ENGAGING LEARNERS WITH NEW STRATEGIES AND TOOLS

 

Durrington et al. (2006) notes in order to encourage high student interactivity in an online/distance learning forum, the learning environment must be supportive, open, and respectful.  Ways in which this can be accomplished are: 

- providing a detailed syllabus that clearly defines expectations for the course in general and specific guidelines for each assignment

 

- creating a discussion area where students post their questions and the instructor posts answers

- timeliness in responding to students questions (the tone of the responses is also important from the instructor as well as other students).

 

- instructor-mediated discussions support student interactivity and enhance individual performance and satisfaction.

 

- asking students questions directly related to their postings also encourages more in-depth participation.

- student-moderated discussions (i.e. discussion section of community blog).

 

Anderson (2008) notes the theoretical model developed by Garrison, Anderson, and Archer views the creation of an effective online educational community as involving three critical components.  These components are:  cognitive presence, social presence, and teaching presence (Anderson, 2008). 

When reviewing the component of teaching presence, Anderson (2008) notes teaching presence is an important factor in order to be an effective online instructor.  Critical components needed are:  design and organization, facilitating discourse, and direct instruction.  The process of creating an effective teacher presence begins by providing students with access and motivation (Anderson, 2008).  The instructor begins this process by addressing any technical or social issues that may inhibit participation.  It is also important that students are given the opportunity (and are encouraged) to share information about themselves to create a virtual presence (i.e. introductions in the class café). 

 

Anderson (2008) notes the process continues with the second stage.  In this stage the e-moderator continues to develop online socialization.  Anderson (2008) states this is accomplished by “building bridges between cultural, social, and learning environments.”

 

Anderson (2008) states the process continues with the third stage.  This stage is the information exchange stage which “the teaching task moves to facilitating learning tasks, moderating content-based discussions, and bringing to light student misconceptions and misunderstandings” (Anderson, 2008, p. 359).

 

Anderson (2008 p. 359) states the process continues with the fourth stage.  This stage is knowledge construction “students focus on creating knowledge artefacts and projects that collaboratively and individually illustrate their understanding of course content and approaches.”

 

Anderson (2008, p. 359-360) states the last stage is considered to be the development stage.  In this stage “learners become responsible for their own and their group’s learning by creating final projects, working on summative assignments, and demonstrating the achievement of learning outcomes.”

 

Personally, I see a connection between my own successful experiences with online classes and what the research has shown.  All the tools listed in the graphic organizer above have played a key role in my own successful experiences.  I am now working on my fourth degree in an online/distance learning format.  I have had many more positive experiences versus negative experiences during these degree programs. The positive experiences have the same elements in common (i.e. detailed syllabus, class café, ask the instructor section, discussion boards, group activities, etc.).  The negative experiences are missing the elements of the positive experiences.  Also, because this is my fourth degree in an online/distance learning format, I have also seen the process evolve over the years (approximately between seven and eight years).

 

Johnson & Aragon (2003) states “There seems to be an assumed separation between knowing and doing in education, whereby knowing is valued over doing, and mental activity is valued over physical activity.  However, cognitive theorists have challenged this perspective because the activities through which learning occurs are inseparable from cognition.  In order for online instruction to be successful, some form of learner activity must be included.”

 

References

 

Anderson, T. (Ed.). (2008). The theory and practice of online learning. (2nd ed.). Edmonton, AB: Athabasca University Press.

 

Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment.

 

          College Teaching, 54(1), 190−193.

 

Johnson, S. D., & Aragon, S. R. (2003). An instructional strategy framework for online learning environments. New Directions for

 

          Adult & Continuing Education, (100), 31-43.

 

Siemens, G. (2008, January). Learning and knowing in networks: Changing roles for educators and designers. ITForum.

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Blogs I posted to:

http://brandyhiett.wordpress.com/

http://sportz75.wordpress.com/