Teaching Strategies for Online Health Care Courses Rose Miller

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Mid-Atlantic Regional Conference October 23, 2009 Teaching Strategies for Online Health Care Courses Rose Miller Professor of Nursing, CSM

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Two ends of the spectrumGeneration Y students – computers in the delivery room and in the bassinet when child is born – “Communication technology is their middle name”Traditional older student – never did anything with computers and afraid to even touch the computer

Transcript of Teaching Strategies for Online Health Care Courses Rose Miller

Page 1: Teaching Strategies for Online  Health Care Courses   Rose Miller

Mid-Atlantic Regional Conference October 23, 2009

Teaching Strategies for Online Health Care Courses

Rose Miller

Professor of Nursing, CSM

Page 2: Teaching Strategies for Online  Health Care Courses   Rose Miller

Challenges when Teaching Online

• Two ends of the spectrum– Generation Y students – computers in

the delivery room and in the bassinet when child is born – “Communication technology is their middle name”

– Traditional older student – never did anything with computers and afraid to even touch the computer

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Teaching Strategies for Both Groups

• Need to stay on the cutting edge of communication technology to keep the Gen Y students engaged

BUT

• Need to keep it simply enough you don’t scare the traditional student away

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Challenges when Teaching Online • A student myth, taking an online class will be a

“walk in the park, EASY!!!”

• Squash this thought immediately while still in the drop and add period!!

• Syllabus is the key to “enlightening” the student about the realities of YOUR online class

• Must have weekly activities to keep the students engaged

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Format for Online Courses

• Keep it simple• If you teach more then one online

course – use the same format • Use the college’s online orientation

program• Use as many learning styles as

possible • Use audio or visual recordings

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Audio Recordings

• Must have a log of recording to comply with ADA regulations

• What items may be audio recorded?– Explanation of how the course grade is earned– Layout of the course– Any special tips for studying or learning

course content

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When to use Online Components

Discussion Board vs Assignment Drop box

• Factual question for Assignment Drop Box

• Thought provoking questions (reflections) – DB

• Factual questions with an application component, such as giving examples to support an answer – DB

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Pros & Cons of Discussion Board

• Pros– Active engagement – Students must respond

to a number of classmates’ postings

– Shy student can relay thoughts easier

– Everyone has a “voice” on the topic

– Easy to record grades

• Cons– Can get cumbersome

with large groups of students

– Must manage grading system

– Takes longer to grade– Must open e-mail to

send feedback

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Pros and Cons of E-mail

• Pros– Can communicate with

each student or a large group of students

– Can limit who gets the e-mail

– Will have a record (unless you delete -NEVER DELETE!)

• Cons– Grading assignments

through e-mail - must get out of e-mail and go to the grade book

– May forget to record grades

– What you say is in writing!!!! (Could be a pro also)

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Pros & Cons of Assignment Drop Box

• Pros – Private – only

instructor sees– Can give feedback

without going to e-mail

– Student can submit large file

– Can record grades quickly and easily

• Cons– Other students are

not able to see – Usually have

attachments– Instructor may not

be able to open attachment

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Pros and Cons of Chat

• Pros– Students can meet

at one time– It is live and

recorded– Decreases traveling

if a hybrid web class

• Cons– Cumbersome with

large groups– Must have rules of

engagement & ENFORCE

– Needs to be synchronize

– Must be a good typist!!

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Teaching Strategies

• Learning Activities for each chapter or module

• Calendar – in syllabus AND on Learning Module page (webCT calendar also)

• At a Glance Assignment section on Learning Module page

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Teaching Strategies (con’t)

• Exam information section on Learning Module page

• How to succeed section on Learning Module page or in syllabus

• Clarify what is to be turned in for a grade and what is there to help them learn

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Teaching Strategies (con’t)

• You tube clips

• Publisher sites and CDs with books have quizzes, games and active learning exercises

• Require student to log into the course at least three times a week (tracking tool useful)

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Teaching Strategies (con’t)

• Case studies

• Power points or class notes

• Study guides or workbooks

• Muddiest Point and Current Issues topic on Discussion Board

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Evaluation Strategies

• Quizzes/Exams – Chapter quizzes much better at keeping

the student engaged then several big exams

• Learning activities with EACH chapter or module

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Evaluation Strategies (con’t)

• Learning activities may be: – A thought provoking question/reflection

to post to the discussion board– Discussion questions with required

responses to other students’ postings

*Readings from the book

*End of chapter questions

*Current event related to topic of the wk.

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Evaluation Strategies (con’t)

• Examples of weekly activities:– Select five words from a chapter,

breakdown, define and tell a story using the words

– Define ageism and give three examples

– See the handouts for more examples of weekly learning activities

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Evaluation Strategies (con’t)

• Research papers

• TV/Movie paper to reinforce learned content

• Reflections on a topic or guided questions

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Evaluation Strategies (con’t)

• Patient teaching plans using the Nursing Process for Pharmacology course

• Writing “pulling it all together” papers at the end of the course

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In Summary

• It is best to have the students do at least one activity each week

• The activity should related to everyday life events if possible

• Require the student to log into the course at least three times per week

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Any questions?

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Enjoy the rest of the conference!