engaging online distance students by building learning communities
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Engaging Online Distance Students by Building Learning Communities
Helen DonaghueHelen Thompson
TESOL Centre
session overview
• background: module• challenges for DL students• building a community for students• challenges for DL tutors• building a community for tutors• key recommendations
context
• in-service English language teachers (UK/abroad)
• distance learning through Blackboard• (MEd. TESOL) module explores current
thinking on language teaching approaches• reflecting on a personal teaching issue in own
professional context
challenges for DL students
• other priorities• issues with communication & collaboration• issues with feedback• isolation can lead to demotivation
Challenges on this module
• reflecting with peers can be beneficial (Farrell, 2013)
• conditions for reflection
• creating a sense of a supportive learning community can be challenging in VLE
(Shea et al., 2006).
building a student community
tutor presence
• orientation tutorial
Bb Collaborate
Early tutor presence important for encouraging open dialogueBernard et al. (2009)
tutor presence
• orientation tutorial• frequent short communications throughout
module• nudges, encouragement - showing we are
reading/looking• video lectures
tutor presence
• orientation tutorial• frequent short communications throughout
module• nudges, encouragement - showing we are
reading/looking• video lectures• substantive feedback on assessed presentation• tutor presence in DB
student - student interaction
• orientation
student - student interaction
• orientation• discussions• sharing presentations with peers• on-line tutorials
students engage with ..
• each other• their tutors• materials (e.g. video tasks)• their work (e.g. presentations, online
tutorials)
challenges for DL tutors
• adjusting to change• need to be creative• lack of technical knowledge• planning across modules• time
building a community for tutors
tutors
• community of practice group (Lave & Wenger, 1991)
tutors
• community of practice group (Lave & Wenger, 1991)
• training: F2F & online• ongoing support• Bb CoP site
tutors
• community of practice group (Lave & Wenger, 1991)
• training: F2F & online• ongoing support• Bb CoP site• experimented / dummy runs• sharing experience
recommendations
• tutor presence• orientation• interactive/collaborative tasks• online tutorials• support for tutors• opportunities for tutors to share experience
references• Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, A., Tamim, R., &
Surkes, M. A. (2009). A meta-analysis of three interaction treatments in distance education. Review of Educational Research, 79(3), 1243–1289
Farrell T. S.(2013) Reflective Practice for Language Teachers, Sheffield: Equinox
Lave, J. & Wenger, E. (1991) Situated Learning: Legitimate Peripheral Participation. Cambridge: CUP
Shea, P., Sau Li, C., & Pickett, A. (2006) A study of teaching presence and student sense of learning community in fully online and web-enhanced college courses. Internet and Higher Education [Online] 9 (3) 175–190
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