHE Bulletin. Retrieved July 20, 2003
  from http//aahebulletin.com/public/archive/sevenp
  rinciples1987.asp?pf1
• 6Dewald, N., Scholz-Crane, A., Booth, A.,
  Levine, C. (2000). Information literacy at a
  distance Instructional design issues. Journal of
  Academic Librarianship, (26)1, 33-45. Retrieved
  October 19, 2003 from Academic Search Premier
  (2895268).
• 7Palloff, R. M. Pratt, K. (2003). The virtual
  student A profile and guide to working with
  online learners. San Francisco Jossey-Bass.
• 8Institute for Higher Education Policy (1999).
  Whats the difference? A review of contemporary
  research on the effectiveness of distance
  learning in higher education. Institute
  publications. Retrieved July 31, 2003 from
  http//www.ihep.com/Pubs/PDF/Difference.pdf (p.
  31)