1 Retention and Communication Strategies Michelle L. Pilati, PhD Coordinator, Rio Hondo Virtual College CVC Online Teaching Conference 2006
2 Description "Regular Effective Contact" is the guiding principle for DE in California. Participation in this session will net you a wealth of ideas regarding how to improve communication with your online students. The focus will be on interesting ways to keep your students connected throughout the duration of the course. Share your own ideas with the presenter, as well.
3 Regular Effective Contact Why is there an emphasis on this? While the true reason for it may be accountability, it very well may be one of the most important elements to ensure a positive learning experience for students. Does communication matter?
4 Communication Regardless of the technology in use, the more that instructors involve their students in the learning process online the more likely that students will achieve a successful learning outcome.
5 Communication - Methods Documents/postings (external or internal) Discussion Chat Phone Office Hours (in person) CCCConfer Others?
6 Retention Before addressing communication strategies, what can be said about retention in the online environment? What are some things that you wish you could do to improve retention? What can you do? What does the literature say?
7 Things you wish you could do.. Have a smaller class size. Screen students for basic skills and computer know-how. Ensure that all students have the proper self-motivation. Call or students regularly. Others?
8 What can you do? Provide students with incentives to visit the course regularly. Respond promptly to student queries. Don t waste your students time. Have work due regularly. Make your course user-friendly. Others?
9 What does the literature say? One factor contributing to drop-out is not knowing what a course is really all about or what their abilities must be. Conflict between recruitment and retention (Simpson 2003). A course description may be written with the subsidiary aim of encouraging recruitment onto a course. In such cases there may be a conscious or unconscious temptation to emphasise the accessibility of the course at the expense of its difficulty. This is not to suggest any dishonest intentions on the part of the writers: merely that there is a fine line between gently encouraging reasonably well-qualified but un-self-confident students to take a course and allowing less well-qualified students get the impression that a course is easier then it actually is. on.html
10 What does the literature say? A Study of Variables that Predict Dropout from Distance Education (Parker, 1999) It was determined that locus of control and source of financial assistance, and in particular self-pay, were able to predict dropout with nearly 85 percent accuracy. Locus of control as a single, independent variable was able to predict dropout with an accuracy of 80 percent
11 What does the literature say? Perhaps we should not be looking at the literature with respect to the online environment as the variables at play seem to be those that we have little control over. What influences retention in traditional classes?
12 Comfort, Clarity, and Community I would argue that communicating effectively with your students is of the utmost importance. Engaging your students, meeting their basic needs, establishing expectations and then giving them a chance to get to know one another. Where does this all begin?
13 Communication In order for your students to even begin work on your course, you must begin by doing what? Orienting students to the technology that will be used Orienting students to your course Informing students of your policies, procedures, guidelines, expectations, etc.
14 Another way to look at it - There are 3 types of communication/interaction in Distance Education Instructor Student Student Student Student Technology Which is most important?
15 Why interaction? Interaction in a distance learning environment is a key factor in the success of the course. Students may feel apprehensive about using the technology in a web-based class... Incorporating interactive strategies early in the course helps the student overcome these misgivings, and can also serve to unite the students so that they see themselves as part of a whole. Social interaction, especially between students, can complement instructional interactivity goals.
16 Why interaction? If the students feel more relaxed with each other and the technology, they are more inclined to engage in meaningful reflection and discussion on course topics and concepts. When students reinforce the subject matter in their own words through interaction with their peers, they gain a deeper understanding and higher retention level. Online students consistently ask for more student-to-student interaction. This interaction keeps the student from feeling like they're simply plodding through an online tutorial or taking a oneon-one independent study course.
17 Hi-ho Silver! Avoid the "Lone Ranger" Syndrome by building in plenty of student-tostudent interactivity
18 General Strategies to increase interaction in your distance classes Quickly require students to communicate with you Require students to send you an the first day of class. You can build in an exercise in which they must respond to your school's conduct policy, or to verify that you have their correct or other contact info Provide (and require!) feedback Require periodic s, phone calls, or inperson visits
19 General Strategies to increase interaction in your distance classes Plan for immediate involvement in a simple, small group task Set up forums for class discussion groups (more about this to come) Post a question each day/week to start off the discussion
20 7 Steps to Increasing Student Interaction Show optimism and personality in and course materials. Raise interest with thoughtprovoking issues. Use short extra-credit questions to engage students in online reading.
21 7 Steps to Increasing Student Interaction Inject humor into course materials. Get proactive in communicating with students. Involve students in course design and instruction. Make students aware of each other. Create a learning community. udent%20interaction.pdf
22 Groundrules Before letting students lose and encouraging them to interact, with one another and with you, ground rules should be established. Such as? Netiquette General dos and don ts
23 Groundrules Editing policy Response time will you be responding? And, if so, when? Grading policy if posting in a discussion is required (and it should be), how is it graded?
25 Groundrules Cheating how cheating will be handled should be addressed and what is considered cheating should be defined
26 Activities and Assignments With any activity, begin by identifying the purpose either explicitly or implicitly. What might be some goals of your 1 st assignment (s)? Familiarize students with course layout and policies. Gather general information on students.
27 Activities and Assignments Ensure that students know how to use all communication tools and that they know where/how work is to be submitted. Permit students a chance to introduce themselves, to get to know one another.
28 Getting-to-know You - Virtually What ice breakers do you use in class? Can they be modified for online? Discussion posting Interviews Contact students by
29 Icebreakers Share autobiographies online. Everyone contributes their favorite joke. Initiate a group building product. For example, the first person writes one line of a limerick. A second person in the group has to provide the next line. And so on until the product is finished.
30 Discussions Pros and Cons The pros and cons are really one and the same Easy to design Instructor may be fully involved or only limited so Low tech
31 Discussions Pros and Cons Easy to design tempting to just throw up a topic and be done with it Instructor may be fully involved or only limited so how much should the instructor be involved? Low tech tempting to give little or no directions
32 Problems with Discussion Level and type of interaction may be limited Instructor may need to constantly oversee activity Some questions left unanswered Is constant support and moderation necessary?
33 Achieving Maximum Participation - Participation guidelines in an online course are critical to its successful outcome. As online instructors, however, we cannot make the assumption that if we establish minimum participation guidelines of two posts per week, for example, that students will understand what that means. We must also include expectations about what it means to post to an online course discussion. "A post involves more than visiting the course site to check in and say hello. A post is considered to be a substantive contribution to the discussion wherein a student either comments on other posts or begins a new topic (Palloff, R. and Pratt, K., p. 100)."
34 Achieving Maximum Participation scot.ac.uk/courses/keynotes/module1/main.cfm- Be clear about how much time the course will require of students to eliminate potential misunderstandings about course demands. As the instructor, be a model of good participation by logging on frequently and contributing to the discussion. Questionable Why?
35 Achieving Maximum Participation scot.ac.uk/courses/keynotes/module1/main.cfm- Be willing to step in and set limits if participation wanes or if the conversation is headed in the wrong direction. Remember that there are people attached to the words on the screen. Be willing to contact students who are not participating and invite them in. Create a warm and inviting atmosphere which promotes the development of a sense of community among the participants. (Palloff, R. and Pratt, K., p. 107)
36 Establishing Guidelines and Procedures Everything must be as clear as possible how do you ensure that you are communicating effectively? How do you know when you are not? You keep on getting the same questions again and again. What do you do? Should you change policies midcourse?
37 Orienting students to the technology How might you do this? Explain it to them in written form Refer them to an orientation or tutorial orientations/orientations.htm m Direct them to use some of the course tools
38 Establishing Guidelines and Procedures Where is work submitted? How will late work be dealt with? What are your policies on cheating? How should students contact you? How soon will you respond? Participation graded? If graded (and it should be!), how?
39 Participation Consider your own experiences under what circumstances are you most likely to be an active participant?
40 Communication Failure What do you do if some of your students just don t get it? Consider building in means to protect against this help your students to recognize what is needed for online success Aid your students in becoming ideal students.
41 Facilitating Every Student in an Online Course One obstacle to successfully facilitating an online course is the need to adequately promote online learning skills in those students who do not fit the profile of a "successful" online student. Not every student is the "ideal" student whether you are in a face-to-face or an online environment. In fact, this ideal student is probably in the minority in any class. Therefore, the online course facilitator is charged with the task of developing the skills of these non-ideal students while creating a learning environment suitable to various needs, preferences, and abilities.
42 Facilitating Every Student in an Online Course What makes a student an ideal online student? What skills are needed? Time Management Skills Discipline and Motivation Synergy and the Online Learning Community Communication Skills Technophobia Access
43 Time Management Skills How can you structure your course to facilitate the success of the student with poor time management skills? Lesson Length Organize course material in manageable chunks for the student who may only have minutes to devote to the course on a given day Taking the Lesson With Them Make the pages of your course printable.
44 Time Management Skills The Effective Syllabus Make your syllabus as user-friendly as possible consider indicating how long an assignment is likely to take, as well as how long the completed work should be Make Suggestions Provide students with suggested guidelines for logging in and time spent on course activities Provide Clear Posting Requirements
45 Discipline and Motivation Skills A challenge in any class but even more so when you never see your students Motivation Beyond the Grade Make material meaningful, provide feedback Make Your Presence Felt Direct Questions Be proactive with those lagging students
46 Synergy and the Online Learning Community Provide a Course Philosophy Structure Discussion Into the Course Structure the Discussion Be Engaging (even funny when appropriate) Break the Ice Fix Problem Situations Quickly and Effectively Foster Effective Communication Among Students
47 Communication Skills Be a Model Be positive and remove unintended or unnecessary emotion from your posts, however, do not be afraid to add emotion when it can lead to a more positive virtual environment. Always think twice before posting even mundane responses to student posts. Maintain the instructor "presence" in the online course and remember that the students can not hear or see you think or type, they can only read your posts (and hear your words if audio transmission is used).
48 Communication Skills Be a Model When necessary, be prepared to provide individual attention to problem students or students with special needs. As White and Weight (7) put it, do not react, but respond. Provide a unifying voice for the students and address issues fairly, quickly, and effectively. Respond with clarification or extension when needed.
49 Communication Skills Be a Model Give Instructions Provide for Communication in the Course Requirements and Philosophy Break the Ice Provide Motivation and Encouragement
50 Synchronous Communication Examples? Phone In person Chat
51 Synchronous Limit group size (I've seen viewpoints ranging from 4-12 people as an optimum. My experience says 5-10 is manageable and effective.) If necessary, employ some form of "crowd control" or ask students to take turns in a specific order of by a given system to minimize chaos. If possible, use audio for the instructor feed. This allows the discussion to take place in text while the instructor can still access the auditory senses of the students.
52 Synchronous Allow some socializing before and after. Possibly have the synchronous chat room constantly available, but post specific times for course discussion. Many online students are online because of schedule restraints. Therefore, do not expect to be able to have all of your synchronous sessions at a specific time. Be prepared to stretch sessions out over time with multiple times for each discussion with students organized into groups based on availability.
53 Synchronous Post an agenda in advance to keep the chat time organized and to give students a chance to prepare. Preface individual responses with to whom it is addressed. Always have a backup plan. One can still not count on the reliability of synchronous systems.
54 Asynchronous Start major topics yourself with explanatory post. Narrow topics to smallest units to reduce clutter in the discussion forum posts. Restrict most forum topics to course activities and topics.
55 Asynchronous Organize forums so that they correspond to the course flow. Be aware of cultural patterns in the manner in which people post. Respond frequently, but save "nice job" posts for individual student forums or s.
56 Technophobia Pre-Course Orientation Support Services Most importantly Patience
57 Access Disability Accessibility Network Access and Bandwidth
58 ators/flcc.html Regardless of the particular delivery mechanism, computer mediated communication is interaction stripped of social context cues and human "presence", yet for learning to occur students and faculty must become familiar with the environment, and each other and be able to make both sense and meaning of the learning experienced they are engaged in. Scaffolding for students interaction and meaning-making activities must be provided by the online instructor by modeling appropriate interaction and facilitation techniques on screen, and by providing metaphors and analogies to personalize and humanize the transactional space. To do this effectively teachers must first realize some of the basic differences between teaching face-to-face and facilitating online interactions, become themselves adept at the use of the computer conferencing technology and be aware of various teaching and facilitation techniques that are, and are not, suitable for online classrooms.
59 Ensuring Effective Communication Reflecting what will you do differently the next time you are teaching an online course?
Copyright Notice This paper was presented at EDUCAUSE 2000 in Nashville, October 10-13, 2000. It is the intellectual property of the author(s). Permission to print or disseminate all or part of this material
ION's Home Pointers & Clickers Index Facilitating Every Student in an Online Course March/April 2001 Topic: Facilitating Every Student in an Online Course by Virgil E. Varvel Jr Keywords/phrases: Facilitation,
Strategies for Effective Online Teaching 1. Effective online instructors challenge their students thinking and foster active, constructive participation in learning. Emphasize the importance of learning
Best Practices for Online Courses 100 Quality Indicators for Online Course Design The following criteria are meant to act as guidelines for the course development process. Some of these guidelines would
CREATIVE USE OF THREADED DISCUSSION AREAS by Karen M. Peters Used with author s permission So many times we hear from faculty that they started a threaded discussion area and the students never used it.
Chapter Four: How to Collaborate and Write With Others Why Collaborate on Writing? Considering (and Balancing) the Two Extremes of Collaboration Peer Review as Collaboration * A sample recipe for how peer
1 Contents Discussion (Forums Best Practices) Discussion (Forums Best Practices)... 1 What are Forums?... 2 How do others use forums?... 2 How will you use forums?... 2 Understanding the Forum Structure...
SVCC Exemplary Online Course Checklist Purpose of the SVCC Exemplary Course Checklist The SVCC Exemplary Course Checklist has been created to: guide faculty as they prepare a course for online instruction
Tips for Taking nline Classes Student Success Workshop Types of Distance Learning Distance learning occurs outside of the traditional classroom setting. These classes may take place over the internet (i.e.
Poetry Kids OLE 1 Poetry Kids Online Learning Environment by Penny Reed Instructional Technology Master Program Dr. I-Chun Tsai Strategies for On-line Learning 5100:639 Descriptive Paper Summer II 2009
Blackboard Exemplary Course Program Rubric The Blackboard Exemplary Course Program(ECP) recognizes course creators whose courses demonstrate best practices in four major areas: Course Design, Interaction
Online and Hybrid Course Development Guidelines February 10, 2011 The following is intended to serve as a guide to the development of online and hybrid courses at Cedar Crest College. Substantively, the
1 20th Annual Conference on Distance Teaching and Learning click here -> Learning Together in Community: Collaboration Online Rena M. Palloff, Ph.D. Keith Pratt, Ph.D. Why Collaborate Online? The online
TEXARKANA COLLEGE ONLINE STUDENT ORIENTATION The purpose of this orientation is to familiarize students with what is expected of them in an online course. In many ways, learning online is similar to learning
Effective Online Communication Even for seasoned users of the Internet, communicating online can be a minefield of misunderstandings. It is therefore imperative that instructors enter the online classroom
Online Learning Orientation SCHOOL OF PROFESSIONAL DEVELOPMENT Kim Giacalone, Director Marketing and Communications School of Professional Development Stony Brook University Kim.Giacalone@stonybrook.edu
NOTE TO FRIENDS: This is the draft for a new appendix to NPYM s Faith and Practice, in response to requests for advice and guidelines about staying Quakerly in the use of certain communication technologies.
Converting a Face-to-Face Course to a Hybrid Course A research paper by Stephanie Delaney For College Teaching EDAD 966 Introduction Hybrid courses blend the best of face-to-face classes with online learning.
10 Best Practices for Teaching Online 9 8 7 5 6 4 3 2 1 p This handbook is compiled and edited from hundreds of teaching tips drawn from a wide variety of Web sites that provide resources for faculty teaching
CREATING AN EFFECTIVE ONLINE INSTRUCTOR PRESENCE / APRIL 2013 Creating an Effective Online Instructor Presence Why Is Instructor Presence Important in Online Courses? Student outcomes in online courses
Teaching with ilearn Innovation Award APPENDIX Please reference this appendix to assist in writing your ilearn Innovation Award submission. Apereo Teaching and Learning Award s (ATLAS) definition of innovation
GETTING ONLINE STUDENTS TO THE FINISH LINE What can administrators, course designers and faculty do to retain online learners? Education Br a nd St ud io A DOPTION AND CREDIBILITY OF ONLINE LEARNING in
Course: Instructor: Instructor Review: Delgado Community College Standards for Online Courses The points are to help you understand how your course will be evaluated. Orientation to Course and LMS Clearly
THE CHECK A Guide to Online Course Design The Check is a guide to help CEHD instructors create instructionally effective and user-friendly online learning environments for students (online courses, hybrid
Student Engagement And Interactions Online: Tips, Strategies And Tools Dalia Hanna, LTO, Restiani Andriati, Digital Media Projects Office (DMP), Ya-Yin Ko, Digital Educational Strategies (DES), and Guest
Technology Use in an Online MBA Program Mengyu Zhai, Shijuan Liu, Curt Bonk, Seung-hee Lee, Xiaojing Liu, Richard Magjuka Indiana University 1 About the Online MBA Program Founded in 1999 Program length:
CREATING AN EFFECTIVE ONLINE ENVIRONMENT / MARCH 2013 Creating an Effective Online Environment Why Might Students Perform More Poorly Online? Online courses present a number of challenges particular to
The Art & Science of Teaching Online Syllabus Course Facilitators: Susan Armitage E-mail: firstname.lastname@example.org Phone: (702) 895-2347 Elizabeth Barrie E-mail: email@example.com Phone: (702) 895-5837
Quality Online Developmental Math Courses: The Instructor's Role by Sharon Testone Introduction Two vastly different online experiences were presented in an earlier column. An excellent course on Human
SYNCHRONOUS (LIVE) CLASS SESSIONS IN ONLINE ACCOUNTING COURSES by Consolacion L. Fajardo, DPA Professor of Accounting, National University, California, USA E-mail addresss: firstname.lastname@example.org Phone No.: 916-855-4137
Course Design Rubric for the Online Education Initiative In order for a course to be offered as a part of the Online Education Initiative (OEI) course exchange, it must meet established standards relating
Classroom Tips for Working with Students on the Autism Spectrum Introduction Working with students on the autism spectrum can be a daunting experience for some educators, especially at first. Since students
Team Brief Guidelines CONTENTS Introduction What is team briefing? The benefits of team briefing The team briefing process The team briefing calendar Guidelines for managers with a responsibility for delivering
Building a Transformative Network: IBM Virtual Learning Community Case Study Group Jazz supports the work of groups, whether they meet face-to-face, online, or both. We bring together the best tools, technologies,
STUDENT LEARNING SUPPORT TUTORIAL PRODUCED BY THE CENTER FOR TEACHING AND FACULTY DEVELOPMENT CLASS PARTICIPATION: MORE THAN JUST RAISING YOUR HAND CHAPTER 1: LEARNING THROUGH CLASS PARTICIPATION CLASS
Because the quality scorecard was developed for the administration of online education programs, the word distance has been replaced with the word online. Note: The order of quality indicators within each
pamoja education Teaching the IB online How pre-university online learning experience can influence a successful transition into and through higher education A research study published by the Institute
Developing an Award Winning Online Course EDUC_X987.65 2 Units Winter 2016 Class Meeting Information This course meets online from January 4, 2016 March 28, 2016. Although the majority of the course is
and Don ts of Teaching Online Don t...wait until the last minute to set up your shell. Why? Dates incorrect Material out-of-date Material out-of-order No time for creativity No time to upload videos POLL:
ACADEMIC POLICIES THAT CAN AFFECT YOU AS A UMUC FACULTY MEMBER Familiarizes faculty with UMUC Academic Policies and their effect on faculty responsibilities and expectations for students Intended for all
20-Minute Mentor Commons Programs Updated 8/4/15 How Do I Convert a F2F Course to a Hybrid Course? http://www.magnapubs.com/mentor-commons/?video=3152 In Blended Courses, What Should Students Do Online?
University of Southern California Virtual Community of Practice on Collaboration SUMMARY REPORT Background: A group of 65 faculty and staff interested in distance learning have been meeting on an informal
Blackboard Pilot Report July 12, 2013 Introduction DeSales will adopt Blackboard Learn 9.1 as its Learning Management System to replace ANGEL in AY 2013-14. All courses starting on or after August 19th,
SPECIMEN MATERIAL 1 GCSE English Language Paper 2 Writers viewpoints and perspectives Mark Scheme 8700 Version 2.1 2 MARK SCHEME GCSE ENGLISH LANGUAGE PAPER 2 Mark schemes are prepared by the Lead Assessment
Horticulture Syllabus Ms. Abbie Westby Lakeview Public Schools Agriculture Teacher/FFA Advisor Phone calls are welcomed and will usually be answered within 24 hours or less. My phone number will be provided
Guide to Best Practices in Online Teaching Online Teaching and Learning Committee Cuyamaca College Revised November 2012 Committee: Rhonda Bauerlein, Joe D Amato, Connie Elder, Brian Josephson, Kathy Kotowski,
The Check: A Guide to Online Course Design The Check was created by CEHD s Academic Technology Services Team: Treden Wagoner Sheila Hoover Thomas Nechodomu Constance Pepin Lyn DeLorme Melissa Falldin Last
Reference: Title 5 55200 et seq.; Education Code 66700 70901, 70902 College District Policy and Procedure No. 2515 provide for the College District to rely primarily upon the Academic Senate to develop
I m Teaching Online Next Term. What Do I Have to Know? Presented by: Dr. Larry Ragan 2011 Magna Publications Inc. All rights reserved. It is unlawful to duplicate, transfer, or transmit this program in
ON-LINE TRAINING AND EDUCATION IN EMERGENCY MANAGEMENT: PERSPECTIVES BASED ON EXPERIENCE by Walter G. Green III, Ph.D., CEM Assistant Professor of Emergency Management University of Richmond A Paper Provided
Communication Humor and Personality: Student s attitudes to online learning Originally published in the Academic Quarterly Exchange, Summer 2001 Diane Goldsmith Ph.D. Connecticut Distance Learning Consortium
MOE Online Class Quality Guidelines The following guidelines were developed by the MiraCosta Online Educators committee to inform online faculty of required elements for Distance Education classes, offer
Strategies for Orientation. 1 Running head: STRATEGIES FOR ORIENTATION Strategies for Designing An Orientation for Online Students Norma Scagnoli University of Illinois at Urbana Champaign Strategies for
UCC Writing Survey of Students In November of 2014, over 750 undergraduates completed a short online survey about undergraduate writing. Respondents were almost evenly divided among all four classes, with
IMPROVING QUALITY Quality criteria for global education school visits Organisations that have worked on these quality criteria: Pro Ethical Trade Finland Kepa Service Centre for Development Cooperation
Teaching Graduate Students Though graduate students are often treated as a completely separate species from undergraduate students, in reality they learn the same way that all students learn: through the
7 Without proper planning, the cyberclassroom can seem remote and impersonal. This article offers advice for humanizing the classroom, making it a more personal experience for students and professors alike.
REGULAR AND EFFECTIVE CONTACT Dolores Davison, Foothill College Michael Heumann, Imperial Valley College Michelle Grimes-Hillman, Mt. San Antonio College Distance Education (traditional definition) The
Page 1 of 6 A Consortium of Institutions and Organizations Committed to Quality Online Education Home Membership Publications Effective Practices Workshops Events Awards Resources About Us Contact Us FAQs
Building Online Learning Communities Techniques that Work! Rena M Palloff, PhD, LCSW Capella University Program and Faculty Lead, Doctorate in Social Work The Importance of the Learning Community Research
Teaching Online at UD Best Practices Guide Version 1.0 April 14, 2009, Updated January 26, 2015 Ryan C. Harris Learning Teaching Center UDit Curriculum Innovation and E Learning Delivering Quality Online
EDU 295 633 Fall 2010 Course Syllabus Instructional Design for Online Learning Instructor: Kristin Machac The Faculty Bio button in Blackboard also contains your instructor s contact information, office
CHAOS AND CONNECTION IN ONLINE GROUP WORK Joanna M. Miller, Ed.D. Pamela Yeagley, Ph.D. Strengthening Student Success Conference Oct. 9, 2014 10:30 a.m CREATING CONNECTIONS ONLINE Group work online requires
Strategies and Solutions Previous Research Research started with traditional classroom. Attrition has been a problem across the industry. Theories and Methods. Benefits of On-line Courses What is in it
Where has the Time Gone? Faculty Activities and Time Commitments in the Online Classroom B. Jean Mandernach, Swinton Hudson, & Shanna Wise, Grand Canyon University USA Abstract While research has examined
147 PRACTICAL TIPS FOR TEACHING ONLINE GROUPS Essentials of Web Based Education by: Donald E. Hanna, Michelle Glowacki Dudka & Simone Conceigao Runlee (For complete text you may check this book out from
The Effectiveness and Development of Online Discussions Olla Najah Al-Shalchi Department of Modern Languages & Literatures College of William & Mary Williamsburg, VA 23187-8795 email@example.com Abstract Both
Background In 1987, Arthur Chickering and Zelda Gamson published Seven Principles for Good Practice in Undergraduate Education, a summary of 50 years of higher education research that addressed good teaching
CULTURE OF ONLINE EDUCATION 1 Culture of Online Education Joy Godin Georgia College & State University CULTURE OF ONLINE EDUCATION 2 Abstract As online learning rapidly becomes increasingly more popular,
Checklist of Competencies for Effective Online Teaching 1. Instructional Principles Audience Analysis Who are your learners? What is their reason for taking your class? What is their preparation for success
How to Prepare and Moderate Online Discussions for Online Learning 2013 www.contactnorth.ca www.contactnord.ca It is often through online discussion that the highest quality of learning is developed in
Quality Assurance for Distance Education Programming Quality assurance for distance programming at Creighton University is a multifaceted process involving faculty, staff, students, administrators, and
PBS TeacherLine Course Syllabus 1 Title I: Mastering the Skills of Online Teaching Target Audience This course is intended for K-12 classroom teachers, university faculty, or pre-service teachers who are
Onboarding New Teachers: What they Need to Succeed HISD Staffing Training and Support Spring 2012 Objectives Identify and discuss why onboarding/induction is an integral part of teacher retention Identify
Background In 1987, Arthur Chickering and Zelda Gamson published Seven Principles for Good Practice in Undergraduate Education, a summary of 50 years of higher education research that addressed good teaching
Guideline 1: Selection of faculty Is the faculty prepared to teach an online class? Faculty that are effective have high, but clear and reasonable expectations. For example: Approved faculty need to have
Distance Education Committee DE Faculty Survey - Student Technical Support () No. of responses = 98 Survey Results Legend Question text Relative Frequencies of answers Std. Dev. Mean Median Quantile 0%
The UW-L Online Course Evaluation Guidelines are intended to help instructors create and teach well-designed online courses. The Guidelines outline specific features of online courses and recommend ways
Copyright 2010 The Learning House, Inc. Introduction to Online Learning Page 1 of 11 Introduction This lesson covers the function and major components of a learning management system (LMS). It addresses
Overcoming Fear of Speaking in Public Snake Oil Therapy Business Meeting Ice Breaker Human Resources Marketing and Product Development Brainstorming Sales Training 1. Overcoming Fear of Speaking in Public
Myths and Facts About Online Classes Read each slide carefully. Use the down arrow to advance the slide show. MYTH Online courses are easier than traditional, face-to-face courses. Online courses are at
Active Learning Online Engaging students in meaningful discussion and creating a learning community George Tuthill Online Instructor, MSU World of Motion Jim Vanides Online Instructor, MSU Science of Sound
Notes for Online Learning Survival Guide Instructions As you listen to the presentation, use the outline below to follow along and jot down items you would like to remember. When you see a question, try
Responding to a Disappointing Performance Review Overview When your manager reviews your work and finds it wanting. Receiving a disappointing review First steps: Take notes and ask for clarification Gather
Assessing Online Asynchronous Discussion in Online Courses: An Empirical Study Shijuan Liu Department of Instructional Systems Technology Indiana University Bloomington, Indiana, USA firstname.lastname@example.org
Philosophy Online class observations are meant to facilitate an instructor s professional growth. They will be used to create an opportunity for reflection and stimulate ideas for improvement in the online
CREATING A COURSE? Courses at SNHP At The Lewis School, courses may meet on- campus, online only or hybrid combination of online and on- campus. Synchronous classes require students and instructors meet
What people who attend Linton Sellen s Leadership Training have to say: Excellent course, couldn t have been better. Training content and knowledge and delivery are exceptional. I've been to many management