Best Practice Strategies for Best Practice Strategies for

Active Learning and Active Learning and Engagement in Engagement in

Online TeachingOnline TeachingBy:By:

Jo Ann R. Coe-Regan, PhDJo Ann R. Coe-Regan, PhDjregan@cswe.org

Nancy K. Brown, PhDNancy K. Brown, PhD

nancyb@mailbox.sc.edunancyb@mailbox.sc.edu

CSWE-APM Conference 2011CSWE-APM Conference 2011

Atlanta, GeorgiaAtlanta, Georgia

PRESENTATION FOCUSPRESENTATION FOCUS

Overview of active learning, engagement and “The Seven Principles of Good Teaching”

Examples of online teaching strategies that demonstrate active learning and engagement

Advantages, Challenges and Evaluation of Online Teaching Strategies

Presentation Link: http://www.slideshare.net/JoAnnRegan/apm-2011-presentation-with-nancy

Dick Schoech, CSWE San Francisco, Dick Schoech, CSWE San Francisco, DE Research DE Research

Online Engagement from a Online Engagement from a Student PerspectiveStudent Perspective

Dick Schoech, CSWE San Francisco, Dick Schoech, CSWE San Francisco, DE Research DE Research

Online Engagement from a Online Engagement from a Faculty PerspectiveFaculty Perspective

• Active learning involves providing opportunities for students to meaningfully talk and listen, write, read, and reflect on the content, ideas, issues, and concerns of an academic subject

• Research and anecdotal evidence overwhelmingly support the claim that students learn best when they engage with course material and actively participate in their learning.

ACTIVE LEARNING ACTIVE LEARNING AND ENGAGEMENTAND ENGAGEMENT

66

Tell me, I forget.

Show me,I remember.

Involve me,I understand.

-Ancient Chinese Proverb

How does Active Learning How does Active Learning and Engagement happen in and Engagement happen in

the Online Classroom?the Online Classroom?

Asynchronous:1. Lack of interaction2. Lack of dynamic face-to-face instruction3. Difficulty teaching social and cultural skills4. Decreased levels of student involvement

and motivation

CHALLENGES IN AN CHALLENGES IN AN ONLINE CLASSROOMONLINE CLASSROOM

The "seven principles of good practice in undergraduate education," originally framed by Arthur Chickering and Zelda Gamson in 1986, is a concise summary of decades of educational research findings about the kinds of teaching/learning activities most likely to improve learning outcomes.

See: http://www.tltgroup.org/seven/home.htm for more information on Seven Principles

SEVEN PRINCIPLES FOR SEVEN PRINCIPLES FOR GOOD PRACTICEGOOD PRACTICE

1. Good practice encourages contact between students and faculty

2. Good practice develops reciprocity and cooperation among students

3. Good practice uses active learning techniques

4. Good practice gives prompt feedback

7 PRINCIPLES OF 7 PRINCIPLES OF GOOD TEACHINGGOOD TEACHING

5. Good practice emphasizes time on task

6. Good practice communicates high expectations

7. Good practice respects diverse talents and ways of learning

7 PRINCIPLES OF 7 PRINCIPLES OF GOOD TEACHINGGOOD TEACHING

Chickering and Gamson (1991) Articlegives excellent examples of some of the

most cost-effective and appropriate ways to use computers, videos, and telecommunications technologies to advance the seven principles

IMPLEMENTING THE SEVEN IMPLEMENTING THE SEVEN PRINCIPLES WITH TECHNOLOGYPRINCIPLES WITH TECHNOLOGY

BEST PRACTICE STRATEGYBEST PRACTICE STRATEGYFOR DESIGN AND DEVELOPMENTFOR DESIGN AND DEVELOPMENT

• Hybrid courses work well rather than just purely online or purely face-to-face instruction

• Design courses that focus on:– Expository learning experiences-content

transmitted by a lecture, written material, or other mechanisms

– Active Learning-student has control of what and how he or she learns

– Interactive Learning-activity in which the nature of the learning content is emergent as learners interact with one another, instructor, or other knowledge sources

RESEARCH ON BEST PRACTICE RESEARCH ON BEST PRACTICE STRATEGIESSTRATEGIES

– Ragan & Terheggen (2003). Effective Workload Management Strategies for the Online Environment

• Studies focused on best practice strategies for effective development, design, and delivery of online courses

– Boettcher (2008). Teaching Online for the First Time

• Strategies for teaching online courses with a focus on first-time teaching

TECHNOLOGY CAN’T BE THE TECHNOLOGY CAN’T BE THE DRIVING FORCEDRIVING FORCE

Technology cannot drive the teaching and learning but certainly can be used to enhance the lack of in person contact

Teaching with technology forces you to be more organized and structured with content and allows you to focus on the process

A DECISION MATRIX TO LINK A DECISION MATRIX TO LINK TECHNOLOGY WITH ACTIVE LEARNING TECHNOLOGY WITH ACTIVE LEARNING

AND ENGAGEMENTAND ENGAGEMENT

Perceptions of Innovational Attributes of Television and the Internet

BENCHMARKS TO ENSURE QUALITY ONLINE LEARNING

COMMITMENT TO GOOD TEACHING PRINCIPLES

APPROPRIATE USE OF TECHNOLOGIES THAT FACILITATE AND ENHANCE ACTIVE LEARNING AND ENGAGEMENT

DEVELOPMENT OF TEACHING AND LEARNING ACTIVITIES THAT ARE IMPLEMENTED & EVALUATED IN AN ONLINE CLASSROOM

WHERE WE STARTED?WHERE WE STARTED?– Satellite Television and Videoconferencing (both

one-way and two-way)– Asynchronous Modules (Webcast/Webinar) -one-way– Hybrid Practice Courses– Engaging Clients in the First Interview

http://breeze.sc.edu/prac/• Tells them what they need to know to conduct a first

interview with a client• Demonstrate (Show) a first interview via a video

demonstration (both a good and a bad one)• Practice a skills demonstration to be shown or practiced in

class

WHAT WE ARE DOING NOW?WHAT WE ARE DOING NOW?

– Teaching 100% online– Synchronous online

meetings using Adobe Connect

– Asynchronous modules that support hybrid environments

Example of Active Learning and Example of Active Learning and Engagement in Adobe ConnectEngagement in Adobe Connect

http://breeze.sc.edu/p24924993/ – Breakout Rooms (small group discussions on

readings) beginning is instructions and reports from small groups starts at 50:11

– Use of Guest Speakers (author of the textbook) starts at 3:00

http://breeze.sc.edu/p85458177/– Polling features – http://www.iclicker.com/Products/satellitepollingsystem/http://breeze.sc.edu/p11882611/– Student presentations 21:50 (photos of Iraq) and 40:11

(presentation from student in Charleston)

• Twitter!• A University of South Carolina professor (Dr.

Lara Lomicka Anderson) was knighted by the French Ministry of Education for her creative use of twitter in the classroom.

• Students practiced their foreign language skills through online conversations.

• Students reported that it fostered conversation and built community outside of the classroom

Application to Social Work?Application to Social Work?

• Addictions

• Social Justice

• Policy

• Practice Tips

• Child Welfare

• Statistics

• ENDLESS possibilities!

Other InnovationsOther Innovations

• iPad?– Tools are only as good as their applications

permit.– Innovators are building apps daily.– http://breeze.sc.edu/ipad/

• Presentation was developed on an iPad using Keynote.

• Technology is now ubiquitous – a little bit goes a long way.

• Wikis with groups– Collaborative work – everyone in the group

can edit, add content, and develop the project.

• Notes on Group Work– Students should present a plan of work– Evaluation should involve all group members

Other Innovations - ContinuedOther Innovations - Continued• Collaborative videos (cell phone, video cameras,

Skype).• http://breeze.sc.edu/p86199413/– Windows Movie Editor – Julie C.

• Some faculty choose to limit the way in which students communicate:

– Twitter, Facebook, email, text, etc. – Following too many at once becomes confusing.– “Pick and Choose” your technologies– Students can pick their preferred technology and then

everybody uses it as their communication channel.

– There is unevenness to how students may respond; every class is going to be different.

– Some students produce a lot of “Tweets” and others will do very little.

• Ground rules need to be set on response expectations.

• Whatever technology you choose, you will need a grading rubric to help clarify expectations.

• Google Docs– Group and collaborative editing

Faculty Collaboration on Faculty Collaboration on Teaching ToolsTeaching Tools

• Faculty need to be familiar with the technology

• Faculty collaboration– Survey faculty on what they know– Survey Grad students and TAs

• Faculty Learning Cohorts– Groups within the department who can get

together and share technology skills

• Technology is complicated.– Learning collaboratively is much more time

efficient and effective– Avoid “wandering the desert alone!”– Faculty cohorts tend to be more constructivist

in their approaches to technology and learning.• Learning is not linear• Learning is expansive• Everybody brings something to the table

Ways to Improve SuccessWays to Improve Success

• The biggest boon to success is ensuring that students have a clear understanding of how the technology works:– What constitutes a good video?– How to use Windows Movie Maker?– How to add audio?– How to do a picture collage electronically?

• You have to show them what the tools are.

• Show them how to use them.

• Provide easy to following instruction manuals.– These can be created quite easily.

• http://breeze.sc.edu/safeassign/

TEACHING PRINCIPLES USEDTEACHING PRINCIPLES USED

instructor ensures a high degree of interactivity and participation

Instructor changes role from “sage on stage” to a “guide on the side” or as an “Architect of Activity”

Recognize that learners have shifted from “broadcast learning” to “interactive learning” in the new technology age in which most children are now “growing up digital

PARADIGM SHIFTPARADIGM SHIFT

BROADCAST LEARNING INTERACTIVE LEARNING

Learner, sequential/serial Hypermedia Learning

Instruction Construction/discovery

Teacher-centered Learner-centered

Absorbing materials Learning how to learn

School Lifelong

One-size-fits-all Customized

School as torture School as fun

Teacher as transmitter Teacher as facilitator

Tapscott, D. (1998). Growing up Digital: The Rise of the Net Generation

2004

2004

20081998

2007

20052003

2001

2003

20052008

2004

2006

2004

1999

2005

2010

INTELLIGENT USE OF INTELLIGENT USE OF NEW MEDIANEW MEDIA

The Twitter Experimenthttp://www.youtube.com/watch?v=6WPVWDkF7

U8

Backchannel in Education-Nine Useshttp://derekbruff.com/teachingwithcrs/?p=472http://derekbruff.com/teachingwithcrs/?p=843

Enrich Your Teaching through Social Mediahttp://chronicle.com/blogs/profhacker/enrich-tea

ching-social-media/30100

The Good, The Bad, The EvilThe Good, The Bad, The Evil

ADVANTAGESADVANTAGES

The technology and format lends itself to active learning and engagement in the online classroom

Good learning outcomes and new formats for assignments

Positive teaching evaluationsMost interactive and collaborative class they have hadStudents report they never leave computer during live

class-don’t want to miss anything

CHALLENGES/FRUSTRATIONSCHALLENGES/FRUSTRATIONS

CHALLENGESCHALLENGESUsing new technology and the learning

curveFinding resources and support

– Technical Support Online in an Adobe Connect Community at Penn State

– http://meeting.psu.edu/

Fostering a personal connection with students in the classroom

Evaluating learning outcomes

SOME OF YOUR CLASSMATES PICTURESSOME OF YOUR CLASSMATES PICTURES

CONCLUSIONSCONCLUSIONS The use of technology

should lead us to rethink ways we can encourage active learning and engagement in teaching

Careful thought and planning is needed to bring positive growth and change to online teaching Have fun with

technology!

Your StandpointYour Standpoint• Comments

• Feedback

• Thoughts

• Future Steps to continue being engaged with this topic

Abel, R. (2005). Implementing best practices in online learning. Retrieved March 27,

2009, from http://connect.educause.edu/Library/EDUCAUSE+Quarterly/ImplementingBestPractices/39928?time=1237869199.

Boettcher, J.V. (2008). Teaching online for the first time. Retrieved March 28, 2009,

from http://www.designingforlearning.info/services/writing/ecoach/tenbest.html

Chickering, A.W. & Ehrmann, S.C. (1996). Implementing the seven principles:

Technology as lever. Retrieved on March 27, 2009 from http://www.tltgroup.org/programs/seven.html.

Chickering, A.W. & Gamson, Z.F. (1991). Applying the seven principles for good

practice in undergraduate education. New directions for teaching and learning: a publication in the Jossey-Bass higher and adult education series. San Francisco, CA: Jossey-Bass.

Conrad, R.M., & Donaldson, J.A. (2004). Engaging the online learner: Activities and

resources for creative instruction. San Francisco, CA: Jossey-Bass.

Ko, S., & Rossen, S. (2004). Teaching online: A practical guide (2nd ed.). Boston: Houghton Mifflin.

Miller, T. W., & King, F. B. (2003). Distance education: Pedagogy and best practices in

the new millennium. International Journal of Leadership in Education, 6, 283–297.

Moore, B. (2005a). Faculty perceptions of the effectiveness of web-based instruction in

social work education: A national study. Journal of Technology in Human Services, 23(1/2), 53-66.

REFERENCESREFERENCES

Moore, B. (2005b). Key issues in web-based education in the human services: A review

of the literature. Journal of Technology in Human Services, 23(1), 11-28.

Palloff, R. M., & Pratt, K. (2001). Lessons from the cyberspace classroom: The realities of online teaching. San Francisco: Jossey-Bass.

Palloff, R. M., & Pratt, K. (2003). The virtual student: A profile and guide to working

with online learners. San Francisco: Jossey-Bass.

Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective

strategies for the virtual classroom. San Francisco: Jossey-Bass.

Ragan, L.R. (2009a). An Emerging Set of Operational Performance Guidelines for the

Online Instructor. Retrieved March 27, 2009, from http://www.sc.edu/cte/larryragan/performanceguidelines.pdf.

Ragan, L.R. (2009b). Penn State Quality Assurance e-Learning Design Standards.

Retrieved March 27, 2009, from http://www.sc.edu/cte/larryragan/designstandards.pdf.

Ragan, L.R., & Terheggen, S.L. (2003). Effective workload management strategies for the online environment. Retrieved March 28, 2009, from http://www.worldcampus.psu.edu/pdf/fac/workload_strat.pdf.

Tallent-Runnels, M.K., Thomas, J.A., Lan, W.Y., Cooper, S., Ahern, T.C., Shaw, S.M., et al. (2006). Teaching courses online: A review of the research. Review of Educational Research, 76(1), 93-135.

REFERENCESREFERENCES

The TLT Group (2009). “Seven Principles" Collection of Ideas for Teaching and Learning with Technology. Retrieved March 27, 2009, from http://www.tltgroup.org/Seven/Library_TOC.htm

Weiss, R. E., Knowlton, D. S., & Speck, B. W. (Eds.). (2000). Principles of effective teaching in the online classroom. New Directions for Teaching and Learning, 84 (Winter 2000), 1–4.

Young, S. (2006). Student views of effective online teaching in higher education. The American Journal of Distance Education, 20(2), 65-77.

 

REFERENCESREFERENCES

RESOURCE BOOKS USEDRESOURCE BOOKS USED• Lessons from the Cyberspace Classroom: The Realitie

s of Online Teaching By: Rena M. Palloff, Keith Pratt By: Rena M. Palloff, Keith Pratt

• The Virtual Student: A Profile and Guide to Working with Online Learners By: Rena M. Palloff, Keith Pratt By: Rena M. Palloff, Keith Pratt

• Teaching Online: A Practical GuideTeaching Online: A Practical Guide, 2nd Edition , 2nd Edition (Paperback)(Paperback)by Susan Ko and Steve Rossenby Susan Ko and Steve Rossen

• Engaging the Online Learner : Activities and Engaging the Online Learner : Activities and Resources for Creative InstructionResources for Creative Instruction (Online (Online Teaching and Learning Series (OTL)) Teaching and Learning Series (OTL)) (Paperback)(Paperback)by Rita-Marie Conrad, J. Ana Donaldsonby Rita-Marie Conrad, J. Ana Donaldson