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Teaching in a Virtual Classroom: Some Lessons Learned A special presentation for

Teaching in a Virtual Classroom: Some Lessons Learned A special presentation for 2006 Conclave and Professional Conference June 23-24, 2006, Minneapolis, MN Steve LeShay, Ph.D.

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Teaching in a Virtual Classroom: Some Lessons Learned A special presentation for

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  1. Teaching in a Virtual Classroom: Some Lessons Learned A special presentation for 2006 Conclave and Professional Conference June 23-24, 2006, Minneapolis, MN Steve LeShay, Ph.D.

  2. “Hybrid teaching seeks to end the divide between traditional and online instruction….(hybrids) promise the best of both worlds, offering some of the convenience of all-online courses without the complete loss of face-to-face contact.” --Jeffrey Young, Professor, Fairleigh Dickenson, Chronicle of Higher Education, Mar. 22, 2002.

  3. “Face-to-face is not the gold standard that it’s held up to be.” --Chris Dede, Professor of Learning Technologies, Harvard University Graduate School of Education

  4. “Distance learning online affords greater opportunities for spontaneous, interactive, empathic, constructive learning-teaching conversations.” --Professor Borje Holmberg, Oldenburg University, Germany

  5. Survey Used to Assess Wilmington College Hybrid Courses 01-Name (optional):_____________________________02-Major__________________________ 03-Have you taken any distance learning (DL) or hybrid (combination DL and face-to-face) classes at Wilmington College before this course? ___Yes; ___No IF YOUR ANSWER TO QUESTION 03 ABOVE WAS ‘YES,’ PLEASE ANSWER BOTH PARTS (A & B) OF QUESTIONS 4-8. IF YOUR ANSWER TO QUESTION 03 ABOVE WAS ‘NO,’ THEN ANSWER ONLY PART ‘A’ OF QUESTIONS 4-8. 04a-How would you rate YOUR ABILITY TO LEARN in this format as compared to other face-to-face (f2f) courses you’ve taken at Wilmington College? ___Much better; ___Somewhat better; ___About the same; ___Somewhat worse; ___Terrible 04b-Same question as above, but compared to distance learning (DL). ___Much better; ___Somewhat better; ___About the same; ___Somewhat worse; ___Terrible 05a-How would you rate your ENJOYMENT of this format as compared to other f2f courses? ___Much better; ___Somewhat better; ___About the same; ___Somewhat worse; ___Terrible 05b- Same question as above; but compared to distance learning (DL) ___Much better; ___Somewhat better; ___About the same; ___Somewhat worse; ___Terrible Continued next slide

  6. Survey Used to Assess Wilmington College Hybrid Courses, p. 2 06a-How would you rate the QUANTITY (amount) of your PARTICIPATION (e.g., class discussion, interaction with other students, etc.) in this format as compared to other f2f courses? ___Much better; ___Somewhat better; ___About the same; ___Somewhat worse; ___Terrible 06b-Same question as above, but compared to distance learning (DL) ___Much better; ___Somewhat better; ___About the same; ___Somewhat worse; ___Terrible 07a-How would you rate the QUALITY of your PARTICIPATION in this format as compared to other f2f courses? ___Much better; ___Somewhat better; ___About the same; ___Somewhat worse; ___Terrible 07b-Same question as above, but compared to distance learning (DL) ___Much better; ___Somewhat better; ___About the same; ___Somewhat worse; ___Terrible 08a-How would you rate this course format OVERALL compared to other face-to-face courses? ___Much better; ___Somewhat better; ___About the same; ___Somewhat worse; ___Terrible 08b-Same question as above, but compared to distance learning (DL) ___Much better; ___Somewhat better; ___About the same; ___Somewhat worse; ___Terrible Continued next slide

  7. Survey Used to Assess Wilmington College Hybrid Courses, p. 3 09-Which part of the course did you like best? ___Blackboard distance learning; ___face-to-face; ___Liked both equally well 10-How likely would you be to take another hybrid course? ___Very likely; ___Somewhat likely; ___Unsure; ___Probably not; ___Most definitely not 11-How likely would you be to recommend this particular hybrid course to another student? ___Very likely; ___Somewhat likely; ___Unsure; ___Probably not; ___Most definitely not 12-What do you feel was the most positive aspect of this course? Why? 13-What do you feel was the least positive aspect of this course? Why? 14-If you could change one thing about this course what would it be? 15-What grade do you think you are going to earn in this course? Thank you for completing this survey. Your responses will be kept confidential but will be added to other responses to obtain an overall impression of students’ reactions.

  8. FINDINGS Note: small + and – numbers after mean scores indicate gain or loss (trend) since previous survey. Small numbers in parenthesis = n for that question.

  9. Q-1: Ability to Learn? • How would you rate YOUR ABILITY TO LEARN in this format as compared to other face-to-face (f2f) courses you’ve taken at Wilmington College? 6% - Much better (3) 29% - Somewhat better (14) 56% - About the same (27) 8% - Somewhat worse (4) 0% - Terrible (0) Mean score = 3.3 (Slightly better than average) +.1

  10. Q-2: Enjoyment? • How would you rate your ENJOYMENT of this format as compared to other f2f courses? 33% - Much better (16) 25% - Somewhat better (12) 17% - About the same (8) 19% - Somewhat worse (9) 6% - Terrible (3) Mean score = 3.6 (Better than average) +.2

  11. Q-3: QUANTITY of Participation? • How would you rate the QUANTITY (amount) of your PARTICIPATION (e.g., class discussion, interaction with other students, etc.) in this format compared to other f2f courses? 33% - Much better (16) 23% - Somewhat better (11) 27% - About the same (13) 15% - Somewhat worse (7) 2% -Terrible (1) Mean score = 3.7 (better than average) -.1

  12. Q-4: QUALITY of Participation? • How would you rate the QUALITY of your PARTICIPATION in this format as compared to other f2f courses? 33% - Much better (16) 25% - Somewhat better (12) 25% - About the same (12) 13% - Somewhat worse (6) 4% - Terrible (2) • Mean score = 3.7 (better than average) +.1

  13. Q-5: OVERALL Evaluation? • How would you rate this course format OVERALL compared to other face-to-face courses? 27% - Much better (13) 25% - Somewhat better (12) 25% - About the same (12) 17% - Somewhat worse (8) 6% - Terrible (3) • Mean score = 3.5 (better than average) +.3

  14. Q-6: What Was Best Part? • Which part of the course did you like the best? 63% - Blackboard distance learning (30) 8% - Face-to-face (4) 29% - Like both equally well (14)

  15. Q-7: Take a Hybrid Again? • How likely would you be to take another hybrid course? 46% - Very likely (22) 13% - Somewhat likely (6) 15% - Unsure (7) 10% - Probably not (5) 17% - Most definitely not (8)

  16. Q-8: What do you feel was the most positive aspect of this course?(Not necessarily in order of importance) • Internet class interaction (learning from others) • Discussion boards • Access to class documents and websites • Ability to use time as I see fit • Not having to meet every week (i.e., family, work) • Ability to work on my own • Face-to-face classroom experience • Low stress, flexibility • Lots of opportunities to participate • Attendance (f2f) not graded heavily

  17. Q-9: What do you feel was the least positive aspect of this course? • Face-to-face meetings (too many) • Points for attendance • On-line discussions (sometimes overwhelming if I didn’t check them often) • Too much unrelated chatter on Blackboard (answers with no substance or thought) • Too much work; too many deadlines (Not necessarily in order of importance)

  18. Q-10: If you could change one thing about this course what would it be? (Not necessarily in order of importance) • Make total class duration shorter • Less face-to-face time (1st night, midterm, final) • Start later (6 p.m., instead of 5 p.m.) • Better direction on how to respond to internet discussions • More lectures about course material • More in-class f2f participation • More on-line assignments, less discussion • More Blackboard (non-graded) quizzes to see how we are doing • Better technical support of Blackboard (too slow, inconvenient) • 25% replied “Nothing.”

  19. Five Themes To Consider for a Hybrid/Distance Learning Class 1. A hybrid, distance learning (virtual classroom) course has the potential to provoke an essential change in education.  • One of the reasons for this is convenience and the practicality of studying at home.  • However, the deeper importance of on-line education lies in the fact that it lays the foundation for a change in all the conventional, traditional "relationships" that have evolved in the world of education over many centuries.  • In any type of distance learning (DL), the role of the instructor changes; the role of the individual students change; the role of the "class" changes; finally, the presentation of the intellectual content of the course changes.  • Everything becomes more active, more complex, and more open, particularly “classroom” discussions!

  20. 2. The role of the instructor in a virtual classroom is much more complex and personal than in the traditional classroom. • Because the instructor is not working against the normal time constraints of a regularly scheduled day/time session, it is not necessary to compress the exposition of ideas into a fairly short time-frame.  • Ideas in a DL/hybrid context can be presented carefully, clearly, and from many different perspectives.  • Discussion can either be strictly organized or completely spontaneous, depending on the educational needs of the students.  • Also, in a virtual classroom, all the students (usually) have direct access to the instructor and to one another. The result: teaching/learning changes.  Because of this, it is crucial that hybrid and DL instructors rethink their teaching practices. 

  21. 3. The "electronic" contact between instructor and student creates complex learning relationships. • Teachers in a hybrid context have to handle a multitude of kinds of questions from their students: brief administrative questions, obvious intellectual misunderstandings, confusion, irritation, guesses/speculations, requests for research assistance, requests about background information and ideas, and, of course, essay/paper evaluation. • Some of this is public and requires a public response. • Some of this is private and is best handled by private email. • On top of this, hybrid teachers often work with groups of students in different kinds of tasks.  None of this can be accomplished without advance preparation and planning.  Students immediately know when a DL or hybrid teacher is just going through the motions of teaching and "knocking out" rapid responses.  Nothing can die more quickly than a poorly planned hybrid/DL course. 

  22. 4.Oneof the most intriguing aspects of the virtual classroom is its openness.  • Integrating URLs into one's presentations and discussion questions can be nothing short of inspiring for the students.  • The immediate access to on-line databases can energize your presentations and discussions with the students.  • The use of guest moderators can introduce a plurality of perspective and devil's advocate approaches.  • Student participation in forums outside their own classroom can deepen their understanding of the subject. 

  23. 5.  A DL/hybrid class, properly planned and conscientiously executed, permits a degree of personal interaction with every single student in the classroom.   • “Personal” means a close, continuing, academic question/answer process that spans the whole course.  • Students don't have to be numbers or writing heads anymore; they can be what they always were--important human beings who want to improve their understanding of one's academic area. 

  24. The Complexity of Online Discussions • One of the most challenging aspects of teaching a distance learning or hybrid class, especially for the first-time DL/hybrid teacher, is the complexity of communication that occurs in the virtual classroom.  Once you get used to this, the rich, intricate student-teacher and student-student relationships can be used to deepen your teaching. But, in the beginning, this can be disorienting and frustrating.  

  25. The Tradition: Two Models • We are all experienced teachers, and most of us have great fondness for the traditional classroom.  However, the dynamics of the f2f classroom are for the most part quite simple.  • Our educational system  inherits two basic models, the lecture model and the discussion model.   • In the lecture model, a teacher presents an organized body of themes to a group of students.  Discussion is limited.  • In the discussion model, for the most part, a single teacher leads a group of students in Q/A through the academic material.  Occasionally, one experiences great lecture situations and energetic discussions, but mostly these are pretty tame.  Often, they fail.  • The dynamics in a hybrid classroom are much more complex and involve several levels…. 

  26. Level I: The Hybrid On-line Classroom: "Daily" Duties • Because of the facility of email interaction, the hybrid teacher has to respond on a daily basis to many situations that do not often arise in a f2f class.  Some of these “duties” include: 1. Policy clarifications.  Things about your policies that students are hesitant to ask in class are readily requested online.  2. Correction of prose in emails.  3. Content questions and clarifications.  4. Dialogue with students about misunderstandings or limited understandings of material. 

  27. Level I: The Hybrid On-line Classroom: "Daily" Duties, cont’d 5. Suggestions about "avenues" that students might take within one's course.  "Should I do a paper on ...?."  6.  Motivation/encouragement work with individual students.  7.  Discussion about papers, quizzes etc.  "Why didn't you like this part of my paper....?" All the student has to do is cut, paste, and send and he/she initiates a thirty minute discussion/reply.  8. Other? • Is it any wonder that some instructors try a DL or hybrid once or twice and then decide against teaching it?  It takes a combination of empathy and dedication to be a good on-line teacher.  • But these daily duties are just the first level of the on-line interaction. 

  28. Level II: Teacher-Groups of Students (Informal) • Spending five minutes in a DL or hybrid class makes one realize that the energy in an on-line class comes from the Discussion Boards, and that students group themselves within these discussion "conferences." • Some are skeptical, some are enthusiastic, some are hostile, some play games.  • A good DL/hybrid teacher has to learn to harness this energy and this interaction.  This isn't easy and takes practice and patience. 

  29. Level III: Teacher-Groups of Students (Formal) • In addition to the loose, fluid groupings of students, one of the main strengths of a hybrid is the use of collaborative group projects.  • Blackboard is one of several interfaces organized to promote group work. However, there are all sorts of problems here.  -- How do we integrate group work into our courses?  There is nothing worse than busy work and our students will immediately react against a group project with no valuable educational goal.  -- How do we delegate responsibility within a group project?  -- How do we use multimedia?  -- How do we handle problems--students who don't want to be involved?  Students who don't meet deadlines? -- How do we motivate students to go to the trouble or being committed to their group project?

  30. Level IV: Student-Student Interaction • The online environment (particularly the Discussion Board) is perfect for free, spontaneous student interaction about the course.  • How do we foster and encourage this without controlling it?  • How do we turn the learning experience from one of dependence to independence and interdependence?

  31. Of course, one can just do the minimum in a DL/hybrid course and keep the levels of participation low.  • On the other hand, this is a betrayal of the strong potential of the virtual classroom.  There are no guaranteed recipes for success; every one of you has to adapt to the online environment according to your personalities, your academic backgrounds, and your personal involvement in your teaching.  • Today, in the remaining time, I will try to ask a few probing questions and allow you to reflect on how complex and how powerful on-line discussions, e-mail, and communication can be. The rest is up to you. 

  32. EverythingYou’ve Ever Wanted to Know About Hybrid Discussion Boards But Were Afraid to Ask!

  33. Important Considerations For Complexities of Online Discussions • 1. Will you require student participation or leave it voluntary? Will you set up a point system to grade student participation? • 2. What strategies will you use to get your students involved in the course? (i.e., asynchronous groups?) • 3. How will you confront the question of On-line Writing? Will you insist on formal English? Will you grade/correct grammar and punctuation in the daily messages? • 4. Will you have to make any personal adjustments in your own writing to teach the on-line classes? • 5. How important will interaction be for the intellectual evolution of your course?  Is your course basically a lecture course with Q/A or is it more of a Socratic process?

  34. How will you evaluate discussions? How will you balance Quantity versus Quality?

  35. One Way To Evaluate QUANTITY Re: What do you think Revlon markets? Brown  Mon Jan 5, 2004 3:10 pm     Brown   Mon Jan 5, 2004 3:13 pm     Brown   Thu Jan 8, 2004 7:43 pm     Brown   Thu Jan 8, 2004 7:46 pm     Brown   Thu Jan 8, 2004 7:53 pm     Brown   Thu Jan 8, 2004 7:56 pm     Brown Sun Jan 11, 2004 9:21 pm     Carlisle Sat Jan 10, 2004 9:44 pm     Dobbins Tue Jan 13, 2004 7:33 pm     Durham  Wed Jan 7, 2004 8:35 pm  Durham Sat Jan 10, 2004 1:31 pm     Hall Thu Jan 8, 2004 8:18 am     Hall Thu Jan 8, 2004 9:57 am     Hall Sat Jan 10, 2004 8:10 pm     Hall Sat Jan 10, 2004 8:22 pm         7 x 3 = 21 Seven postings over three different days 1 x 1 = 1 1 x 1 = 1 2 x 2 = 4 4 x 2 = 8

  36. Possible Rubric to Measure QUALITY of Participation • Critical Thinking 5 = Ideas well developed, new ones introduced; strong evidence of critical thinking (and research). 4 = Ideas well developed, some evidence of critical thinking. 3 = Some new ideas; minimal evidence of critical thinking. 2 = Poorly developed ideas; none or minimal evidence of critical thinking • Postings 0 = Deadlines met (within 72 hours for initial post; at least two responses to other posts within next 72 hours). -1 = One deadline not met. -3 = Two or more deadlines not met. • Formula for Grade = total points for critical thinking x 2 minus postings score. (i.e., 4 x 2 – 0 = 8 out of 10, but 5 x 2 – 3 for missing two deadlines = 7 out of 10).

  37. How Will You Ask Questions? • Will you use open-ended questions? • Will you avoid leading questions? • How often will you probe? • Are you willing to backtrack if necessary? • Will you allow “relevant” tangents? • Will you stop or re-direct comments?

  38. Will You Regularly Use These Important Questions In Your Discussion? • Who? • What? • When? • Where? • Why? • How? ….do you think?

  39. Will You Use Other Stimuli? • Links to web sites? • Charts, pictures, sketches, games, and fun activities? • Case studies? • Guest speakers? • Brief questionnaires: discussion starters? • Third person and role-playing? • Word association, completion tests, Thematic Apperception Tests, etc.?

  40. Example of Projective Technique:Thematic Apperception Test

  41. Will You Motivate Your Learners to Participate; Give Them Roles? FACILITATOR: Initiates the discussion with one or two questions from readings. • As class members respond, the facilitator moderates and extends the discussion by posing new questions on issues that arise from the dialogue. • Responsible for keeping an active and involved discussion going throughout the specified discussion time frame. From 147 Practical Tips for Teaching Online Groups, Hanna et al, Atwood Publishing, 2000, p. 62

  42. Will You Motivate Your Learners to Participate; Give Them Roles?cont’d PROCESS OBSERVER:Monitors the group’s dynamics, acts as a “parliamentarian” • Responsible for making sure that everyone participates in the discussion, that there is an “evenness” of participation; and that discussion maintains a collegial and helpful tone. • At end of discussion, provides feedback to the group with a short paragraph that synthesizes the dynamics of the discussion. From 147 Practical Tips for Teaching Online Groups, Hanna et al, Atwood Publishing, 2000, p. 63

  43. Will You Motivate Your Learners to Participate; Give Them Roles?cont’d NETWORKER/SUMMARIZER: Looks for key themes that emerge in the discussions. • Keeps track of of areas of consensus and disagreement among group members • At end of discussion, provides feedback to the group with a short paragraph that summarizes the content of the discussion (i.e., main ideas, key points made, any conclusions). From 147 Practical Tips for Teaching Online Groups, Hanna et al, Atwood Publishing, 2000, p. 63

  44. Some Final Thoughts About Discussions:Will You… • Think about your tone of voice? • Include a minimum posting requirement? • Encourage participation throughout the week? • Keep discussions within the course but have emergency avenues? • Create topical threads with seeded questions?

  45. The First Discussion Question(s) for a Global Marketing Course • What do you think the biggest challenge is to global marketers today? Why? How do you think global marketing, as a field, will relate to your future career in business? How do you expect to come into contact with global marketing activities?  Be specific.  Post your thoughtful responses to these questions by Monday, May 16.  Then read, comment on, and/or ask questions about at least one other person's comments no later than 6 p.m., next Wednesday, May 18. Each week, one or more discussion questions will be posted here.  It's important that you keep up with this important part of our "virtual classroom" discussion.

  46. Week #2 Discussion: Researching Research • After reading chapter 6 in your text (and my accompanying lecture notes), think about the types of research you will need to do for your Product/Country project.   -- How difficult (or easy) is it to get information about your country?  -- What are some of the problems you are having?  -- Do you have any solutions or tips for finding out "environmental (especially cultural) facts" that might impact on your marketing efforts? -- What are some of your country's cultural imperatives, exclusives and/or adiaphora that you have already discovered?  (If you don't understand these terms, read my lecture notes, chapter 3, slide #12)   -- Have you found a favorite website or other source to get the country information you are going to need?  If so, tell us about it.  What's working for you? You don't have to answer all of the above questions.  There are no right or wrong answers.  Just tell us what you think, read and comment on what others have to say, and share between now and next Wednesday, May 25th.

  47. Discussion #3: When is “Puff” Too Much Puff? • Examples of exaggeration can be found in almost any advertising medium.  Do you feel that the superlative is altogether too prevalent?  Are there too many claims promising "the finest," "the best," "the purest," being thrown at you everyday, everywhere?Do you really know the difference between two-ounces and a BIG two-ounces?  Do Giant and Jumbo mean the same to you?  Is a full quart better than just a quart?  Do you really think that all products in the same category can be the "greatest" or the "best?" Have advertising exaggerations become so common that you take them with a grain of salt?  Do you excuse them as nothing more than the result of the advertiser's license to be arrogant or self-assertive? What do you think?  Post your thoughts under this Main Topic before the end of this week.

  48. Some More Final Thoughts About Discussions: Will You… • Ask for opinions? • Encourage peer feedback? • Moderate well? • Communicate appropriately? • Reflect student ideas? • Respond quickly to questions? • Remove yourself from the middle of the discussions? • Not comment on every posting? • Assure students you are reading all posts? • And, finally….

  49. Will You…. • Remain patient? Will you be willing to wait it out? Remember: If You Ask It, They Will Answer (or Discuss) It (eventually)!

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