Circles are defined by their circumferences. The circles in which we move tell much about who we are. They also can become barriers to keep people out—or in. Circles can become professional, ideological, or religious ghettos when we stand inside their circumferences all looking in.
So much of facilitating online learning revolves around making sure humanness permeates the classroom. This is true in preparing students for online learning as well as classroom management. Ko & Rossen emphasize that at the beginning of an online class teachers must “establish presence and rapport . . . that are evident to students as soon as they walk through the classroom door” (p. 192). In addition to such things as obvious organization and preparation, Ko & Rossen emphasize a “welcoming attitude.”
The theme reappears in classroom management. Such patterns as posting regular, encouraging announcements (p. 198) or “dropping in” frequently on discussions (p. 209) convey the sense of a teacher who is present.
Managing problem behaviors likewise requires a human touch. It is neither necessary nor advisable to be brusque. Communications in difficult situations require the humanness that values others – such as helping offenders save face (Ko & Rossen, pp. 231, 236). The examples of diplomatic communications followed by their intended subtexts (pp. 232-233) were more than simply amusing illustrations of teachers meaning more than they say. Such communications are essential in conveying a respectful, caring presence.
Garrison and Cleveland-Innes (2005) wrote an excellent article on presence in the online classroom, which points out that teaching presence is even more important to students than peer presence. An abstract of the article is can be found in AJDE online at www.ajde.com/Abstracts/abs19_3a.htm.
Here are a couple of thoughts on the issues of copyright and intellectual property. I’ve always been careful to avoid plagiarism and pirating, and somewhere along the line I became respectful of visual creations – maybe after I created some of my own. But reading Ko & Rossen nevertheless gave me considerable food for thought.
For instance, by the time I read about “fair use,” I had already uploaded an assigned article to the lesson I recently created. I had reasoned it would be all right, since the site was passworded, my student had online library access to the article anyhow, and I was simply making access to it more convenient. After reading Fair Use Guidelines for Educational Media, though, I was less sure. In the future I will instead give directions for students to access such articles themselves.
One big hurdle to creating visually attractive online courses is finding high quality images for online use. Government sources are often recommended, and other free images are also available. My favorite source is morgueFile.com (check its front page for the etymology of the term).
Protecting one’s own original works is of course another problem. Ko & Rossen are quite right to point out that such things as using streaming media or password protecting Acrobat documents is “like building a fence around your fields. It will keep most, although not all, intruders from pillaging your crops" (p. 176). There are applications available specifically for the purpose of unlocking Acrobat files. Perhaps the newest iteration of Acrobat (version 8, due to be released next month) will foil such attempts for at least a little while.
One way a teacher can communicate with students online is through a Web site. Ko & Rossen (2004, ch. 7) recommend several ways for the inexpert to create a site, but I particularly appreciated their repeated references to Netscape Composer, a tool that is also available on a related browser I prefer called SeaMonkey. As a webmaster with nearly 10 years experience, I recommend this tool as superior to many commercial software applications. It generally creates simpler HTML code, which means quicker load times, and its code tends to have fewer glitches. Although saving word processing pages as HTML is easy, it produces extremely complicated (and often buggy) code.
Ko & Rosson offer a number of good ideas for adding multimedia to files. A couple more alternatives to Photoshop are the stripped down versions of Photoshop or similar software often bundled with digital cameras. A sophisticated — and free — alternative is the open source program GIMP, which has many of the same capabilities as Photoshop, including layers.
And here’s one more idea — an alternative to PowerPoint presentations. Apple’s comparable product Keynote can export presentations as QuickTime movies with options as to size, whether they’re self-playing or interactive, and whether or not they include a sound file. I have successfully converted a PowerPoint presentation into Keynote, then exported it as a movie. The advantage of doing this is that movies can be streamed instead of downloaded, which means students don’t have to wait as long to start watching them.
This week I was looking at faculty development ideas with some colleagues. One subject that came up was whether to include learning styles in a basic course about teaching online. I was reminded of this while reading Ko & Rossen (p. 102). Learning style theory includes a number of approaches and a plethora of matrices. It hardly seems like an ideal subject to try to cover in a basic methods course. I prefer Ko & Rossen’s strategy: use variety, and that will likely address most learning styles. I’m reminded of my mother’s advice about meal planning. Even though she taught college level nutrition, she said that serving a variety of food types and colors will satisfy most nutritional needs.
So how does one introduce variety? Ko & Rossen itemize a number of activities. Here’s how I implemented a couple in a lesson I created about online discussion.
Web as Resource: One part of the lesson linked to several online discussion boards to illustrate various structures and techniques. I chose only sites I was familiar with that had something applicable to online discussions.
Summaries: Another task required reading a scholarly article and describing points in it that could be used in online teaching or that related to a past experience. Connecting points of the article to existing knowledge draws on cognitive and constructivist learning theory to help students make meaning of new material.
In addition, I augmented my description of grading criteria for discussion posts with a simple rubric (Ko & Rossen, pp. 129-130). Though my first stab at creating a rubric was rough at best, it still did a better job of defining expectations. It also forced me to clarify for myself what should be in the grading criteria.
A couple of weeks ago I read two chapters worth of very good advice about putting together a syllabus and creating an online classroom (Ko & Rossen, 2004). Last week I finished a preliminary version of my first online lesson. Odd how quickly new learning fades when it isn’t used (an important reminder in any teaching).
Here is one thing that had completely slipped my mind. Without the rhythm of classroom meetings, time-related requirements need to be clearly spelled out using dated deadlines. As a task list dependent person, I can envision a neat, downloadable checklist for online students to print and use to make sure they are staying up to date. The checklist would be in addition to the dated syllabus.
That’s another important thing to do in online teaching. Be redundant. Instructions about how to contact the instructor, deadline dates, grading criteria are all elements that can be repeated in at least a couple of spots within an online course. Even though students with questions can contact their teacher electronically, for some that will be more intimidating than raising a hand in an on-ground class.
The following article in the Journal of Asynchronous Learning Networks (JALN) reports the first phase of an ongoing, comprehensive study that relates to the subject of best practices in an online classroom.
Best Online Instructional Practices: Report of Phase I of an Ongoing Study
One way of increasing interconnection in online learning is synchronous instruction or group work. One technique for synchronous conversations is Internet telephony, or VoIP (Voice over Internet Protocol) – also called p2p (peer-to-peer) or IP (Internet Protocol) telephony. It is free, can be used with dial-up as well as broadband, and can connect Internet learners worldwide. While it does require connected users to have the same software (Descy, 2005), there is a no-cost application available called Skype. Skype can easily be downloaded and installed on Windows, Mac OSX, or Linux.
Pan and Sullivan (2005) focused on the use of Skype at length in their article, “Promoting Synchronous Interaction in an eLearning Environment.” They surveyed graduate students in two online courses that had used Skype. The students seemed to prefer it to Blackboard chat. Two reasons given for the preference were that Skype helped increase awareness of the topic and that abstract topics seemed to make more sense. Other ways Skype seemed to change synchronous meetings were by increasing group interaction and keeping it consistent. Students seemed better able to “communicate thoughts, raise questions, and seek clarification by listening, thinking, and speaking” than if they had to type their comments as is required by chat software.
There are disadvantages to VoIP communications. As with any synchronous technique, learners must find a time when all members can meet. Distant time zones may make that even more difficult. Connections sometimes don’t work or are lost (Pan and Sullivan suggest reserving a Blackboard chat room as a backup). Some learners may feel inept at downloading and installing software. VoIP applications require that the computer have both speaker and microphone – either built in or added – of reasonable quality. Some participants may find they need to purchase a VoIP headset for fidelity.
While VoIP does not have all the capabilities of a Web conferencing application such as Breeze, it does add the spontaneity of a conversation to distance communications. And though most VoIP software still lacks the ability to transmit real-time images, some subtleties that would be lost in text communications are restored in voice inflections.
Judging by the meager research articles on VoIP, it may be an underused technique in online learning – one that should be given serious consideration in the effort to increase interconnections.
Abernathy, D., Allerton, H., Barron, T., & Salopek, J. (1999). The synchronous embrace. Training & Development, 53(11), 34.
Descy, D. E. (2005). All Aboard the Internet: Calling the world for free. TechTrends: Linking Research & Practice to Improve Learning, 49(2), 6-8.
I watched a WCET Webcast yesterday that presented research by Drs. Diane Goldsmith and Mary Bucy related to online course design and pedagogy. So I’ve been comparing everything I read to their findings (which are not yet published). One problem I hadn’t thought much about was test-taking in online courses. Both Ko and Rossen’s book, Teaching online: A practical guide (2004), and Goldsmith and Bucy’s presentation addressed the difficulty of verifying honesty in online tests; and both advised that online tests and quizzes may be most useful as learning tools. Ko and Rossen noted that in hybrid courses testing problems can be solved by proctoring them on site (p. 251). Goldsmith and Bucy suggested quizzes be given less weight in grading to reduce the incentive to cheat.
One area where the WCET presentation provided a different perspective was in using the Web as a presentation medium (Ko & Rossen, p. 256). In Goldsmith’s survey, One specific format students disliked was PowerPoint presentations – for two reasons: they took too long to download, and they generally had no depth. If PowerPoints were converted to movie format (.mov), they could be streamed in the browser, so they could begin playing during the download. However, converting PowerPoint presentations takes special software and doesn’t tackle the other problem – that most PowerPoint presentations are overviews without new or in-depth material.
A technique that has intrigued me in the online course I’m now taking is that new assignments are not posted until the last assignment is completed. When on September 6 I read Tyler-Smith’s article suggesting that early dropout rates for online courses may be partly due to cognitive overload (what I might call feeling overwhelmed), I thought, Ah-ha! Posting assignments one at a time is a small but useful way to reduce that overload.
Ko and Rossen’s (2004) discussion about the timing of access to assignments (p. 100), however, does not mention reducing cognitive overload. Another consideration they do not mention is that limiting access to future assignments reduces distractions, a potential problem in some subject areas and for some students.
Much of Ko and Rossen’s chapter on “Building an Online Classroom” describes a variety of techniques available in Learning Management Systems (LMS, also called Content Management Systems or CMS), so I was interested to read other ideas about LMS capabilities. One insightful article by Tiffany A. Koszalka and Radha Ganesan was published in Distance Education, 25(2), October 2004. It provides a taxonomy for using LMS features in online course design. Boise State students can download the article through the university’s library search portal. Click on Academic Search Premier and login. Using the advanced search tab, enter “koszalka” and select “AU author,” then below enter “online” and select “AB abstract.”
Another thought-provoking article on LMS use by Minielli and Ferris, which cites Koszalka and Ganesan, is available online at www.firstmonday.org/issues/issue10_9/minielli.
