Best Practices for e-connectivity in Online Courses. Andree C. Swanson University of Phoenix. Introduction

Transcription

1 Best Practices for e-connectivity in Online Courses Andree C. Swanson University of Phoenix Introduction In a review of contemporary literature, research revealed that students believe they cannot connect with their instructors in online classrooms (Hughes, Ventura, & Dando, 2007; Stichter, Lewis, Richter, Johnson, & Bradley, 2006). Faculty, administrators, curriculum designers, and student advisors in institutions that offer online programs do not adequately address the social and psychological connectivity needs of students (DeShields, Kara, & Kaynak, 2005). This lack of attention to the social and affective needs has a negative effect on learner satisfaction and retention (Bonk, 2002; Melrose & Bergeron, 2006; Moody, 2004; Simpson, 2004; Slagter van Tryon & Bishop, 2006). Specific guidance on social interaction in the proprietary online classroom does not exist. Because of the absence of guidance, training on e-connectivity is lacking for online faculty and students' satisfaction is decreased leading to a higher attrition rate (Dow, 2008; Drouin, 2008; Herbert, 2006; Scollins-Mantha, 2008). Definition of Terms E-mmediacy or e-connectivity is the feelings or believing of social connectedness that students and faculty get through the technologically enhanced online learning environment (Slagter van Tyson, 2007; Slagter van Tyson & Bishop, 2006). Framework Serving as the framework for the study were many theorists. Ryan and Deci's (2000) demonstrated that students gather data and are supported through social environments. Bandura's (1977) expressed people learn best in a social environment, modeling behaviors. Stahl, Koschmann, and Suthers (2006) social theory of computer supported collaborative learning (CSCL) (p. 1) discussed the effectiveness of using peer-facilitated discussion boards. Bloom s (1978) taxonomy provided a framework for the overall study. Study Methodology A modified Delphi, qualitative method, was used to gather data, which included three rounds of questionnaires administered through Surveymonkey.com. Selecting a panel of experts was difficult and had to fit specific categories. Faculty participants were limited to those with doctoral degrees who worked at proprietary distance learning schools for at least 36 months. Student participants had at least two years of online learning experience. The HLC/NCA region of Arkansas, Arizona, Colorado, Iowa, Illinois, Indiana, Kansas, Michigan, Minnesota, Missouri, North Dakota, Nebraska, Ohio, Oklahoma, New Mexico, South Dakota, Wisconsin, West Virginia, and Wyoming provided the geographical boundaries (HLC/NCA, 2009, para. 1). Faculty and students were then deemed experts by virtue of their experience in the online classroom. The goal of the questionnaires was to develop recommendations to establish the best practices for social interaction in the proprietary online classroom. The survey focused on the teaching, learning, and computer literacy facilitator competencies; computer and institutional support provided; and facilitator affective skills needed to deliver courses that produce a high level of learner satisfaction. The perceptions of the online facilitators and students were analyzed and a list of best practices for social interaction in the proprietary online classroom was created. Copyright 2011 The Board of Regents of the University of Wisconsin System 1

2 The expert faculty members were asked the overarching question: What do faculty panel members believe can be done to improve social connectivity in a distance-learning classroom? Whereas, the expert distance-learning students were asked: What do distance learning students believe can be done to improve social connectivity in a distance-learning classroom? Asking both online educators and students these questions enabled a synthesis of responses to analyze and establish best practices. Of note was that previously, students had not been considered experts in online education; however, adding online students addressed this missing component (Slagter van Tyson & Bishop, 2006). Slagter van Tyson and Bishop (2006), who were the key inspiration for this study, noted that an essential element missing from their study were the opinions of students and teaching assistants who have taken distance education courses. Dr. Swanson's dissertation incorporated faculty experts and students responses and asked the following four research questions: 1. What non-technology features can be included to best accommodate all learning styles, 2. How can an instructor effectively motivate online students, 3. What kinds of contact may occur in an optimal online educational environment or learning management system, and, 4. How can faculty reach the social and psychological needs of the students? As a frame of reference for four categories, both the panel of educational experts and students were asked to identify content that involves the cognitive, affective, and psychomotor domains based on Bloom s Taxonomy (1978). A pilot study was conducted, and then three rounds of survey questions seeking consensus each round. If consensus was not achieved, the question was modified to narrow in on the targeted area of concern. Overall, 81 separate questions were created to develop expert data for recommendations for content needed the social, psychological, and e-connectivity needs of proprietary institutions, distance learning students. The participants answered the quantitative questions by responding to the Likert scale. Findings The faculty and student expert panelists responded to nine overarching questions (see PowerPoint), broken into 81 questions, administered through three different rounds. The responses were robust and provided the basis for the list of best practices for social interaction in the proprietary online classroom. The results may potentially provide leaders and administrators with a model for increased connectivity in the distance-learning classroom and a list of criteria for hiring qualified distance learning faculty. These responses provided developed into specific guidance on social interaction in the form of a list of best practices based on Bloom's Taxonomy and into three different themes: 1) Cognitive, show relevance to students, 2) Affective, e-connectivity, instructor presence, positive communication, open to social networking, and students' social and psychological needs, and 3) Psychomotor, use of technologies to e- connect. Cognitive Domain In the cognitive domain, faculty should show relevance to students: (a) encourage students, (b) express in words that student success is important, (c) incorporate case studies, (d) make resources available for students to succeed, (e) provide scenarios that are meaningful and help students apply learned information, (f) remind students of their goals, and (g) show relevance of course materials to students career goals. Faculty should not include collaborative group projects outside of the curriculum nor pass students without regard to standards. Affective Domain In the e-connectivity theme, faculty should be accommodating, caring, encouraging, flexible, and warm. Copyright 2011 The Board of Regents of the University of Wisconsin System 2

3 Faculty should connect emotionally with students. In the instructor presence theme, faculty should: 1) focus on a successful learning model that establishes a high standard of pedagogy, 2) maintains a constant and consistent presence, 3) maintain a high standard, and 4) remain flexible. In the positive communication theme, to motivate students, faculty should be: (a) accommodating, yet firm and consistent, (b) approachable through frequent communication, (c) aware of communication problems that exist, and (d) honest in all interactions. Faculty should communicate: (a) clearly, effectively and convey a caring tone, (b) constructive feedback, (c) create a course calendar with assignment due dates at the beginning of each course, (d) promptly, (e) provide constructive feedback, and (f) use encouraging words. Faculty should provide: (a) constructive feedback, (b) thorough and positive feedback, and (c) negative (constructive) feedback. Avoid negative feedback in a public classroom forum. Faculty should communicate: (a) via , (b) honestly, (c) promptly, (d) clearly, effectively, and convey a caring tone, (e) due dates for assignments at the beginning of each course, (f) firmly, consistently, and accommodate students, and (g) with encouraging words. Acknowledge problems that exist in the online learning environment. Faculty should be accommodating and encouraging to students and remain flexible. In the open to social networking theme, faculty should use social networks in and outside the online classroom, create social networks in the classroom and virtual events outside of the classroom. In the online classroom, faculty and students would, if available, participate in a classroom café and share off topic (i.e., photos, recipes). In the online classroom, faculty and students would not use Facebook, Twitter or Web 2.0. Faculty and students have not participated or used the following items to support an online classroom or to connect with another student in a classroom café, Twitter, and Web 2.0. To encourage students, faculty should use social networks (i.e., Facebook, MySpace). In the students' social and psychological needs of students theme, faculty should be trained and knowledgeable of the different learning styles of students and the psychological make-up of the student. Faculty should not be responsible to meet the social and psychological needs of the online learner nor should they disregard the online students' social and psychological needs. Psychomotor Domain In the use of technologies to e-connect theme, to engage students and build community, faculty should integrate multimedia, use message boards, and use the asynchronous classroom. Faculty should integrate video and audio. To engage and build community, incorporate (most effective method), instant messaging, telephone / telephone conferences, web-based synchronous voice phone (i.e., Skype), webcams, discussion boards, asynchronous message boards, live chat sessions, blogs, synchronized meetings, asynchronous chat rooms outside the classroom, and social networks (i.e., Facebook, MySpace). The most effective methods for reaching online students are , phone calls, and asynchronous discussion boards. Of note are these methods were found to not be effective for reaching online students: phone calls, live, synchronized online chat is not the most effective method for reaching the online students, a web-based phone call, and a PowerPoint with visual and music. To encourage students: 1) incorporate instant messaging, 2) create online videos, and 3) use webcams. The list of best practices is available as a handout. The data gathered indicated that recommendations could be made to online administrators and faculty to use the list of best practices as a seminal point for establishing guidelines for meeting the social e-connectivity needs of online learners. The findings from this Delphi study, and potential future studies, ensure that online learners will have increased opportunities to e-connect with faculty and students alike. Copyright 2011 The Board of Regents of the University of Wisconsin System 3

4 Next Steps Based on the data and findings, a list of best practices for social e-connectivity was produced and recommendations have been noted. These recommendations can serve as a starting point for implementation in online classrooms and prepare faculty for the online students. This list of best practices may be expanded and incorporated into proprietary and non-profit online institutions at the graduate and undergraduate level. Based on these findings, future research may be conducted in the following areas: 1. Conduct a quantitative method study at specific school(s) to further develop their own list of best practices based on research. 2. Conduct a qualitative or quantitative study reviewing a school's already created list of best practices. 3. Conduct quantitative studies based on the themes that arose based on Bloom's taxonomy. 4. Conduct a study on the development of course materials (syllabus) to improve their relevance to online instruction. 5. Conduct a qualitative or quantitative study on the effectiveness of applying the list of best practices into online faculty training. 6. Conduct a quantitative study focusing on the communication theme that arose and assess this for different populations such as doctoral students, graduate students, and undergrad students. 7. Conduct a qualitative study focusing on the students' perceptions of e-connectivity. 8. Set up an experiment using a control group to evaluate the effectiveness of different social media in the online classroom. 9. Conduct a qualitative or quantitative study on the effectiveness on e-connectivity using social media such as Facebook or Twitter. 10. Conduct a case study on a school, such as University of Wisconsin -- Oshkosh, on their understanding and application of e-connectivity through social media. References Bandura, A. (1977). Social learning theory. New York,NY: General Learning Press. Bloom, B. (1978). New views of the learner: Implications for instruction and curriculum. Educational Leadership, 35(7), Retrieved from EBSCOHost database. Bonk, C. (2002, March). Online training in an online world. [Electronic version]. USDLA Journal, 16(3). DeShields, Jr., O. W., Kara, A., & Kaynak, E. (2005). Determinants of business student satisfaction and retention in higher education: Applying Herzberg s two-factor theory. International Journal of Educational Management, 19(2), Retrieved from Emerald article database. Dow, M. (2008). Implications of social presence for online learning: A case study of MLS students. Journal of Education for Library and Information Science, 49(4), Retrieved from Research Library. (Document ID: ). Drouin, M. (2008). The relationship between students perceived sense of community and satisfaction, achievement, and retention in an online course. Quarterly Review of Distance Education, 9(3), Retrieved from ProQuest Education Journals. (Document ID: ). Herbert, M. (2006, Winter). Staying the course: A study in online student satisfaction and retention. Online Journal of Distance Learning Administration, IX(IV). Retrieved from Higher Learning Commission of the North Central Association of Colleges (HLC/NCA). (2009). What is the Higher Learning Commission? The Higher Learning Commission. Retrieved from Hughes, M., Ventura, S., & Dando, M. (2007, February). Assessing social presence in online discussion groups: A replication study. Innovations in Education and Teaching International, 44(1), Retrieved from ProQuest database. Copyright 2011 The Board of Regents of the University of Wisconsin System 4

5 Melrose, S., & Bergeron, K. (2006). Online graduate study of health care learners' perceptions of instructional immediacy. The International Review of Research in Open and Distance Learning, 7(1). Retrieved from Moody, J. (2004, Fall). Distance education: Why are the attrition rates so high? The Quarterly Review of Distance Education, 5(3), Retrieved from ProQuest Education Journals database. (Document ID: ). Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, Retrieved from Scollins-Mantha, B. (2008). Cultivating social presence in the online learning classroom: A literature review with recommendations for practice. International Journal of Instructional Technology & Distance Learning, 5(3). Retrieved from Simpson, O. (2004, February). The affect on retention of interventions to support distance learning students. Open Learning, 19(1). Retrieved from ProQuest database. Slagter van Tryon, P. J. (2007). E-mmediacy strategies for online learning: An instructor's guide and instrument for the design and evaluation of social connectedness in web-based courses. Ed.D. dissertation, Lehigh University, United States -- Pennsylvania. Retrieved from Dissertations & Theses: Full Text database. (Publication No. AAT ). Slagter van Tryon, P. J., & Bishop, M. J. (2006). Identifying e-mmediacy strategies for Web-based instruction: A Delphi study. Quarterly Review of Distance Education, 7(1), Retrieved from ProQuest database. Stahl, G., Koschmann, T., & Suthers, D. (2006). Computer-supported collaborative learning: an historical perspective. Drexel University Retrieved from Stichter, J. P., Lewis, T. J., Richter, M., Johnson, N. W., & Bradley, L. (2006). Assessing antecedent variables: The effects of instructional variables on student outcomes through in-service and peer coaching professional development models. Education & Treatment of Children, 29(4), Retrieved June 6, 2009, from ProQuest Psychology Journals database. (Document ID: ). About the Presenter Andree Swanson is adjunct faculty at Community College of Aurora, Ashford University, Grand Canyon University, College for Financial Planning, and Kaplan University. Dr. Swanson' s academic interests are in business and educational leadership and distance education. Dr. Swanson is an active member of the Colorado Distance Learning Association, MERLOT, and Sloan-C. The source of this work was Dr. Swanson's dissertation completed in November 2010 at the University of Phoenix. (See Swanson, A., Hutkin, R., Babb, D., & Howell, S., 2010, September). Establishing the best practices for social interaction and e-connectivity in online higher education classes.) Address: Jill Avenue Highlands Ranch, CO Phone: andreeswan@aol.com Copyright 2011 The Board of Regents of the University of Wisconsin System 5