[VPAAEtal] ITDE Instructional Design Newsletter (TAMU-C) - April 15, 2008

Tue Apr 15 11:33:17 CDT 2008

		 Online Learning InfoCast

Volume 1, Issue 6, April 15, 2008

Live Interaction in Online Courses

The loss of the personal touch-live student-teacher and student-student
interaction-is a concern often ex-pressed by faculty regarding teaching
online. Roblyer and Wiencke (2003) found that social variables enhance
in-teraction and online student engage-ment. According to a study
conducted by Swan et al. (2000), the "instructor who interacts
frequently and construc-tively with students" is important to stu-dent
success. Instructors provide the encouragement, guidance, and
reassur-ance needed in an online course. 

Technology cannot substitute for an effective instructor. However,
technol-ogy may provide an avenue for student-teacher and
student-student interaction. There are many ways to interact with
students in an online course-email, discussion forums, chats, and so
forth. For the purpose of this discussion, let us consider the use of
synchronous, or live, real-time interactions. 

Indicators that live, or real-time interac-tion, may be a choice for
communicat-ing with learners online include the fol-lowing:

* Lessons are best learned from group discussion or collaboration.

* Sparking deeper appreciation for and understanding of the subject
matter is desired.

* A safe environment for exploration and sharing and a sense of
commu-nity are vital to achieving learning objectives.

* Learning involves the rehearsal, demonstration, and assessment of
particular skills.

* Information is complex and guidance is necessary.

* There is a need to adjust the level or complexity of material
on-the-fly based on learner feedback.

* Comprehension must be ensured before learning proceeds.

* Questions and trouble spots cannot necessarily be predicted.

* Information is fast-changing.

* Ensuring participation and improving learner retention is paramount.

* A guest expert is available to interact with learners for a limited
time.

* Dialogue or debate among learners is required.

* Distance-based learners and cam-pus-based learners need access to the
same experts.

* The situation calls for personal, real-time attention.

Additionally, assessment of some apti-tudes and skill areas may be best
han-dled in a synchronous, live environment. Such types of aptitudes and
skills may include the following: 

* Public speaking or presentation skills.

* Real-time problem solving and ana-lytical thinking.

* Listening and reading comprehension in native and second languages.

* Composure in reflecting and respond-ing under pressure.

* Well-reasoned conversations on disci-pline-specific topics; offering
cogent responses in a timely manner.

* Persuasive, well-articulated, and well-spoken oral arguments;
practicing the art of oral rhetoric.

* Storytelling skills.

* Debate

* Proficiency in software skills or other real-time applications or
processes.

* Demonstration of how certain results are achieved in math or
accounting or other fields where it is essential to be able to "show
your work" and con-sciously replicate results.

* Effective use of one's voice to convey shades of meaning or to
perform, such as with music, in drama, or po-etry.

* Fluency in a second language, includ-ing proper pronunciation.

* Immediate application of material learned to real-world problems or
con-texts

* Role-play in simulated situations in preparation for real-world
scenarios.

* Ability to work well and collaborate with others in team activities.

In your online courses, a synchronous tool, ClassLive Pro, is available
to you for use in your fully online courses (01W, 02W, etc.). This tool
will allow you ac-complish the types of aptitudes and skills mentioned
above. Contact one of the Instructional Design Unit team members if you
would like to learn more about the use of ClassLive Pro in your online
courses 

Finkelstein, J. (2006). Learning in Real Time: Synchronous Teaching and
Learning Online. San Francisco, CA: Jossey-Bass.

Roblyer, M. & Wienche, W. (2003). Design and use of a rubric to assess
and encourage interactive qualities in distance courses. American
Journal of Distance Education, 17(2), 77-98.

Swan, K. Shea, P., Fredericksen, E. Pickett, A. Pelz, W., & Maher, G.
(2000). Building knowledge building communi-ties: Consistency, contact
and communication in the virtual classroom. Journal of Educational
Computing Research 23(4), 359-383.

Online Courses-Summative Surveys

Students in online courses (01W, 02W...) are required to complete a
summative sur-vey approximately two weeks prior to the close of the
term. Survey administration dates and delivery of the survey results to
faculty and department heads is provided in table below:

		  Term

  Dates Surveys are

  Administered to Stu-

  Results to Faculty/   

  Department Heads

  Jan 31-May 9 (14 Weeks)

  Feb 15 - Feb 22

  February 25

  Feb 4-May 9 (13 Weeks)

  Feb 15 - Feb 22

  February 25

  Mar 24-May 9 (7 Weeks)

  Apr 3 - Apr 7

  April 11

  May 12-May 27 (2 Weeks)

  May 23 - May 26

  June 4

Assessing the Design of 

Your Online Course

A well-planned and constructed online course can provide a meaningful
educa-tional experience for students and a fulfilling teaching
experience for instruc-tors. Here are a few basic questions to help you
"assess" your online course:

* Do the homepages contain a Course or Unit Title in large, bold,
colored font?

* Are Announcements used effectively on the Course Homepage?

* Are Course and Unit navigation guide-lines clearly presented to
students?

* Is there a team/group assignment in your course, if appropriate?

* Is there an Introductions discussion item under Course Home that
re-quests students to introduce them-selves?

* Are short audio or video clips, or PowerPoint slides, used where
appro-priate?

* Is material "chunked" appropriately?

  IDU Staff

  Julie A. McElhany, Ed.D.

  Coordinator for Instructional Design

  Dean Aslinia, M.S.

  eLearning Support Specialist

  Alan Francis, M.B.A.

  eLearning Administrative Specialist

  Jess Lamphere, B.S.

  eLearning Support Specialist

**A PDF version of this newsletter is available at
www.tamu-commerce.edu/itde under the Instructional Design link.

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