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Transitioning to Web Enhanced Teaching Valerie Park & Gabriel Ramirez July 18, 2013

We invite everyone viewing this presentation to complete a feedback form. Here is the link t this presentation feedback form: Audience Feedback Form. Transitioning to Web Enhanced Teaching Valerie Park & Gabriel Ramirez July 18, 2013. Why is this topic?. Video 1 www.goanimate.com.

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Transitioning to Web Enhanced Teaching Valerie Park & Gabriel Ramirez July 18, 2013

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  1. We invite everyone viewing this presentation to complete a feedback form. Here is the link t this presentation feedback form: Audience Feedback Form Transitioning to Web Enhanced Teaching Valerie Park & Gabriel Ramirez July 18, 2013

  2. Why is this topic? Video 1 www.goanimate.com

  3. What is web-enhanced?

  4. What is web-enhanced?

  5. What is web-enhanced?

  6. What is web-enhanced? Video 2

  7. What is web-enhanced? Video 3

  8. What is web-enhanced? • Enhancement to traditional class • Access at any time • Some materials provided online • Still includes face-to-face time

  9. Reasons to Use Web-Enhanced Learning • Improvement of student learning • Improved access to academic courses • Provide motivation to students • Allow for student flexibility and convenience • Promote student learning • Additional opportunities for interaction with professors and classmates

  10. What makes web-enhanced effective? • Administration • Assessment • Content • Community

  11. What training is required? • Things to consider (Overstreet, 2013) • Set and maintain boundaries • Do you work well with strict guidelines? • Self-management • Reliably available • Student success and failure is not personal • Video 4

  12. What training is required? • College required training (UCLA) • Administrator support is crucial • Technical issue support (file formats, student access) • What goes online • Good mix of: • Professional development, technical support, and curriculum support

  13. Benefits of Web-Enhanced Courses • Courses use a more constructivist approach • Include problem-based learning activities • Allows participating students flexibility • Course can be more accessible and learning can occur • Faculty keeps the students in mind by making presentations simple • Technology can increase student success a • Encourage students and enlighten their learning

  14. Impact of Web-Enhanced Learning • Wingard study • Assessed the impact of web-based enhancements on teaching and learning • First objective: identify faculty perceived changes in the classroom • Second objective: explore the insights of technologically experienced faculty • Qualitative study

  15. Impact of Web-Enhanced Learning • Wingard Study Results • Survey results--Less change occurring in the classroom than interviews indicated • More than half of the faculty indicated student-student interaction remained the same after web-enhancements added • Half of the respondents indicated faculty-student interaction remained the same • Several faculty indicated there was an increased comfort level of the students • Positively influenced student engagement and learning in the class

  16. Impact of Web-Enhanced Learning • Wingard Study Conclusion • Training faculty in the use of new technologies and ongoing collaboration will contribute to the effectiveness of the course • Relationship between disciplines and web use should be further explored

  17. Conclusion • More research needed • More training needed

  18. Sources • Beaudry, M., Moloney, J., & Tello, S. (2012). Report on web-enhanced and blended learning activities. Faculty Teaching Center and Continuing Studies. • Goldberg, Andra K. (2005). Exploring instructional design issues with web-enhanced courses: what do faculty need in order to present materials on-line and what should they consider when doing so? Journal of Interactive Online Learning, 4 (1), p. 40-52. • McCarthy, M. C., Grabowski, B. L., & Koszalka, T. (2003). Web-enhanced instruction and learning: Findings of a short-and long-term impact study and teacher use of NASA web-resources. • Overstreet, G. (2013). Becoming an online teacher: 5 perils to ponder. Retrieved from http://www.geteducated.com/online-education-jobs/teaching-online-courses/509-becoming-an-online-teacher-5-perils-to-ponder. Retrieved on July 1, 2013. • Pape, L. (2006). From bricks to clicks: Blurring classroom/cyber lines. School Administrator, 63(7), 18.

  19. Sources • Pasadena City College. (2013). About web-enhanced courses. Retrieved from http://online.pasadena.edu/faculty/face-to-face-course-support/aboutwebenhanced/. Retrieved on June 17, 2013. • Professional Development. (2013). Retrieved from http://www.sunyrockland.edu/community/calendar-of-events/professional-development-tips-on-teaching-a-web-enhanced-course. Retrieved on July 1, 2013. • Schmidt, Dr. Klaus. (2002). The web-enhanced classroom. Journal of Industrial Technology, 18 (2), p. 1-6. • University of California, Los Angeles. (2013). Blackboard Functions for Web-Enhanced Classes. Retrieved from https://www.uclaextension.edu/IDP/Pages/Training-for-Online-Teachers/webEnhncTrg.aspx. Retrieved on Jun 17, 2013. • Wingard, Robin G. (2004). Classroom teaching changes in web-enhanced courses: a multi-institutional study. Educause Quarterly, 1, p. 26-35.

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