Embrace and manage online teaching methods

AAFCS Annual ConferenceResearch-to-Practice SessionJune 27, 2013

EMBRACE AND MANAGE ONLINE

TEACHING METHODS

Paula J. Tripp, Ph.D., CFCSClinical Associate Professor, FACSED CoordinatorDepartment of Human Development and Family Science.

College of Human SciencesStillwater, OK

Taught online since 2007: 2000-level Consumer Education; 3000-level Family Relationships; 4000-level Resource Management; 5000-level Seminar in FCS Research, Needs of Aging Populations and Their Families (coordinator of team), Evaluation Techniques, Family Resource Management

Consultant to faculty for online course needs

INTRODUCTION

Name InstitutionFCS content area(s)Experience with online course(s)

YOUR INTRODUCTION

Compare online and on-campus teaching methodology differences.

Study different methodologies used to teach online courses.

Investigate the incorporation of Second Life into coursework.

Analyze the appropriate teaching methodologies for specific online needs.

SESSION OBJECTIVES

Students have multiple roles as student, family member, worker, friend. Online coursework can help them complete their degree on schedule.

Top concerns for students: clear instructions, well-organized content

Task-oriented rather than clock-orientedFlexibility is relative

RESEARCH FINDINGS

From “sage on the stage” to “guide on the side”Syllabus Instructor introduction: print with picture, videoTechnical requirementsHelp Desk, technical assistanceVirtual officeStudent introductionsAnnouncementsTegrity/remote proctoring

BEST PRACTICES: COURSE HOME

Organization: chapter number, title, week, module Introduction page for each unit: objectives, where to find

materials, due datesPowerPoint filesChapter notesVirtual field tripsGroup workSupplementary materials: articles, video links

BEST PRACTICES: CONTENT

Tests, quizzes, projects, papers, discussions, etc.:

Policy for late workPosting: where, how longClarity: purpose, specific instructions and expectations, formatDue dates: on the assignment and match SyllabusGrading rubricWhere to submitReminder to submitGrade what is submittedTimely grading and feedback

Include due date and points available on unit introduction page

BEST PRACTICES: ASSIGNMENTS, GENERAL

Open and close dates and timesWhere locatedAmount of time available; consequence of too much timeNumber of questions and points availableTake once or multiple times?Random generation of questionsDisplay grade, answers?Gradebook review

BEST PRACTICES: TESTS AND QUIZZES

QUIZZES AND EXAM

3 Quizzes

10 questions to student, 20-30 in test bank

Random10 minutesClosesElectronic grading

and posting

Final Exam

50 questions to student, 128 in test bank

Random1 hourClosesElectronic grading

and posting

Due dateNumber of posts requiredEnglish usageStudents reply to different studentsConsider multiple deadlines for postsRequires explanation, justification to situation or question

posed by faculty. Or, topics can be generated by students.Promote critical thinkingConsider “chunking” (bite-size pieces) – provide a short

video, a reading, then a discussionApply posts to current eventsGive kudos and challenges to discussions

BEST PRACTICES: DISCUSSIONS

DISCUSSION 8:  ECONOMIC RESOURCES

THIS ASSIGNMENT IS DUE BY OCTOBER 10 AT 11:59 PM, AND IS WORTH 40 POINTS TOTAL.  FOR EACH POST, 80% OF YOUR GRADE WILL BE BASED ON YOUR CONTENT AND 20% ON ENGLISH USAGE.  THE ASSIGNMENT WILL NOT BE ACCEPTED AFTER OCTOBER 10.

1.  First post:  Envision that you have been asked to present an hour-long session to 10 engaged couples on the topic of financial management.  Not a very long time for this important topic, but at least they'll hear some information that will be critical to their relationship!   Based on information presented in the text, the PowerPoint notes, and the related articles and video that are posted, bold the 5 main topics you would cover; i.e., what do these couples need to know about and discuss as a couple to successfully manage their finances?  Use at least 10 sentences to discuss the 5 topics (a minimum of 10 total, not 10 for each of the 5 topics!) you would cover and include a justification for the topics you selected.  In your justifications, indicate any specific information you would target by gender (based on information from Chapter 7).  This discussion is worth 20 points.

2.  Second post:  In at least 5 sentences, respectfully respond to a classmates' post regarding their selection of topics and/or their justifications.  You can refer to course materials and/or personal experiences.  This post is worth 10 points.

3.  Third post:  In at least 5 sentences, respectfully respond to a different classmates' post regarding their selection of topics and/or their justifications.  You can refer to course materials and/or personal experiences.  This post is worth 10 points.

DISCUSSIONS: SECOND LIFE

Consistent organizationTabs match Syllabus titlesAnnouncements tell where to find materials

BEST PRACTICES: NAVIGATION

Office hoursContacts with studentsGradersFinancial matters

BEST PRACTICES: OTHER

Paula J. Tripp, Ph.D., CFCS, CFLEClinical Associate Professor, FACSED CoordinatorDepartment of Human Development and Family Science,

College of Human SciencesOklahoma State University233 Human SciencesStillwater, OK 74078-6122Phone 405-744-8355Email [email protected]

CONTACT INFORMATION