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BP for Online Instruction: Improving Student Engagement

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Sasha Crowley

on 28 November 2016

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Transcript of BP for Online Instruction: Improving Student Engagement

Best Practices for Online Instruction

Know Your Learner
IDEAL
I
nstructional
D
esign for
E
ngaged
A
dult
L
earners
Provide opportunity for students to introduce themselves to you and their peers in week 1.
Use polls during synchronous class meetings to tailor lessons.
Utilize questionnaires or surveys to gather data about students.
Encourage students to share personal and professional experiences as they apply to the content.
Practical Strategies
"The engaged learning concept de-centers the instructor from a position of authority and master of knowledge; instead the [instructor] becomes a guide who structures communities as he/she assists students in the generative process of learning."
Adult Learners:
Prefer self-direction in learning.
Bring a vast reservoir of experience that should be considered in planning learning experience.
Exhibit a readiness to learn that is based on a need to know something or do something.
Exhibit an orientation to learning that is task- or problem-centered rather than subject-centered.
Exhibit a relatively high degree of internal motivation.
Clear Expectations
Research shows that there are significant correlations between the clarity, consistency, and simplicity of course designs and students' perceived learning in online courses.
Such findings support the need for clear goals and expectations for students.
Clarify when you are available and how quickly you will respond to emails.
Establish norms for student behavior and interaction.
Provide explicit instruction for students to review the syllabus and the course shell.
Help students plan ahead by scaffolding major assignments.
Clarify any specific expectations that are unique to you as an instructor.

Read more: http://www.brandman.edu/files/attachments/WhitePaper.pdf
Read more: https://www.aacu.org/publications-research/periodicals/research-adult-learners-supporting-needs-student-population-no
Read more: http://cguevara.commons.gc.cuny.edu/files/2009/09/learning-effectiveness.pdf
Active Online Presence
Research has shown that the online instructor’s presence is associated with effective instruction, greater depth of learning, and learner satisfaction with the learning process.
Create “communication bridges” to establish your role as a “facilitator” and “mentor.”
Practical Strategies:
Create a personalized welcome to class announcement.
Add a robust bio (with photo) in Course Information.
Invite students to introduce themselves in a week 1 discussion board post.
Establish weekly, virtual office hours.
Use announcements throughout the course.
Be active in the discussion boards, responding to students directly or to the group as a whole.
Use synchronous class meetings 3 times during term.
Read more: http://cguevara.commons.gc.cuny.edu/files/2009/09/learning-effectiveness.pdf
Read more: http://jolt.merlot.org/documents/grant.pdf
As an instructor, it is important to:

Effective Feedback
Educational researchers have found that a teachers’ immediacy of response can lessen the psychological distance between teachers and their students, leading (directly or indirectly, depending on the study) to greater learning.
"Chickering and Gamson [1999] wrote that feedback allows students to assess existing knowledge, reflect on what they have learned and what they still need to learn, and receive suggestions for improvement of future work . "
What is good feedback?
"Good feedback on assessed work tells the student four things:
1) What are the good or successful features of the assessed work.
2) What are the poor or less successful features of the assessed work.
3) How the student can improve in this piece of work.
4) How the students might do better work in the future.
Good feedback is also timely. Provided too soon it may stop the students themselves reflecting on their work; provided too late it may no longer be salient." — Geoff Isaacs (2001).
Practical Strategies
Respond to students’ questions in a consistent and timely fashion.
Provide a criteria for grading and/or use a rubric.
When commenting on student work, use specific examples or the student’s words.
Utilize synchronous class meetings to give students guidance with major assignments and tips for success.
Address FAQ or common errors that occur by posting announcements and providing resources as needed.
Read more: http://www.thejeo.com/Archives/Volume6Number2/GetzlafetalPaper.pdf
Read more: http://cguevara.commons.gc.cuny.edu/files/2009/09/learning-effectiveness.pdf
Learning Community
"The level of interaction among students and between students and the instructor is particularly important in online instruction."

Practical Strategies
Read more: http://www.uwec.edu/AcadAff/resources/edtech/upload/Best-Practices-in-Online-Teaching-Strategies-Membership.pdf
"Learning in the digital age [...] relies on the connected learning that occurs through interaction with various sources of knowledge (including the Internet and learning management systems) and participation in communities of common interest, social networks, and group tasks" Siemens (2005).
Read more: http://www.irrodl.org/index.php/irrodl/article/view/675/1271
"In distance learning, the use of technology is secondary to the value of good pedagogy for course design and instructional effectiveness."
"The environment most conducive to online learning is one that balances the interactions between the human players and the technology medium."
Practical Strategies
Correspond with Course Contact/Maintainer/Custodian regarding changes in course material before the term.
Expand resources each time you teach a course.
Share additions you make to the course that were successful with students with Course Contact/Maintainer/Custodian.
Attend CII trainings to stay current with the LMS and other course technologies (e.g., Blackboard, Adobe Connect, and Turnitin.com).

Best Practices
Read more: http://jolt.merlot.org/documents/grant.pdf
Questions
Ideas
or Comments
email us:
@
If you have
brandman.edu
cii
Practical Strategies
Provide opportunities to virtually connect with students through synchronous and asynchronous activities.
Maintain a highly “visible social and teaching presence.”
Diversity
"An awareness of different learning styles aids in the instructional design and ultimately the retention of students in online courses."
Read more: http://jolt.merlot.org/documents/grant.pdf
Assess for different learning styles.
Refer students to the Start Here button where students can access a variety of resources provided at Brandman University.
Provide easy access to recordings of lectures, lecture notes, and additional resources.
Incorporate videos and web sources to supplement content.
Practical Strategies
Supportive
Establish norms for student behavior and interaction.
Maintain a positive and motivational tone/voice when communicating with students.
Create or use an existing exercise in which the students get to know one another and you get to know them.
Be active in the discussion boards (at least 4x a week).
Encourage students to share helpful ideas or resources with class.
Provide a “Wrap-Up” each week .
Provide an opportunity at the end of the course for students to reflect.

Respect
"Exposure to different learning styles, points of view and perspectives increases student versatility and ability to adapt to real world situations."
"Students are different from one another. In different ways, each of them needs 'the
opportunity to show their talents and learn in ways that work for them'"
(Chickering & Gamson, 1987).

Improving Student Engagement
This Prezi & content was developed by:
Sasha Crowley
for the CII @ Brandman.
Full transcript