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Building a Virtual Classroom Community

Building a Virtual Classroom Community. Dr. Lujean Baab Director, M.Ed. Programs - DeSales University VSS 2010. www.tinyurl.com/BaabVSS2010. Challenges for K-12 Online Teachers. Transferring skills to new environment. Insufficient professional development Management tasks Time management

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Building a Virtual Classroom Community

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  1. Building a Virtual Classroom Community Dr. Lujean Baab Director, M.Ed. Programs - DeSales University VSS 2010 www.tinyurl.com/BaabVSS2010

  2. Challenges for K-12 Online Teachers • Transferring skills to new environment. • Insufficient professional development • Management tasks • Time management • Content management • ‘Classroom’ management Rice, K., Dawley, L., Gasell, C., and Florez, C. (2008) Going Virtual: Unique Needs and Challenges of K-12 Online Teachers. Boise State University with North American Council for Online Learning. pp. 3-4. Retrieved 6/25/09 from http://edtech.boisestate.edu/goingvirtual/goingvirtual2.pdf

  3. Cornerstones

  4. Contact • As early as possible • As personalized as possible • Reduce potential for problems • Provide clear expectations (doc w/ return) • Establishing identities and ‘social presence’ • Introductory discussion - • Teacher and Student photo directory – • Photo and audio in documents / correspondence

  5. Research • Mode of Delivery • Asynchronous • Blend of asynch / synch (no on-site) • Hybrid (onsite / online) • Teaching Style • Expert – formal authority • Personal model - facilitator - delegator • Learning Style • Active / reflective – sensing / intuitive • Visual / verbal – sequential / global • Level of Interactivity (Roblyer) • Classroom Community Scale (Rovai)

  6. Building a more solid foundation • Factors affecting the ‘sense of classroom community’ • Mode of delivery • Highest – Blended/hybrid • Lowest - Asynchronous • Teaching style (Grasha-Riechmann) • Highest – Facilitator • Lowest – Delegator

  7. Building a more solid foundation • Factors affecting the ‘sense of classroom community’ • Learning style (Felder & Silverman) • Active – Reflective • Sensing – Intuitive • Visual – Verbal • Sequential - Global • Interactivity (amount and type) Online Questionnaire Descriptions of Learning Styles

  8. Building a more solid foundation Relationship View Learner Relationships Teacher Relationships Learner – Teacher Teacher - Teacher Learner – Content Teacher - Content Learner – Learner Teacher – Learner Learner – Technology Teacher - Technology

  9. Managing the Classroom Community • Interactivity* • Relationship with teacher and classmates • Socialization and communication with other students • Real time (online or onsite) opportunties • Collaborative learning activities Social networks and Web 2.0 technologies.   *From: Watson J. and Gemin B. (2008) Promising Practices in Online Learning: Socialization in Online Programs. North American Council for Online Learning (NACOL) p. 6. Retrieved 6/25/09 from http://www.inacol.org/resources/promisingpractices/NACOL_PP_Socialization.pdf

  10. Managing the OnlineClassroom Community • Established norms (expectations) • Learning styles - teaching styles • Roles in the classroom community • Teacher led, student centered • Responsibilities defined • Structure vs. Interaction • “transactional distance”

  11. Managing the OnlineClassroom Community • “transactional distance” • Interactivity leading to dialogue between teachers and students can serve to reduce what Moore (1993) describes as "transactional distance.“ • Transactional distance is relative and different for each person and from each distance education program to the next. • Greater structure / lower interaction = more learner autonomy • Greater transactional distance = less connection • Greater structure / higher interaction = less learner autonomy • Lower transactional distance = greater connection

  12. Content • Pacing for guided learning • within the established structure • facilitation not delegation • Timing and ‘time on task’ • Consistent, reliable scheduled access • Estimation of time to complete activities • Managing files and student submissions • Structure established, maintained, and required For example: BaabLHistoryFinalPaper06-10

  13. Consistency (Structure) • Maintain routine • Reliable • Sustainable • Maintain patterns • Location of material • Division of tasks (reading, discussion, activity) • Submission of work completed (file/email) • Maintain schedule • Advanced notice of change • Explanation for change

  14. Cornerstones Confidence

  15. Dr. Lujean Baab DeSales University 2755 Station Ave. Center Valley, PA 18034 Lujean.baab@desales.edu 610-282-1100 X1461

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