Bill Osterholt

EDU 654.70_Methods for Online Teaching & Learning

Dr. Jayme Linton

April 21, 2017

Teaching Through Communication and Feedback

      I selected articles which address “Teaching Through Communication and Feedback” in several different academic levels. Articles include analysis of this topic from elementary school to higher education. In addition, the importance of feedback is covered in an article on online teaching. One common denominator is the emphasis on timely feedback. 
         Beginning with “Analyzing Feedback Processes in Online Teaching and Learning Environment: An Exploratory Study”, the authors Anna Espasa and Julio Meneses, emphasis in an online environment, “feedback is a key element in a teacher’s role because it can promote the regulation of learning” (Espasa and Meneses 2010).  They go on to cite studies in 1991 and 2008 which reinforce the importance in higher education.  Three basic types of feedback are identified: interactive – response to questions on content, retroactive – following assignment, and proactive – after final assignment. Regarding feedback on the final assignment, it was reported only 57% of students received this impute. I personally experienced this. As the article states, this may be looked on as secondary importance because it is at the end of a course. It was very important to me as it was a summative and overall evaluation of my learning during the course. It also is crucial to structure future work. When requested, the instructors/professors were always forthcoming with comments and advice. Formative feedback is given continually, which gives the student information on how to improve their work and take learning to the next step.
     In “The Power of Feedback”, authors: John Hattie and Helen Timperley cover similar points. They begin by stating: “feedback is one of the most powerful influences on learning and achievement, but this impact can be either positive or negative” (Hattie and Timperley 2007). The article focuses on feedback that is effective. Review of the timing of feedback and the effects of positive and negative communication are also covered. Different agents are also discussed: teacher, peer, book, parental, and self-experience. This can give a student understanding, corrective information, encouragement, alternative strategies, and clarity of ideas. In this way, feedback becomes intertwined with instruction providing a new instruction rather than informing the student only about correctness. Praise alone is ineffective because it contains little learning-related information. “Effective teaching not only involves imparting information and understanding to students but also involves assessing and evaluating students’ understanding of this information” (Hattie and Timperley 2007). In this way, teaching can evolve to the next step in the students’ development. Three main questions should be addressed in communication and feedback: Where am I going?, How am I going?, and Where to next? In ideal learning environments, both teachers and students seek answers to these questions.
     The difficulties of students to grasp what are the qualities of good work is the subject of “Understanding Students’ Experiences of Being Assessed: The Interplay between Prior Guidance, Engaging with Assessments and Receiving Feedback” by Velda McCune and Susan Rhind. Challenges students face in understanding what work would be accepted as quality is the reasoning behind the assessment. They define the overall plan as, “understanding guidance and feedback as interrelated steps in a cycle, which also encompassed students’ prior knowledge while offering new insight” (McCune and Rhind 2014). The authors also stress the power of the spoken word in encouraging students. This provides a personal touch which is both encouraging and motivational.
     “EMBRACING UNCERTAINTY: The Kairos of Teaching with Student Texts”, by Rolf Norgaard, centers on the feedback in which a writer receives from readers of their work.  In structured collaborative learning environments, such as small-group workshops, one on one pairs, or in a seminar, the author states this “encourages the student/author to acknowledge, question, or clarify in reaction to readers impute” (Norgaard 2014). He further states this will help expand students’ personal horizons by having them switch roles. As an example to the students, he strives to communicate that criticism, when constructive, represents respect: “I care enough about the students’ ideas to pay close attention to them” (Norgaard 2014).  When implemented correctly, peer review takes on fresh relevance and credibility. 
     My final article is “Focus on Formative Feedback” by Valerie J. Shute. “Formative feedback is defined in this review as information communicated to the learner that is intended to modify his or her thinking or behavior for the purpose of improving learning” (Shute 2008). The author concentrates on task-level feedback. This type of feedback provides specific and timely information about a specific task or problem, compared to summary feedback. This, she points out, is required for struggling students who may need greater support. Whereas summary information is more useful for modifying instruction to the whole class and for self-evaluation of how one is progressing. 
     All these articles stress the significance of feedback. In addition, they underline the importance of timely, positive, and constructive criticism in the area of feedback and communication. “According to researchers, formative feedback should be nonevaluative, sup- porting, timely, and specific” (Shute 2008).  In summary, feedback and constructive communication are essential to improving knowledge and developing academic skills.

References

Espasa, A., & Meneses, J. (2010). Analysing Feedback Processes in an Online Teaching and Learning Environment: An Exploratory Study. Higher Education, 59(3), 277-292. Retrieved from http://0-  www.jstor.org.library.acaweb.org/stable/25622183

Hattie, J., & Timperley, H. (2007). The Power of Feedback. Review of Educational Research, 77(1),   81-   112. Retrieved from http://0-www.jstor.org.library.acaweb.org/stable/4624888

McCune, V., & Rhind, S. (2014). Understanding Students’ Experiences of Being Assessed: The      Interplay between Prior Guidance, Engaging with Assessments and Receiving Feedback. In Kreber C.,Anderson C., Entwistle N., & McArthur J. (Eds.), Advances and Innovations in University Assessment and Feedback (pp. 246-263). Edinburgh University Press. Retrieved from http://0-www.jstor.org.library.acaweb.org/stable/10.3366/j.ctt14brxp5.18

Norgaard, R. (2010). EMBRACING UNCERTAINTY: The Kairos of Teaching with Student Texts. In HARRIS J., MILES J., & PAINE C. (Eds.), Teaching With Student Texts: Essays Toward an Informed Practice (pp. 229-242). University Press of Colorado. Retrieved from http://0-www.jstor.org.library.acaweb.org/stable/j.ctt4cgmg3.28 

Shute, V. (2008). Focus on Formative Feedback. Review of Educational Research, 78(1), 153-189.     Retrieved from http://0-www.jstor.org.library.acaweb.org/stable/40071124

Bill Osterholt

EDU 654.70_Methods for Online Teaching & Learning

Dr. Jayme Linton

March 22, 2017

Literature Review for Synchronous Learning

       This literature review compares three articles on synchronous learning: “The Learning Experience: Training Teachers Using Online Synchronous Environments”, “Every Picture Tells a Story: The Power of 3 Teaching Method”, and “Considering High School Students’ Experience in Asynchronous and Synchronous Distance Learning Environments: QoE Prediction Mode.” These studies involved synchronous distance learning from different educational environments, but as a group, they came to some of the same conclusions.                                                                            

      All three started with the same premise: the authors of “The Learning Experience” state: E-learning is now established and growing practice due to the advancement in information technology (Woodcock, 21).  The authors of “Considering High School Students’ Experience” assert that distance education has emerged due to a need for access learning when face to face education is not possible (Malinovski, 92). In “Every Picture Tells a Story,” the authors take this one step further by stating the need to go beyond flipped classrooms. Students become more engaged when they are creating rather than just receiving knowledge. They also make the point that an important element is the student’s motivation (Kates, 189). Stated another way the attitude of the student and the environment is important and essential for success (Kates 208).           

      One drawback acknowledged by the studies is synchronous learning can be more intimidating, although some studies point to increased communication, better focus, and a higher rate of completion of tasks (Woodcock, 24). On the positive side, synchronous learning can provide real time teacher-student interaction, closely matching face-to-face classrooms (Kates, 190).  The authors of “Considering High School Students’ Experience” study revealed the main element to successful online classes is students’ motivation (Malinovski, 97). Kates makes a great point: this pedagogical approach recognizes the individuality of learners.                                             

     All the studies offer empirical to support their claims. With charts and statistics, the research papers provide data and verification to the individual strategies put forth in their study. For example, Woodcock employed a survey containing items to encourage pre-service teachers with learning experience with online platforms. Their sample was 53 students from Australia (Woodcock, 22). Kates’ article introduces a digital learning platform called Power of 3 Discussion Starter Technique. The basis to this idea is a collaborative circle. The teacher is the facilitator providing guidance, motivation, clarification, and feedback (Kates, 193). Malinovski and his collaborators sought to identify factors which influence high school students’ quality experience while understanding the analyses of this shows a division between extrinsic and intrinsic motivators (Malinovski, 106).
         In summary, the studies come to similar conclusions as well. Woodcock maintains that the online learning platform is very good for learning and understanding. Participants rated online and face-to-face classrooms as equal (Woodcock, 25). Kates’ asserts the students felt great, confident, and their method was more exciting than PowerPoint. Further, collaborative work is the core of human experience. Using this method, students take ownership of their learning and find things out for themselves enhancing their prior knowledge, also known as scaffolding (Kates, 192-3). Malinovski advises all virtual schools to incorporate distance learning while striving to facilitate student-centered environments (Malinovski, 107).                        

     One vital element is proficiency in technology and ease of use. Woodcock asserts the need for teachers to feel competent with technology and their ability to implement its use. They must be involved in the learning process (Woodcock, 5). Malinovski maintains the importance of usability because it does influence the user's experience (Malinovski, 5).                                                     

     The studies reinforce the premise that online instruction is valuable, exciting and the future of education. Although the subjects of the papers were different, they included the same basic premise and conclusions.

                                                  

Reference

Kates, F. R., Byrd, M. D., & Haider, M. R. (2015). Every Picture Tells a Story: The Power of 3 Teaching Method. Journal Of Educators Online, 12(1), 189-211.

Malinovski, T., Vasileva, M., Vasileva-Stojanovska, T., & Trajkovik, V. (2014). Considering High School Students' Experience in Asynchronous and Synchronous Distance Learning Environments: QoE Prediction Model. International Review Of Research In Open And Distance Learning, 15(4), 91-112.

Woodcock, S., Sisco, A., & Eady, M. (2015). The Learning Experience: Training Teachers Using Online Synchronous Environments. Journal Of Educational Research And Practice, 5(1), 21-34.

Student Attrition: An Argument for Synchronous Learning Online

Rosemary R. Reigle

The purpose of this study was to determine how online instructors make use of synchronous tools, and whether the use of these tools is correlated with retention. One hundred twenty randomly selected instructors from community colleges, public and private colleges, and universities were questioned. Results indicated most instructors do not use synchronous lectures, webcams, or meeting platforms. In addition, there was a higher percentage of incompletes with those that did use these tools.

     She begins her study by stating a high attrition rate has a major negative impact. She cites the problem with students who drop classes tend to not pay their student loans. This has a negative effect on the institution and possible denial of another student to obtain federal aid. She cites two studies by Carr and Adkins & Nitch which state that dropout rates can be as high as 50%. The reasons are many and complex, ranging from difficulty in using technology to personal crises. One area she tries to address is how to keep students engaged in the learning process.

     She addresses several points of interest:

·         Most online students are in the 30-49 age bracket. She feels this group needs instant gratification. One way to address this is weekly synchronous learning sessions.

·         Synchronous learning may prevent cognitive overload.

·         There are challenges for new students in an online environment: technical access, text-based discussions, multiple conversations, information overload, and isolation.

     At the time of the study, this is the number of instructors using synchronous methods:

·         89.1% of the respondents did not use synchronous learning.

·         85.8% never used a webcam in their online courses.

·         81.7% did not use meeting delivery platforms.

·         91.7% did not require students to attend synchronous lectures, and those that authorized more than 4 incompletes, none required such attendance.

     The numbers suggest few instructors make use of synchronous technology. Those that do, however, are less likely to lose students. 80% of the instructors who held weekly synchronous lectures that students were required to attend did not authorize any incompletes.

     In summary, the author states, “Improving student retention in online classes is an essential component of maintaining quality online programs and retaining federal financial aid.” Instructors need to be encouraged to implement some of the available technology. Synchronous lectures provide classroom interaction which will boost retention.

Reigle, R. R. (2010). Student Attrition: An Argument for Synchronous Learning Online.

     

Successful Distance Learning: Teaching via Synchronous Video

Mary Frances Grasinger

This article describes an experience teaching curriculum designed for students of educational administration, using synchronous video to teach students at both a distant and a classroom setting.

     The author poses the question: How does pedagogy change when two classrooms are involved and students are at a distant location? She states, “I was curious to see if some of my favorite teaching strategies would work and what adaptations would be needed.”  She further stated that she was assisted by a trained technician, so she was able to concentrate on content in this new medium. Students worked independently to research topics. She expressed the processing of collected information from the students was one of the most enjoyable aspects of the class.

      At the beginning of the course, she reviewed the course syllabus, handouts, and class assignments. She explains the role of a teacher at the beginning of instruction is to act as a motivator, as well as to set the expectation of regular participation and student interaction with statements such as, “we learn this together”, “we learn from each other.” Students worked in small groups of 4 or 5 and could see the quality of work by their peers. In addition, she used a guided inquiry method using a document camera. Students remarked that the questions on the document camera provided a focus and a cognitive framework. One problem that was experienced was a short lag time between the spoken word and the reception at a distant site. Another effective tool was using a whiteboard which provided continuous visual focus.

      In summary, she provided a list of essential tools and methods:

·         Technician—It is important to have a technician so that the teacher can concentrate on the learning techniques.

·         Document camera—Books and pictures are easily displayed. In addition, flare pens work well for displaying information.

·         Whiteboard—The board is good for visual display, charting, and mapping.

·         Recording –A video provides a record for the students.

·         Lighting and microphones-- Proper illumination is required for visual clarity. Students should use on /off buttons on their microphones to eliminate background noise.

·         Instructional—Instructor on occasion should provide face to face classes.

·         Orientation—This provides challenge, support, structure, and opportunity to discuss course syllabus.

·         Role of Instructor – Instructor models and shapes research.

·         Student’s role – Participate as an active communicator.

·         Feedback – Online students appreciate timely and thorough feedback.

    

     Students reacted positively to the course with a rating of 4.9 on a five-point scale.  In addition, when questioned on whether they would recommend the course, the reply was 4.42 out of 5. One big point was the elimination of travel time. The sound delay was brought up, although the students said they were getting use to this.

     Ms. Grasinger was encouraged by these results and the ease of using the technology. She stated she would use distance learning again. “With slight modification – I could use familiar teaching strategies.”

Grasinger, M. F. (1999). Successful Distance Learning: Teaching via Synchronous Video. College Teaching, 47(2), 70-73.                                     

Thematic Analysis of the “Games” Students Play in Asynchronous Learning Environments

Thalia MacMillian – Empire State College

Michele Forte – SUNY Empire State College

Cynthia Grant – Concordia University Chicago

This study examines the dynamics of the student-student relationship with the asynchronous online classroom. Based on the results, strategies have been discovered to demonstrate techniques which instructors can use. Creating awareness among students of potential issues, diversity of students, and ways to facilitate intellectual growth are the summary focus.

     The authors’ introduction points to how technology is improving lives. The use of technology and online classes had increased at the time of the study to over 6 million students, one-third of all college students. The introduction goes on to point out that some instructors feel they should employ traditional pedagogies, while others feel the environment needs a new set of skills. The online asynchronous classroom has benefits as well as challenges. The social, cognitive, and affective presence of students has potential to effect course discussions both positively and negatively.

     One particular challenge is the inability of the asynchronous instructor to provide immediate feedback.  In order to be an effective class, there needs to be a sense of a safe environment. In addition, a sense of ownership and control is necessary. The authors attempt to determine what type of interactions are the most positive in online asynchronous learning. One essential component is the students need to interact with other students and this needs to be expressed by the instructor.

     In conclusion, the authors point out several conclusions and suggestions:

·         If students pay too much attention to each other, they may lose track of the discussion prompt.

·         One way to avoid this is by establishing instructor presence.

·         Instructors should probe to elicit ongoing dialogue.

·         Socratic questions is a method to explore students’ perspectives.

·         Instructors should prompt for contextual meaning.

·         Provide consistent formative feedback.

·         Provide a rubric for discussion boards.

     An instructor who is actively engaged in the class can gather valuable insights into the needs of the students. He should keep in mind that as the instructor he is the content expert. It is the instructor's charge to provide a safe and effective online teaching and learning experience.

MacMillan, T., Forte, M., & Grant, C. (2014). Thematic Analysis of the "Games" Students Play in Asynchronous Learning Environments. Journal Of Asynchronous Learning Networks, 18(1),

     

Group Learning Environment

Linking Synchronous and Asynchronous Learning

Toshihiro Hayashi, Yoshinari Nakanishi and Yukuo Hayashida

Saga University

The study discusses the transition in computer based education from individual to group learning. In addition, the authors are developing an education system – Leaning Environment with Agent or LEA.

     The learning style using computer based educational systems has changed from individual to group, cooperative, and collaborative environments. Asynchronous learning is accomplished by using communication tools such as electric mail, electric bulletin boards, and web conferences. Students in an asynchronous class do not have the burden of managing their schedules to a fixed class time. This the authors point out is what makes asynchronous classes superior.

     Group learning utilizes discussions amongst the students. In group learning, students can use the knowledge of others as a resource. This leads to the conclusion that a student can learn more effectively in a group learning environment.

     LEA is the system and model the authors present to bridge the gap between synchronous and asynchronous learning. An essential point in the success of the system is the students’ personal understanding of their own learning skills, and in this model, understanding the skills of others in the group. The model promotes a shared virtual space and the use of student agents. An agent supports students, asks questions, and participates in the group when the student they are working with is absent.

     LEA is an intensly collaborative supportive environment. It involves a complex structure of groups, fields, subfields, and the main hall. This is also a reflection of the Japanese highly organized response to learning. In theory, this sounds very positive. It would be interesting to see this plan in action with American students.

Hayashi, T., Nakanishi, Y., & Hayashida, Y. (1998). Group Learning Environment Linking Synchronous and Asynchronous Learning.

Blog: Gaming in Education

           The quest required reading two articles: “Situated Learning in Virtual Worlds” and “Immersive Simulations and A Literature Review of Gaming.” There were also two videos: Future Learning a Mini Documentary and Gaming Can Make a Better World.  These resources provided several different aspects of gaming which are positive to education. Beginning with the articles, the point was made that there are correlations between goals of traditional instruction and the motivations and outcomes of children immersed in gaming. A sound and productive learning environment can be attained with gaming, as well as the importance of play integrated with education was the first point. In my observation in a middle school class, I saw this in action. The children were “playing” Kahoot, a multiple choice framework enabled by their personal tablets. In fact, they were studying for the social studies test scheduled for the next day. The children were challenged and at the same time having fun. I remember my son, who is now 22, playing a world civilization game on his play-station. I thought he was wasting time until he explained to me the evolution of ships from trireme through the Spanish galleon. This leads to the second point - gaming provides personalized instruction. He was challenged: but his goals were also achievable, therefore he persisted. The third point – engagement. Engaged with his quest, he pursued the relative information necessary to complete the task with repetitive practice. The fourth point – 21^st century skills is a given; computer skills are second nature to the younger generation as well as researching required information. The final point – relative assessment is also apparent when a student is progressively achieving different levels by meeting goals. The whole game is inherently an assessment. Problems addressed were technical in nature - connectivity glitches and the ability or lack thereof to type fast enough. Broadband access is solving the problem with glitches and repetitive practice is the answer to lack of typing skills.               

      The videos provided reinforcement on these points. Starting with the mini documentary, Professor Mitra points to traditional teaching strategies being outmoded which were based in the Victorian Era. The answer as he sees it is in self motivation. He contends that almost anything is possible with access to a computer and enthusiastic reinforcement. Merrill interjected the blurring line between playing and education. He emphasized the importance of a relaxed mind with stress causing the brain to shut down. Another aspect discussed is the universal participation in a gaming scenario. I personally experienced this with online classes where students who would normally not participate were encouraged by collaboration on Moodle site to give impute in a blog format. One of my undergraduate classes was entirely the role playing game, Fiesta. The class was Sociology and the purpose was interaction and collaboration inside the virtual framework of the game.
     Reading comprehension, an all important element in education, is obtained not by class drills or assignments, but by the engaged student pursuing personal goals inside the created environment. Minecraft-edu is an excellent example of this line of reasoning. Students in the three short videos were shown working individually with an educator who was only encouraging the child by asking questions on methods and goals while verbally encouraging with comments based on admiration of the outcomes that were being constructed in the context of the game.              

     We were also required to go to three educational gaming sites and play. Going back to essentials, some of the sites failed to load; others provided information but no access to the game. I chose: Geography Games, Submerge, and Educational Gaming Commons. In Geography Games the game Metropolitan Areas was to properly identify major cities around the world and another Geogussr was to guess a location based on a panoramic interactive picture from Google Earth. Submerge provided a Jamestown Colony Adventure. The task was to land, decide on the appropriate interaction with Native Americans, and choose which crops to plant for the survival of the colonist. Penn State’s Education Gaming Commons offered elementary school games. The one I played encouraged sharing and how that might be reciprocated. I had a sixteen year old collaborator who played the Metropolitan Areas and Geoguessr. He immediately became engaged and after completing the tasks, was motivated to replay both games. In Geoguessr he was able to move further in the sites and pictures than I thought possible. Of course he did this without reading instructions. He also showed determination to find his location without time constraints incorporating many different strategies: types of cars, language on signs, and topography to come to his conclusions. He scored very well. 

My Jamestown score

Learning to share

My Geoguessr

Taylor's Geoguessr - He beat me!

My score on Met. Areas

Taylor's Met Areas- I won this one!

It took him a few more attempts.