listening to the question

As our little guy is beginning to cruise along the furniture and figure out how to open cabinets I can see his eyes fill up with questions. "Why are there pillows on the couch? Those work just as well on the floor." "Why can't we stay up all night?" and "I wonder what dog food tastes like . . . . ?"

Questions are a rudimentary method of finding answers or solutions to problems. When a student asks a question in the online environment we no longer have the visual cues that an instructor may have grown accustomed to. In online situations, take the time to listen to the question.

The following are four types of questions that you may encounter while teaching at a distance.

High order questions

A student that has a good understanding of the materials may be seeking  further development of the materials as a method to deepen their understanding. This student's question may not refer to the assessment but to further question the materials.

Take the time to provide encouraging feedback for their inquisitiveness and follow-up with reflective listening skills. A student demonstrating a higher-order of mastery of a subject  will appreciate an instructor that will engage in an online conversation of analyzing and evaluating content.

walking order

The lazy questions

You will have those students that ask questions that could have been found in the syllabus, a course announcement, or a discussion board post. A quick reaction would be to think the student has a lack of interest in the course or just didn't bother with the time to find what they are looking for.

When this occurs in the online environment take a moment to stop and think about the question that is being asked. Their may be more depth to the "lazy questions" for distance education courses. The student might be confused on the assignment, has trouble reading the materials, or can not locate an item within the course postings.

This student may not have yet developed the ability to ask 'good questions' in the online environment. This is a skill that students and instructors develop with experience. This is also the reason why other communication methods such as video posts and audio messages are catching on. They give back the ability to "talk" that early methods of online education took away from the educational experience. 

Besides answering the question, engage them into a conversation. The goal with the "lazy student" is to keep the conversation going. Ask questions that require them to refer to the course materials and apply their understanding of facts, NOT just the knowledge of them. If a student can not answer you appropriately then you know that they are struggling in the course. 

Provide resources, contacts to online tutors, and/or a meeting to help that student succeed. Students do talk, and having a reputation of an instructor that is devoted to student success will have your sections filling fast, more courses in demand, and become a mentor for fellow faculty. 

lazy smurf

The lost questions

This type of question may take the most time to answer. However, they are very important to address to prevent drop-outs. Instructors would be surprised to learn the number of students that drop a course because the online environment seemed too challenging. Even in the first week before they would even ask the teacher a question! 

A confused student may require some close monitoring and hand-holding to get through the initial issue. But usually if this first problem is handled well then the student will become more independent. Also, receive this situation as an opportunity to ask yourself if the course is setup logically? Do the titles of items make sense? Could I clean up the menu bar? Do I explain how to submit materials, ask questions, and send attachments?

Guide the student with the campus resources available to help navigate the system. Provide follow-up that they received those resources and ask if their frustration level has lowered. The goal is to prevent the student from becoming discouraged. A negative attitude will quickly become apparent in their coursework and can lead to a drop-out.

lost

The nothing question (silence)

The student that is silent. Asks nothing. Little to no communication, just what is required or even less. This is a problem. Do something to start a conversation. This will answer if the student is struggling or bored or doing just fine.

Ask questions, even directly such as within a discussion board. Another tactic is to require students to reply to each other so they must engage in a conversation with themselves. A recent topic in the news that applies to the course materials or a case study that requires a group discourse to solve the issue will help the silent students to participate. 

what to do today?

say it don't spray it

Communication is an art! 

It is a skill that some just seem to be born with, while others work years on mastering it. While watching an episode of Blue's Clues with my son, Joe was teaching Blue about how appearances can be deceiving. 

A hippo was new to the playground, she looked around and realized that she didn't know any of the other animals playing so she kept to herself. She looked down at the playground and to her it appeared that the animals were so busy playing with each other that they did not care if she joined in, this made hippo sad. However, when Joe went over to the playground to talk to the animals he found out that the animals thought the hippo was mad at them since she didn't come to play with them, so they ignored her. Joe taught Blue and the other animals how appearances can be deceiving. 

Blue & Joe

Communication has many subtleties such as body language that can easily change the meaning of a message. Now you may be thinking that online communication does not have any body language, but that is where you are wrong. The "body" is not your own physique but your text, your image. The way that you write reflects yourself, DOESN'T IT? mmYEA!! wtg, like toTaLly w00t! and so awsomelly graet.

Okay, enough of that. Whew, that was hard to type. If anything I am guilty of typing 'LOL' too often. I would like to offer some tips when talking (yes talking! because in online discussions we talk not write) online, enjoy!

Don’t be shy! 

If you have something to say, say it! The online classroom is not the place to be shy. Actually, studies have shown the online classroom can really help shy people flourish. Now is the time to take advantage of this medium for all the positives that it offers. The first step is to post a biography of yourself, let students learn more about you and where you are from. Instead of posting the typical head shot, post a picture doing something that you love like fishing or riding your motorcycle. Share why you teach this course and what is your favorite part of it? Just be yourself.

Participate in the fun

I've found that often the most successful online courses are not the ones with the best graphics, the latest case studies, or the most enhanced content, (although these are all important and I encourage you to do it!!), they are the ones that have active participation. Log-in everyday and communicate. Respond to discussion questions, post comments to students, grade assignments, and email everyone on a regular basis. The important thing is to stay actively involved in the learning process. The fact is that students talk around campus and having a reputation of an engaged instructor will have your sections filling faster than you can post them. 

If you ever feel unsure how the class is doing, post an anonymous survey to ask the students. I can remember a professor that would pass out index cards and told us to write feedback on them and drop them in the box after class. This same simple approach can be done online by posting a short survey that will collect their thoughts without identifying any students.

Use the text editor

I have to admit at times I do feel silly using smiley faces and fancy fonts but they do help to communicate my message. As I am sure others can identify with myself, I am a simple, laid back person that enjoys the simple things in life. Not much will get my bloomers in a tizzy. A twenty minute ride in my camaro will do more for me than any diamond earring (although I do like those too, LOL). However, how will anyone at a distance know that? Those emoticons can help express your thoughts and feelings. Think of them as a notation after your sentence to help indicate your mood or intention. 

Emoticons in Action

dlconnect.blogspot.com is now MOBILE

Log on to DL Connect anytime, anywhere with your mobile device. Just scan the QR code below for direct access to posts on educational technology, distance education, and online learning.

QR Code

"QR code (abbreviated from Quick Response code) is a type of matrix barcode (or two-dimensional code) first designed for the automotive industry. More recently, the system has become popular outside of industry due to its fast readability and comparatively large storage capacity. The code consists of black modules arranged in a square pattern on a white background. The information encoded can be made up of any kind of data (e.g. binary, alphanumeric, or Kanji symbols)."

Give me the place to stand, and I shall move the earth.

Cloud-based computing equates to the student does not need a laptop anymore, only a device connected to the Internet. With the expanding capabilities of the equipment and technology used to implement and support distance education, an instructor has the ability to experiment with instructional strategies not available even five years ago.

Stop and think about your content and ask yourself "What do students find the most difficult about this course?" Too often when teachers begin implementing technology in the classroom it starts with the most basic ideas. Let's spin that around and start with what is needed most!

Step 1: go THINK somewhere

My husband claims he does some of his best work in the bathroom. I however, enjoy a nice walk with the baby or a jog at the gym or a drive to no-where with some good tunes and my dog's head hanging out the window. Then BOOM! the ideas hit.

My thinking buddy

There are a wealth of free apps, mashups, and software programs on the internet. Enough that there is probably one that meets the idea that you have thought up. Use that idea effectively in your online course. 

Some ideas of enhancing your online content include:

• Streaming video: capture your lesson on video and post it to YouTube, then share the link within the course
• Music: purchase a track from iTunes to embed into a text lecture post
• Teleconferencing: record and post a skype session with a expert in the field or a potential employer that discusses what qualities from this course that they are looking for
• Interactive activities: widgets and apps that offer case studies and testing that require the student to interact with the tool
• Whiteboard: can be useful in motivation to just explain a concept visually, sometimes a little goes a long way
• Podcasts: record your lecture to post online or post a link to professional podcasts by subject matter experts
• Blog or Wiki: showcase good student work. This is useful when assigning a project to the class and some are unsure how to complete it. Share the achievements of past successful students.
• Social Networks: go to where your students are and communicate with them
• Widgets: there are SO many free widgets online and if you can't find what you are looking for, there are also free App builders online to make your own. With a little elbow grease it can be done!!
• Gadgets: make the most of your students' gadgets, cell phones, iPods, mp3 players, etc. Offer activities and/or content that can also be read on these devices.

Step 2: let's FIND what you need

A google search will discover some tools that may fit your unique need. But I wanted to share some content repositories that will help your search. The first is MERLOT, http://www.merlot.org 

So many places to look, so little time ....

"MERLOT is a free and open online community of resources designed primarily for faculty, staff and students of higher education from around the world to share their learning materials and pedagogy. MERLOT is a leading edge, user-centered, collection of peer reviewed higher education, online learning materials, cataloged by registered members and a set of faculty development support services."

Another useful service is Yahoo! widgets at: http://widgets.yahoo.com The site offers an inventory of over 4,000 widgets.

So, open that browser window and get to work!! Many people have already put forth the effort to design interactive activities that will help your students' achievement. On the other hand, if you can't find what you are looking for then create it yourself or ask for help. Active learning activities are a great online too to enhance a course and help students mastery level.

Step 3: go ahead and DO it

When implementing a new tool within an online course. The first step is to test it. Try it yourself and even ask a colleague or friend to try it out too. A self-evaluation of the new tool should include the technical review of it and appropriateness within the curriculum.

Remember that any free widget, app, or tool that connects to the Internet, requires an internet connection and the host is operating. So, in other words it is not recommended to place any time sensitive or important evaluation to a 3rd party tool. However, if technical support and/or hosted locally then proceed. 

Maps can be helpful

Directions are always helpful. If it is something that you are implementing for the first time, offer a screen cast of using the tool. A free screen recording software such as Screencast-O-Matic http://www.screencast-o-matic.com will capture you using the tool so students can understand how to use it themselves. While, this may not be necessary in all circumstances, sometimes it can help clarify questions. 

Many of these tools will be easy to use for those that are computer literate. 

Step 4: look over to IMPROVE it

Remember to only use technology when it helps you achieve a lesson objective. Too much of anything can get in the way and hinder a student's success. On the other hand, technology can deliver content in multiple formats to help learners that are visual, auditory, and/or kinesthetic.  

Volunteer test pilot in action

A bonus to implementing an app or other program is the learning experience for yourself. Soon you will grasp first hand experience of student feedback and curriculum integration in the online course environment. 

Be creative and have fun out there!

Online DL Resources

The following is a list of links to resources published by the USDLA regarding publications on distance learning.

Learning Resources

ELearning Learning Resources The mother load  - Open Access Journals in the Field of Education Contemporary Issues in Technology & Teacher Education International Journal on Educational Telecommunications International Journal on e-Learning Journal of Computers in Mathematics and Science Teaching Journal of Educational Multimedia and Hypermedia Journal of Technology and Teacher Education Asynchronous Learning Networks Magazine International Journal of Instructional Media International Review of Research on Open and Distance Learning International Journal of Instructional Technology & Distance Learning Journal of Asynchronous Learning Networks Journal of Computer Mediated Communication Journal of Computing in Teacher Education Journal of Instructional Delivery Systems Journal of Instructional Science & Technology Journal of Learning Design Journal of Online Learning and Teaching Journal of Research on Technology in Education Journal of Technology Education New Horizons for Learning Online Journal of Distance Learning Administration

a box of tricks

Sometimes teaching at a distance can make you left feeling like a magician, you keep pulling out rabbits from your hat because you can and it looks cool! Well, there is really some meaning to the tricks inside the box.

~~

Instructional design is very important when developing online education. The role of the instructor and the design of the online course plays an important role in learning.

How Can We Facilitate Learning, and How Will We Know if Learning Occurs?

An online course used to supplement a face to face lecture (we will refer to this as “blended”) has different parameters than a true distance learning course (we will refer to this as “distance”). Since an online supplemental course allows the instructor to teach, interact, and conduct testing in the classroom, the instructor does not have to rely on Blackboard to assess their students. However, in the distance course the tools and methods implemented are crucial for faculty to be able to effectively assess their students. 

Frequent student-faculty contact in and out of class is an important factor in student motivation and involvement. A discussion forum is a method to share concepts, ideas, questions and answers. Discussions can also extend class time discussion by providing tools outside of class.

A step to further communicate with distance leaners is to implement Virtual Classroom Software (VCS), such as Skype (free). Several people may communicate on a topic in the synchronous chat room while using a webcam or whiteboard tools for collaboration and off-site office hours.

 

 

Reciprocity and Cooperation Among Students

"Learning is enhanced when it is more like a team effort than a solo race". Good learning, like good work, is collaborative and social, not competitive and isolated, which can contribute to students participating in questionable academic integrity behaviors like cheating. Working with others often increases involvement in learning. Sharing one’s ideas and responding to others’ improves thinking and deepens understanding.

As just mentioned, VCS tools are an effective approach but also is the group tools feature in Blackboard. The group tools feature is a method to provide a collaborative area for student groups to meet with discussion board, chat, email, and it is all coordinated within a specific class and function.

Active Learning Techniques

"Learning is not a spectator sport. Students do not learn much just sitting in classes listening to teachers, memorizing pre-packaged assignments, and spitting out answers. They must talk about what they are learning, write reflectively about it, relate it to past experiences, and apply it to their daily lives. They must make what they learn part of themselves."

Interactive applications and simulations is a method of achieving interactivity in the distance classroom that face/to/face students accomplish in the classroom or laboratory. 

"Expect more and you will get it. High expectations are important for everyone: for the poorly prepared, for those unwilling to exert themselves, and for the bright and well motivated. Expecting students to perform well becomes a self-fulfilling prophecy."

Active Learning is a platform to ‘expect more’ and engage the student into the curriculum.

Diverse Talents and Ways of Learning

"Many roads lead to learning. Different students bring different talents and styles to college. Brilliant students in a seminar might be all thumbs in a lab; students rich in hands-on experience may not do so well with theory. Students need opportunities to show their talents and learn in ways that work for them. Then they can be pushed to learn in new ways that do not come so easily."

Providing multiple content formats (text, images, sound, audio, animations, graphs, etc.) allow for students to find learning based on their preferred learning style. 

Finally, repetition in the online environment is your friend. Provide information about the course, assignments and exams in multiple locations. The learning path for students is directed by the organization and flow of the materials. 

 

Only use technology when it helps you achieve lesson objectives

Technology should not get in the way! Ask yourself, why do we teach in the first place? and What is the purpose of education?

• give students tools to succeed in life
• give students tools to make good decisions
• expand student's view of the world
• prepare students for college and/or life

"21st century skills are all about teaching our students to navigate the world as THEY are experiencing it, not the world WE experienced." ~ Wil Richardson