Teacher Practices for Student

SuccessCathy Cavanaugh

University of Florida College of Educationcathycavanaugh@coe.ufl.edu

GOLEs: Guidelines for Online Learning Effectiveness

ROLI-POLIs: Recommendations/Principles for Online Learning Improvement

GOLE

Learning time may be the most influential factor in the success of

learners in online and blended environments

ROLI-POLI

Increase learning time in courses via engaging interactions. Study the

contributions of expanded learning sessions, days and years.

Cognitive Research

Studies of the summer learning gap and school closings, and studies of

expertise and self-regulation.

Research Reference

Liu, F. & Cavanaugh, C. (submitted). High Enrollment Course Success Factors influencing student academic

achievement in virtual school.

GOLE

Teachers who learn tool-based, student-centered

methods increase academically engaged time

achievement.

ROLI-POLI

Technology and communication tools add to the methods

instructors and learners can use in learning.

Cognitive Science Link

Studies of desirable difficulties and dual-

coding.

Research Reference

Dawson, K., Cavanaugh, C. & Ritzhaupt, A. (2008). Florida’s Leveraging Laptops initiative and its impact on teaching practices. Journal of Research on

Technology in Education. 41(2), 143-159.

GOLE

Much of online student success results from teachers with

individual and group facilitation skills and frequent meaningful

feedback.

ROLI-POLI

Develop communication skills in several media and with varying

groups and purposes. Study facilitation strategies and degrees

of facilitation that support learning in different models.

Cognitive Science

Link

Studies of formative assessment, testing and feedback effects, spaced effects, and cognitive

flexibility.

Research Reference

Cavanaugh, C., Barbour, M., Brown, R., Diamond, D., Lowes, S., Powell, A., Rose, R., Scheick, A.,

Scribner, D. & Van der Molen, J. (2009). Examining Communication and Interaction in Online Teaching.

Vienna, VA: IiNACOL.

GOLEInteractive online tools used for practice improve learning.

ROLI-POLI

Integrate tool-based technology for practice over time. Study the scaffolding needed for effective practice, as well as the social

contexts.Cognitive Science

Link

Studies of expertise development and distributed practice.

Research Reference

Cavanaugh, C., Gillan, K., Bosnick, J., Hess, M. (2008). Effectiveness of Online Algebra Learning: Implications for Teacher Preparation. Journal of Educational Computing Research, 38(1) 67-95.

GOLE

Students who used tool-based technology produced media projects that demonstrated

increases in authentic learning: higher order thinking and depth

of knowledge.

ROLI-POLI

Implement project-based methods. Study the affordances

of project-based media-production for various content

learning.Cognitive Science

Link

Studies of generative learning and anchored instruction.

Research Reference

Dawson, Cavanaugh et al., Laptops for Learning: Florida Digital Educator Program. (2007-2009) for

FL Department of Education.

GOLE

Instructor experience and formal prep/development

significantly influence adoption of new practices

ROLI-POLI

Provide systems of professional development, support and scaffolding to educators in

effective practicesCognitive Science

Link

Studies of online and classroom PD

Research Reference

Ritzhaupt, A. Dawson, K. & Cavanaugh, C. (submitted) Factors influencing student use of

technology in a K-12 setting.

GOLE

Online instructors assume multiple roles that vary from

classroom roles, including teacher, designer, mentor, counselor, and

technical support.

ROLI-POLI

Support online students to focus instructors toward teaching and

learning. Focus professional development for online instructors

on unique features of online teaching and learning.

Cognitive Science

Link

Diffraction of attention to complex tasks, development of expertise as automaticity with subtle features

of a domain.

Research Reference

Ferdig, R.E., Cavanaugh, C., DiPietro, M., Black, E.W, & Dawson, K. (in press). Virtual schooling standards and best practices for teacher education. Journal of

Technology and Teacher Education, 17(4).

GOLE

Instructor mentoring programs for the specific online model

assist in quick development of effective pedagogy. Mentors act

as navigator, often through narrative.

ROLI-POLI

Teacher ed and PD programs should align with the teaching

context. Study models of teacher ed and mentoring for online and

blended environments.Cognitive Science

Link

Studies of narrative and case-based learning.

Research Reference

Wortmann, K., Cavanaugh, C., Kennedy, K., Beldarrain, Y., Letourneau, T. & Zygouris-Coe, V.

(2008). Online Teacher Support Programs: Mentoring and Coaching Models. Vienna, VA:

iNACOL.

Physical and virtual learning environments need expert builders

Free educators from

building the

online classrooms and

furniture

Enlist specialty builders:

media developer

s, instructi

onal designers

, programme

rs

New research directions at UF in online education:

• Virtual school internships

• Student success factors

• Online 21st century andragogy program for clinical medical/health

educators

• Relationships among university culture, innovation and adoption of

e-learning