the power of online learning: creating & nurturing an effective online learning community fred...
TRANSCRIPT
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The Power of Online Learning: Creating & Nurturing an Effective Online Learning Community
Fred Rovai
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Topics Covered
• What Online Learning Research Tells Us• What Regent SET Data Tells Us• Community of Inquiry Model• Online Learning That Works• Online Learning That Does Not Work
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Primary Sources
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What Online Learning Research Tells Us• On average, online student outcomes are
better than F2F student outcomes• Blended courses have better outcomes
relative to purely F2F & online courses
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What Online Learning Research Tells Us• A substantial number of distance education
applications • provide better achievement results• are viewed more positively• have higher retention rates than F2F counterparts
• A substantial number of distance education applications are far worse than F2F counterparts
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What Online Learning Research Tells Us• Effects are larger when online learning takes
place within a community of inquiry• Frequent opportunities for active learning• Frequent & constructive feedback• Active teacher guidance & support
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SACS Policy – Distance Education• Comparability of distance education
programs to campus-based programs & courses is ensured by the evaluation of educational effectiveness.
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What Regent SET Data Tells Us• Student Evaluation of Teaching (SET)
• Spring Semester 2011• N = 7,714• Response rate = 54.30%• Variable: % students who select 4 or 5 from 5-
point Likert Scale• higher is better
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University Means – Selected SET Items
% 4
or
5
74%
76%
78%
80%
82%
84%
86%
88%
90%
Clear goals Faith &learning
Instructorinteraction
Timelyfeedback
Effectiveinstructor
Online
F2F
Goal = 90%
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School Means
% 4
or
5
Goal = 90%
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University Perceived Learning Means
% 4
or
5
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Sense of Community• Imagine…
– being the only student in your school or program
– there is nobody to talk to about things you don’t understand
• Results…– feelings of isolation, loneliness– low satisfaction– student attrition
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Community Building• Create activities that build a sense of
community• Sense of belonging, connectedness• Shared values / goals• Active interaction & participation• Mutual interdependence & trust• Collaborative learning
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Community of Inquiry Model• Addresses the learning needs of its members through
collaborative learning• Essential Features:
• problem or question driven• involves critical thinking & discourse • requires self-direction• Includes small-group work• Includes student reflection
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Community of Inquiry Model
Social Presence
Teaching
Presence
Cognitive Presence
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Online Learning That Works• Student-centered learning environment• Strong sense of community• Authentic tasks in an information-rich, tool-rich environment• Collaborative learning with synchronous and asynchronous
communications• Learning at pace and time of learner‘s choosing• Emphasizes pedagogy over technology • Alignment of assessments with learning goals• Emphasis on constructed response assessments
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Online Learning That Does Not Work• Teacher-centered learning environment• Extensive use of talking heads• Taped lectures (passive learning)• Lengthy learning objects• Failure to contextualize learning activities• Limited &/or untimely feedback to students• Activities that don’t take advantage of technology• Emphasis on selected-response assessments
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Challenges• Awareness & understanding of true inquiry
• too much focus on content & lecturing• too little effective use of collaboration
• Faculty orientation (resistance)• Heightened need for time management• Commitment to fundamental redesign using
communication technologies
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Questions