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Tips For Online Teaching And Learning

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suegreener

This document provides tips and guidance for effective online teaching and learning. It discusses the importance of giving learners control over their learning experience online. It also reviews models for online learning and moderation, such as Salmon's five-stage model of online teaching. Finally, it provides practical tips, such as encouraging learner interaction, providing clear instructions and feedback, and designing online modules to actively engage students.

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Tips for online teaching and learning From a Learner Teacher Sue Greener BA MBA FHEA FCIPD L
Contents Good teaching? The issue of control The Salmon model of e-moderation Practical tips Changing role for teachers Summary so far References and further reading
Good teaching? No-one has the right to tell a teacher how to teach Sometimes I wish they did, it might have helped me But what makes for good teaching? An understanding of pedagogic principle? A range of teaching activities and practical ideas to draw from? The determination to learn from experience and listen openly to what learners and education researchers are telling us?
Conole et al (2004) pedagogy as learning theory INDIVIDUAL SOCIAL NON-REFLECTION REFLECTION EXPERIENCE INFORMATION If pedagogy is about enhancing learning, then this model from Conole et al helps us look at the differing dimensions of learning theories They all fit into this 3 dimensional grid, being more or less to do with individual action or social action, more or less learning from information or from experience and more or less involving personal reflective thinking Online learning has been described as offering a more active role for the individual learner (than sitting in class), more opportunity for conscious reflection, more “constructivist” in nature ie involving the learner in constructing their understanding of meaning. Poor online environments provide only information on screen to look at – no activities, interaction with the learner, formative feedback or connection with other learners – this might be called a pure “distance” model of teaching – here’s the stuff, learn it and do an exam”
Chickering and Gamson came up with 7 principles for good practice in undergraduate education (1987) Maximising contact between student and faculty Emphasizing time on task, good time management Reciprocity and co-operation among students Prompt feedback Active learning – relate to past experiences and apply to daily lives High expectations from teacher Respect for diverse talents and ways of learning
Mehanna (2004) wrote in the context of e-learning about “achievement-enhancing behaviours” Respect for diverse talents and ways of learning High expectations from teacher Active learning – relate to past experiences and apply to daily lives Generating and testing hypotheses Prompt feedback Setting goals and providing feedback Reciprocity and co-operation among students Co-operative learning Non-linguistic presentation Emphasizing time on task, good time management Homework and practice Maximising contact between student and faculty Reinforcing effort and providing recognition Summarizing and note-taking Chickering and Gamson’s 7 principles for good practice in undergraduate education Mehanna’s achievement enhancing behaviours
So together they give us some well-researched and practical tips for online teaching Encourage learners to summarise and take notes, not just play the video or click through screens Maximise contact (teacher-student and student-student) especially to provide constructive recognition of their efforts Clarify what private study they need to do and the time it will take, encourage them to plan time Use visual graphics (charts, icons, pictures, slides, video) and audio to support plain text whenever possible Stimulate co-operative learning both with the teacher and among student group (reading and responding to others’ online posts, working together where possible) Set goals and provide prompt and constructive feedback (largely teacher generated) Make opportunities for learners to apply ideas to their own reality, test hypotheses, find and share relevant examples Expect high standards, while scaffolding ways to achieve them Anticipate and respect diverse ways of learning and learning needs
The issue of control “ One of the most fundamental issues in education is the level of control available to the learner” (Dron 2006) It is easy to let Learning Management Systems (LMS) provide masses of structure from teachers and /or technologists and exclude meaningful dialogue with the learner Online environments give us the chance to give more control to learners to fit their evolving world If we want learners to self-direct and take responsibility for their learning, we have to give them the opportunity, even in HE courses Frand gives us a snapshot of the student perspective of online learning in the Information-Age Mindset (2000). computers aren’t technology just part of life, internet better than TV, reality no longer real, doing rather than knowing, nintendo over logic (trial and error), multitasking as a way of life, typing rather than handwriting, staying connected, zero tolerance for delays (24x7 culture), consumer/creator blurring e.g. wikis - who owns information?
Gilly Salmon’s experience at OU (UK) Salmon has written some seminal books about working with online learners She believes online teachers need to engage with people not machines She supports the idea that lecturers have to relax a little of their traditional control to make this work She stresses the need for inspiring online teachers with the following abilities and skills: to learn online communication and e-moderating skills, to promote appropriate use of own and participants’ time online, to provide support and counselling online to design and adapt conferencing for differing purposes, participants needs and conference dynamics, to conference cross culturally and value diversity, to demonstrate flexibility in online assessment and evaluation, to appreciate benefits of online working and act as resource guide and monitor, Overall need a personal meta-cognitive and adaptable approach to learning, ability to reflect and input into how the online course can support learning
Salmon model of teaching and learning online through CMC (2000) Amount of interactivity LEARNING E-Moderating Technical support Setting up system and accessing Welcoming and encouraging 1 Access and motivation Sending and receiving messages Familiarising and providing bridges between cultural, social and learning environments 2 Online socialization Searching, personalizing software Facilitating tasks and supporting use of learning materials 3 Information exchange Conferencing Facilitating process 4 Knowledge construction Providing links outside closed conferences Supporting, responding 5 Development
Some tips (based on Greener (2003) TIP 1.                   What does running an online module require of an academic? Academic staff should: Have a clear idea of what they are using the module area for and what they require students to achieve online Devote some CPD time to online tools to explore their uses & potential Find people with expertise or experience to help them Decide which, if any, online activities will help to achieve the aim Plan ahead Schedule some extra time at the outset to set up the “site” and encourage take-up Plan online activities to support and stimulate learning Commit to being there regularly, when students expect them Be aware of diversity and difference in learning need (especially screen-reading) TIP 2.                   What do you need to think about when designing an online module environment? Clarity of purpose: what is the role of the environment in relation to your module? Is it a learning tool or a support site? I.e. is the site simply for materials as a back-up storage device, or is it designed to develop and add value to the learning opportunities of the students? Visit frequency: how often would you like students to visit the site? Dynamics: how will you keep the area fresh and worth visiting again? Student familiarity with online environment: if new, how will you prepare them for the skills and habits needed? Will this module differ from others in their experience? Ground rules: basics of behaviour online? How will you get these agreed? Content: what types of materials or information will suit your purpose online (e.g. how much administrative information, tutorial notes, additional reading material, quizzes, relevant website links, assessment details and so on)?
Changing roles for teachers “ The agenda for using learning technology or e-Learning in HE is no longer a simple matter of disseminating new tools to teachers. Learning technology is set to change both the prevailing teaching paradigm and the academic role as well as helping to address other national drivers such as widening participation, increased student numbers and accessibility” JISC study in UK 2001-02 My recent research, supported in the literature, is showing a changing sense of status and role for online teachers in relation to learners. We are there to design, support, scaffold and legitimate learning, not own it or define it – the community of learners will do that
Consider Macdonald’s “qualities of intervention” in online discussion forums (2006) Affective – remember emotional support & confidence building Dialogic – responding to student needs Focusing – bringing study to the fore Reflective and flexible – allowing time for developing understanding Timely and relevant Reversionable between individual and group Accessible – when we say we are
Planning and doing effective online teaching: summary so far Clear aim for the online resources in your module teaching Plan dynamic module areas Share your plans and enthusiasm with students Check readability guidelines Keep it simple and signpost what to do when Develop good learner support – review good teaching principles Schedule and keep to your regular visits to the Discussion Forum – use the moderation model & best practice Use the experts (technologists, researchers, experienced teachers) – they are there to help problem solve Evaluate your use of the online site after the semester to make improvements L
References and further reading Anderson, T., Rourke, L., Garrison, D. R. and Archer, W. (2001) 'Assessing teaching presence in a computer conferencing context', Journal of Asynchronous Learning Networks, 5, (2), pp. 1-17. Chickering, A. W. and Gamson, Z. F. (1987) 'Seven principles for good practice in undergraduate education', AAHE Bulletin, 39, pp. 3-7. Chickering, A. W. and Ehrmann, S. C. (1996) 'Implementing the Seven Principles: Technology as Lever', AAHE Bulletin, October, pp. 3-6. Conole, G., Dyke, M., Oliver, M. and Seale, J. (2004) 'Mapping pedagogy and tools for effective learning design', Computers and Education, 43, pp. 17-33. Dron, J. (2006) International Conference on Advanced Learning Technologies (ICALT 2006). Kerkrade, Netherlands:IEEE. Dron, J. (2006) Any color you like, as long as it's Blackboard. University of Brighton Frand, VL.(2000) the Information-Age Mindset. Educause review. Sept/Oct 2000. v35 n5 Greener, S. L. (2003) 55 practical tips for studentcentral instructors. Brighton: University of Brighton Greener, S. L. (2006) 'Self aware and self directed: student conceptions of blended learning ', 4th International Conference on Education and Information Systems, Technologies and Applications (EISTA 2006). Orlando, Florida, USA, 20-23 July 2006 . International Institute of Informatics and Systemics (IIIS) Greener, S. L. (2007) 'Blending Pedagogies: evaluative case study of a learning package for Learning and Development ', Universities Forum on HRD (UFHRD) 2007. Oxford, UK, June 2007 . Greener, S. L. (2007) Higher Education Teachers' Perspectives of Student Readiness for Online Learning. EdD thesis in preparation. University of Brighton, School of Education JISC. (2004) Effective Practice with e-Learning. Bristol: HEFCE JISC Infonet. (2005) Effective use of VLEs . Available at: http://www.jiscinfonet.ac.uk/InfoKits/effective-use-of-VLEs/intro-to-VLEs (Accessed: 13/05/05). Macdonald, J. (2006) Blended learning and online tutoring. Gower: Hampshire, UK. Mayes, T. and de Freitas, S. (2004) JISC e-Learning Models Desk Study: Stage 2: Review of e-learning theories, frameworks and models . Available at: http://www.jisc.ac.uk/uploaded_documents/ (Accessed: 11th November 2005). Mayes, T. (2004) JISC e-Learning Models Desk Study: Stage 2: Learner-centred pedagogy: Individual differences between learners . Available at: www/jisc.co.uk/uploaded_documents/learner-differences.doc (Accessed: 11th November 2005). Mehanna, W. N. (2004) 'e-Pedagogy: the pedagogies of e-learning', ALT-J, Research in Learning Technology, 12, (3), pp. 279-293 available online at http://dx.doi.org/10.1080/0968776042000259582 Palloff, R. M. and Pratt, K. (2003) The Virtual Student: a profile and guide to working with online learners. Jossey-Bass: San Francisco . Salmon, D. G. (1999) Reclaiming the Territory for the Natives . Available at: http://www.emoderators.com/moderators/gilly/london99.html (Accessed: 1/6/07). Salmon, G. (2000) E-moderating: The Key to Teaching and Learning Online. Kogan Page: London.

More Related Content

Tips For Online Teaching And Learning

  • 1. Tips for online teaching and learning From a Learner Teacher Sue Greener BA MBA FHEA FCIPD L
  • 2. Contents Good teaching? The issue of control The Salmon model of e-moderation Practical tips Changing role for teachers Summary so far References and further reading
  • 3. Good teaching? No-one has the right to tell a teacher how to teach Sometimes I wish they did, it might have helped me But what makes for good teaching? An understanding of pedagogic principle? A range of teaching activities and practical ideas to draw from? The determination to learn from experience and listen openly to what learners and education researchers are telling us?
  • 4. Conole et al (2004) pedagogy as learning theory INDIVIDUAL SOCIAL NON-REFLECTION REFLECTION EXPERIENCE INFORMATION If pedagogy is about enhancing learning, then this model from Conole et al helps us look at the differing dimensions of learning theories They all fit into this 3 dimensional grid, being more or less to do with individual action or social action, more or less learning from information or from experience and more or less involving personal reflective thinking Online learning has been described as offering a more active role for the individual learner (than sitting in class), more opportunity for conscious reflection, more “constructivist” in nature ie involving the learner in constructing their understanding of meaning. Poor online environments provide only information on screen to look at – no activities, interaction with the learner, formative feedback or connection with other learners – this might be called a pure “distance” model of teaching – here’s the stuff, learn it and do an exam”
  • 5. Chickering and Gamson came up with 7 principles for good practice in undergraduate education (1987) Maximising contact between student and faculty Emphasizing time on task, good time management Reciprocity and co-operation among students Prompt feedback Active learning – relate to past experiences and apply to daily lives High expectations from teacher Respect for diverse talents and ways of learning
  • 6. Mehanna (2004) wrote in the context of e-learning about “achievement-enhancing behaviours” Respect for diverse talents and ways of learning High expectations from teacher Active learning – relate to past experiences and apply to daily lives Generating and testing hypotheses Prompt feedback Setting goals and providing feedback Reciprocity and co-operation among students Co-operative learning Non-linguistic presentation Emphasizing time on task, good time management Homework and practice Maximising contact between student and faculty Reinforcing effort and providing recognition Summarizing and note-taking Chickering and Gamson’s 7 principles for good practice in undergraduate education Mehanna’s achievement enhancing behaviours
  • 7. So together they give us some well-researched and practical tips for online teaching Encourage learners to summarise and take notes, not just play the video or click through screens Maximise contact (teacher-student and student-student) especially to provide constructive recognition of their efforts Clarify what private study they need to do and the time it will take, encourage them to plan time Use visual graphics (charts, icons, pictures, slides, video) and audio to support plain text whenever possible Stimulate co-operative learning both with the teacher and among student group (reading and responding to others’ online posts, working together where possible) Set goals and provide prompt and constructive feedback (largely teacher generated) Make opportunities for learners to apply ideas to their own reality, test hypotheses, find and share relevant examples Expect high standards, while scaffolding ways to achieve them Anticipate and respect diverse ways of learning and learning needs
  • 8. The issue of control “ One of the most fundamental issues in education is the level of control available to the learner” (Dron 2006) It is easy to let Learning Management Systems (LMS) provide masses of structure from teachers and /or technologists and exclude meaningful dialogue with the learner Online environments give us the chance to give more control to learners to fit their evolving world If we want learners to self-direct and take responsibility for their learning, we have to give them the opportunity, even in HE courses Frand gives us a snapshot of the student perspective of online learning in the Information-Age Mindset (2000). computers aren’t technology just part of life, internet better than TV, reality no longer real, doing rather than knowing, nintendo over logic (trial and error), multitasking as a way of life, typing rather than handwriting, staying connected, zero tolerance for delays (24x7 culture), consumer/creator blurring e.g. wikis - who owns information?
  • 9. Gilly Salmon’s experience at OU (UK) Salmon has written some seminal books about working with online learners She believes online teachers need to engage with people not machines She supports the idea that lecturers have to relax a little of their traditional control to make this work She stresses the need for inspiring online teachers with the following abilities and skills: to learn online communication and e-moderating skills, to promote appropriate use of own and participants’ time online, to provide support and counselling online to design and adapt conferencing for differing purposes, participants needs and conference dynamics, to conference cross culturally and value diversity, to demonstrate flexibility in online assessment and evaluation, to appreciate benefits of online working and act as resource guide and monitor, Overall need a personal meta-cognitive and adaptable approach to learning, ability to reflect and input into how the online course can support learning
  • 10. Salmon model of teaching and learning online through CMC (2000) Amount of interactivity LEARNING E-Moderating Technical support Setting up system and accessing Welcoming and encouraging 1 Access and motivation Sending and receiving messages Familiarising and providing bridges between cultural, social and learning environments 2 Online socialization Searching, personalizing software Facilitating tasks and supporting use of learning materials 3 Information exchange Conferencing Facilitating process 4 Knowledge construction Providing links outside closed conferences Supporting, responding 5 Development
  • 11. Some tips (based on Greener (2003) TIP 1.                   What does running an online module require of an academic? Academic staff should: Have a clear idea of what they are using the module area for and what they require students to achieve online Devote some CPD time to online tools to explore their uses & potential Find people with expertise or experience to help them Decide which, if any, online activities will help to achieve the aim Plan ahead Schedule some extra time at the outset to set up the “site” and encourage take-up Plan online activities to support and stimulate learning Commit to being there regularly, when students expect them Be aware of diversity and difference in learning need (especially screen-reading) TIP 2.                   What do you need to think about when designing an online module environment? Clarity of purpose: what is the role of the environment in relation to your module? Is it a learning tool or a support site? I.e. is the site simply for materials as a back-up storage device, or is it designed to develop and add value to the learning opportunities of the students? Visit frequency: how often would you like students to visit the site? Dynamics: how will you keep the area fresh and worth visiting again? Student familiarity with online environment: if new, how will you prepare them for the skills and habits needed? Will this module differ from others in their experience? Ground rules: basics of behaviour online? How will you get these agreed? Content: what types of materials or information will suit your purpose online (e.g. how much administrative information, tutorial notes, additional reading material, quizzes, relevant website links, assessment details and so on)?
  • 12. Changing roles for teachers “ The agenda for using learning technology or e-Learning in HE is no longer a simple matter of disseminating new tools to teachers. Learning technology is set to change both the prevailing teaching paradigm and the academic role as well as helping to address other national drivers such as widening participation, increased student numbers and accessibility” JISC study in UK 2001-02 My recent research, supported in the literature, is showing a changing sense of status and role for online teachers in relation to learners. We are there to design, support, scaffold and legitimate learning, not own it or define it – the community of learners will do that
  • 13. Consider Macdonald’s “qualities of intervention” in online discussion forums (2006) Affective – remember emotional support & confidence building Dialogic – responding to student needs Focusing – bringing study to the fore Reflective and flexible – allowing time for developing understanding Timely and relevant Reversionable between individual and group Accessible – when we say we are
  • 14. Planning and doing effective online teaching: summary so far Clear aim for the online resources in your module teaching Plan dynamic module areas Share your plans and enthusiasm with students Check readability guidelines Keep it simple and signpost what to do when Develop good learner support – review good teaching principles Schedule and keep to your regular visits to the Discussion Forum – use the moderation model & best practice Use the experts (technologists, researchers, experienced teachers) – they are there to help problem solve Evaluate your use of the online site after the semester to make improvements L
  • 15. References and further reading Anderson, T., Rourke, L., Garrison, D. R. and Archer, W. (2001) 'Assessing teaching presence in a computer conferencing context', Journal of Asynchronous Learning Networks, 5, (2), pp. 1-17. Chickering, A. W. and Gamson, Z. F. (1987) 'Seven principles for good practice in undergraduate education', AAHE Bulletin, 39, pp. 3-7. Chickering, A. W. and Ehrmann, S. C. (1996) 'Implementing the Seven Principles: Technology as Lever', AAHE Bulletin, October, pp. 3-6. Conole, G., Dyke, M., Oliver, M. and Seale, J. (2004) 'Mapping pedagogy and tools for effective learning design', Computers and Education, 43, pp. 17-33. Dron, J. (2006) International Conference on Advanced Learning Technologies (ICALT 2006). Kerkrade, Netherlands:IEEE. Dron, J. (2006) Any color you like, as long as it's Blackboard. University of Brighton Frand, VL.(2000) the Information-Age Mindset. Educause review. Sept/Oct 2000. v35 n5 Greener, S. L. (2003) 55 practical tips for studentcentral instructors. Brighton: University of Brighton Greener, S. L. (2006) 'Self aware and self directed: student conceptions of blended learning ', 4th International Conference on Education and Information Systems, Technologies and Applications (EISTA 2006). Orlando, Florida, USA, 20-23 July 2006 . International Institute of Informatics and Systemics (IIIS) Greener, S. L. (2007) 'Blending Pedagogies: evaluative case study of a learning package for Learning and Development ', Universities Forum on HRD (UFHRD) 2007. Oxford, UK, June 2007 . Greener, S. L. (2007) Higher Education Teachers' Perspectives of Student Readiness for Online Learning. EdD thesis in preparation. University of Brighton, School of Education JISC. (2004) Effective Practice with e-Learning. Bristol: HEFCE JISC Infonet. (2005) Effective use of VLEs . Available at: http://www.jiscinfonet.ac.uk/InfoKits/effective-use-of-VLEs/intro-to-VLEs (Accessed: 13/05/05). Macdonald, J. (2006) Blended learning and online tutoring. Gower: Hampshire, UK. Mayes, T. and de Freitas, S. (2004) JISC e-Learning Models Desk Study: Stage 2: Review of e-learning theories, frameworks and models . Available at: http://www.jisc.ac.uk/uploaded_documents/ (Accessed: 11th November 2005). Mayes, T. (2004) JISC e-Learning Models Desk Study: Stage 2: Learner-centred pedagogy: Individual differences between learners . Available at: www/jisc.co.uk/uploaded_documents/learner-differences.doc (Accessed: 11th November 2005). Mehanna, W. N. (2004) 'e-Pedagogy: the pedagogies of e-learning', ALT-J, Research in Learning Technology, 12, (3), pp. 279-293 available online at http://dx.doi.org/10.1080/0968776042000259582 Palloff, R. M. and Pratt, K. (2003) The Virtual Student: a profile and guide to working with online learners. Jossey-Bass: San Francisco . Salmon, D. G. (1999) Reclaiming the Territory for the Natives . Available at: http://www.emoderators.com/moderators/gilly/london99.html (Accessed: 1/6/07). Salmon, G. (2000) E-moderating: The Key to Teaching and Learning Online. Kogan Page: London.