Grand Junction 2011 Presentation

Six Themes of E-Connectivity in Online Courses

Dr. Andree Swanson

October 2011

Grand Junction, CO

Little bit of background…

Doctoral student at the

University of Phoenix

Educational Leadership

focusing on distance

education

Establishing the Best

Practices for Social

Interaction and E-

Connectivity in

Online Higher

Education Classes

Problem Statement

• Research revealed:

• Students believe they are unable to connect with their instructors in online classrooms.

• General problem:

• Faculty and administrators in online programs…

• Do not adequately address the social and psychological connectivity needs of students

This lack of attention to the social and affective needs has a negative effect on

learner satisfaction and retention

Support for Problem Statement

• More online courses

• Often less successful

• Higher dropout rate than in

traditional schools.

• Omission of social interaction

• Slagter van Tryon and Bishop (2006)

identified that online instructors do not

achieve a social connection (e-connectivity)

with their students.

• Faculty do not consider the social and

psychological needs of each student’s

learning styles (Fearing & Riley, 2005).

•The lack of engaging the social and psychological needs of

distance learners, negatively affects the dropout rate of

online students.

•Slagter van Tryon and Bishop (2006) stated that the

attrition rate in the online classroom is at least 40%

higher than a traditional classroom.

Purpose of the Study Qualitative Delphi

study Quantitative

component Identify the best

practices for… Social interaction E-connectivity

Proprietary schools Online students

Best practices may provide education leaders Standard for training Establish guidelines for

creating a… More effective Interactive

Will help the students

Definition of Terms

E-mmediacy or e-connectivity

the feelings or believing of social

connectedness that students and faculty get

through the technologically enhanced online

learning environment.

(Slagter van Tyson, 2007; Slagter van Tyson & Bishop, 2006).

Definition of Terms

Expert is a person who has “special knowledge, skill,

expertise, and experience in a given area of study” (Baker,

2005, p. 16).

Elliott (2003) defined an expert

The person in the room with the most knowledge on

the subject.

Significance of Study

Although enrollment in online education

continues to grow and gain in popularity…

the level of learner satisfaction has

decreased, while attrition has increased

(Allen & Seamen, 2006; Flood, 2002; Martinez, 2003; Simonson, 2006)

Significance of Study

Significant to educational leaders and policy makers…

May positively impact…

student learning

reduce attrition

increase retention

improve classroom standards

improve standards and guidance for faculty

Could add to the credibility and

reputation of online degrees for the ever-increasing

distance-learning student population

The Research Questions were…

What non-technology

features can be included to

best accommodate all

learning styles?

How can an instructor

effectively motivate online

students?

What kinds of contact may

occur in an optimal online

educational environment or

learning management

system?

How can faculty reach the

social and psychological

needs of the students?

Fundamental Theories

Constructivist Learning

Theory

Maslow’s Hierarchy of

Needs

Bandura’s Social Learning

Theory

Deci and Ryan’s Self-

Determination Theory

Stahl, Koschmann, and

Suthers’ Computer

Supported Collaborative

Learning

Bloom’s Taxonomy

Theoretical Framework

Bloom’s Taxonomy Cognitive Affective Psychomotor domains

This was the overarching theory for this study.

Relevant Research on Topic

Slagter van Tryon and Bishop (2006)

Identifying “e-mmediacy” -- Strategies for Web-based

Instruction: A Delphi Study.

Relevant Research on the Topic Literature related to

technology not “soft skills”

No resources on e-connectivity or e-mmediacy

Limited peer-review literature on… Twitter Facebook MySpace

Historical Research Biblical Times

Paul’s letters to the churches

1837 Correspondence

courses

Historical Research Radio Courses

1957 – 1962 Television Courses Sunrise Semester

Methodology

Population Under Investigation

The goal 30 experts to participate (20 educational experts and 10 student experts).

Participants were selected from the HLC/NCA accrediting region.

HLC/NCA region “in the states of Arkansas, Arizona, Colorado, Iowa, Illinois, Indiana, Kansas, Michigan, Minnesota, Missouri, North Dakota, Nebraska, Ohio, Oklahoma, New Mexico, South Dakota, Wisconsin, West Virginia, and Wyoming” (HLC/NCA,

2009, para. 1).

“Expert” Criteria

Faculty experts were considered to be experts Educational background (doctoral degree) Time in academia (3 years).

The educational experts selected for the study ranged from senior faculty members to administrators from NCA/HLC accredited proprietary schools. All faculty participants earned a doctoral degree.

The study’s student experts 2 years of online learning experience from NCA/HLC

schools.

By virtue of the educational experts’ positions with their respective schools, and the students’ duration in online

education, both faculty and students were deemed experts.

Pilot Study

First come, First served basis Three faculty experts

One faculty dropped out Three student experts … initially Asked open-ended seed questions Six themes emerged…

Emerging Themes

Show relevance to students. Establish e-connectivity. Instructor presence. Positive communication. Ability to be open to social networking. Use of technologies to e-connect.

These themes were used to categorize the results of the Delphi study.

Delphi Study

Three rounds Round One

46 total participants Round Two

33 total participants Round Three

32 total participants

Participants did not participate in

subsequent rounds as study was done over

Christmas / New Year

See Limitations

Conclusion of Data 100% consensus

on receiving constructive feedback 70% consensus

felt that social connectivity was important 90% consensus

use email, message boards, the asynchronous classroom, and case studies.

Bottom line – mostly in the affective domain

Limitations

Tracking experts in each round

Timing of the surveys

Participants did not participate in subsequent rounds as study was done

over Christmas / New Year

Delimitations

Limited to propietary distance learning faculty and administrators who have taught online for at least 36 months

From HLC region Number of participants Perceptions and bias were also their expertise Outcomes may not be generalizable to other

regions

Best Practices by Bloom’s Domains

CognitiveAffective

Psychomotor

Cognitive Domain

Theme:• Show Relevance to Students

Cognitive – Show Relevance to StudentsBloom's Domain

Theme Best Practice

Cognitive Show Relevance to Students

Faculty should:•encourage students•express in words that student success is important•incorporate case studies•make resources available for students to succeed•provide scenarios that are meaningful and help students apply learned information•remind students of their goals•show relevance of course materials to students’ career goals

Faculty should not:•include collaborative group projects outside of the curriculum•pass students without regard to standards

Affective Domain

Theme:• E-Connectivity

• Instructor Presence• Positive Communication

• Open to Social Networking• Students' social and psychological needs of students

Affective – E-ConnectivityBloom's Domain

Theme Best Practice

Affective

E-Connectivity

Faculty should be:•accommodating•caring•encouraging•flexible•warm

Faculty should:•connect emotionally with students

Affective – Instructor PresenceBloom's Domain

Theme Best Practice

Affective

Instructor Presence

Faculty should:•focus on a successful learning model that establishes a high standard of pedagogy•maintain a constant and consistent presence•maintain a high standard •remain flexible

Affective – Positive CommunicationBloom's Domain

Theme Best Practice

Affective

Positive Communication

To motivate students, faculty should be:•accommodating, yet firm and consistent•approachable through frequent communication•aware of communication problems that exist •honest in all interactions

Faculty should communicate:•clearly, effectively and convey a caring tone•constructive feedback•create a course calendar with assignment due dates at the beginning of each course•promptly•provide constructive feedback•use encouraging words

Provide:•constructive feedback•thorough and positive feedback•negative feedback

(Continued on next page)

Affective – Positive CommunicationBloom's Domain

Theme Best Practice

Affective

Positive Communication

Avoid negative feedback in a public classroom forum

•Communicate:•via e-mail•honestly•promptly•clearly, effectively, and convey a caring tone•due dates for assignments at the beginning of each course•firmly, consistently, and accommodate students•with encouraging words

Acknowledge:•problems that exist in the online learning environment

Faculty should be:•accommodating•encourage students•flexible

Affective – Open to Social NetworkingBloom's Domain

Theme Best Practice

Affective

Open to Social Networking

Faculty should use social networks in and outside the online classroom:

•if the goal is to support the learning process

Faculty should not:•create social networks in the classroom•create virtual events outside of the classroom

In the online classroom, faculty and students would, if available:

•participate in a classroom café•share off topic (i.e., photos, recipes)

To encourage students:•use social networks (i.e., Facebook, MySpace)

NOTES:

In the online classroom, faculty and students would not use Facebook, Twitter or Web 2.0

Faculty and students have not participated or used the following items to support an online classroom or to connect with another student in a classroom café, Twitter, and Web 2.0

Affective – Students' social and psychological needs of studentsBloom's Domain

Theme Best Practice

Affective

Students' social and psychological needs of students

Faculty should be trained and knowledgeable of:•the different learning styles of students•the psychological make-up of the student

Faculty should not:•be responsible to meet the social and psychological needs of the online learner •disregard the online students' social and psychological needs

Faculty should be:•students' social and psychological needs of students

Faculty are not responsible to meet:•social needs of students•psychological needs of the students.

Psychomotor DomainTheme:

• Use of Technologies to e-Connect

Psychomotor – Use of Technologies to E-ConnectBloom's Domain

Theme Best Practice

Affective Use of Technologies to E-Connect

To engage students and build community, faculty should use:

•integrate multimedia•message boards•the asynchronous classroom

Integrate multimedia: •video•audio

To engage and build community, incorporate:•e-mail (most effective method)•instant messaging •telephone / telephone conferences•web-based synchronous voice phone (i.e., Skype)•webcams•discussion boards•asynchronous message boards•live chat sessions•blogs•synchronized meetings•asynchronous chat rooms outside the classroom•social networks (i.e., Facebook, MySpace)

Psychomotor – Use of Technologies to E-Connect

Bloom's Domain

Theme Best Practice

Affective Use of Technologies to E-Connect

To engage students and build community, faculty should use:

•integrate multimedia•message boards•the asynchronous classroom

Integrate multimedia: •video•audio

(Continued on next page)

Psychomotor – Use of Technologies to E-Connect

Bloom's Domain

Theme Best Practice

Affective Use of Technologies to E-Connect

To engage and build community, incorporate:•e-mail (most effective method)•instant messaging •telephone / telephone conferences•web-based synchronous voice phone (i.e., Skype)•webcams•discussion boards•asynchronous message boards•live chat sessions•blogs•synchronized meetings•asynchronous chat rooms outside the classroom•social networks (i.e., Facebook, MySpace)

The most effective method for reaching online students•e-mail•phone calls•asynchronous discussion boards

(Continued on next page)

Psychomotor – Use of Technologies to E-Connect

Bloom's Domain

Theme Best Practice

Affective Use of Technologies to E-Connect

Not the most effective methods for reaching online students

•phone calls•live, synchronized online chat is NOT the most effective method for reaching the online students•a web-based phone call•a PowerPoint with visual and music

To encourage students:•Incorporate instant messaging •Create online videos•Use webcams

Recommendations for Further Studies

Recommendations

Created a list of best practices. This list may… Serve as a starting point for

implementation in online classrooms and prepare faculty for the online students.

Expand and incorporate into proprietary and non-profit online institutions at the graduate and undergraduate level.

Further Recommendations

Conduct a study at …◦ specific school(s) to further develop their own list

of best practices based on research.◦ reviewing a school's already created list of best

practices.◦ themes that arose based on Bloom's taxonomy.◦ development of course materials (syllabus) to

improve their relevance to online instruction.◦ effectiveness of applying the list of best practices

into online faculty training.

Further Recommendations◦ Communication theme that arose and assess this

for different populations such as doctoral students, graduate students, and undergrad students.

◦ Students perceptions of e-connectivity.◦ Evaluate the effectiveness of different social

media applications such as Facebook and Twitter in the online classroom.

◦ Effectiveness on e-connectivity using social media such as Facebook or Twitter.

◦ Understanding and application of e-connectivity through social media.

Questions?

To receive a list of best practices, contact Dr.

Swanson

[email protected]

References

See Word document for references.