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COMMUNICATION STRATEGIES IN ONLINE ENVIRONMENTS
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WELCOMEo Facilitator name
• Position at university• Contact info
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LEARNING OUTCOMESBy the end of this module, you should be able to:
o Distinguish between the various types of communication available in online contexts
o Outline the importance of clarity in written expression
o Design a communicative learning activity that will increase the level of interactivity in the online environment
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AGENDAo Online courses as “Communities of Inquiry”o Importance of clarity in communication for
blended and online courseso Types of:
• Asynchronous communication• Synchronous communication
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ONLINE COURSES AS COMMUNITIES OF INQUIRY
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ONLINE COMMUNICATION BARRIERSVideo
o Barriers to online communication in educational settings
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ACTIVITY: COMMUNICATION BARRIERSo Take a moment to think
about your own experiences with communicating online.
o What were the barriers to effectively communicating using online tools?
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o Based on the Garrison, Anderson, Archer (2000) reading you were given, Community of Inquiry (CoI) is based on the interactions and the presence created between Students, Instructors and the Content.
WHAT IS COMMUNITY OF INQUIRY?
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COMMUNITY OF INQUIRY
Based on: https://coi.athabascau.ca/coi-model/coi_model_small/
Communication Medium
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COGNITIVE, SOCIAL, TEACHING PRESENCEPresence Categories Indicators
Cognitive TriggerExplorationIntegration
Sense of puzzlementInformation exchange
Connecting ideas
Social Emotional expressionOpen communication
Group cohesion
EmoticonsRisk free expression
Encouraging collaboration
Teaching Instructional managementBuilding understanding
Direct instruction
Defining discussion topicsSharing personal meaning
Focusing discussion
Source: Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education.
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DEVELOPING AN ONLINE COMMUNITY
Video
o Strategies for developing an online community
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DISCUSSIONo How would you apply the community of inquiry
model to your course? Think of at least one strategy you can use to establish cognitive presence, social presence and teaching presence in your course.
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CLARITY IN WRITTEN EXPRESSION
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INTERACTION WITH CONTENT
Content
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CLARITY OF WRITTEN EXPRESSION
o Know exactly what the instructor wants
o Choose words carefullyo Be aware of how “everybody
interprets things differently”
Source: Vonderwell, S. (2002). An examination of asynchronous communication experiences and perspectives of students in an online course: a case study. The Internet and Higher Education, 6, 77-90. Retrieved from http://www.anitacrawley.net/Articles/Vonderwell(2003).pdf
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TYPES OF SYNCHRONOUS AND ASYNCHRONOUS COMMUNICATION
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COMMUNICATION VIDEOS
Videos
o Has education changed since the industrial revolution?
o Effective Online Discussions
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ACTIVITY: COMMUNICATION VIDEOS
o How can the communication strategies from the second video could be implemented into your course?
o How have those ideas been used in this module?
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ACTIVITY: COMMUNICATION TOOLSo As a class, brainstorm a list of communication
tools that are available at your institution.
Communication Tools
Synchronous Tools Asynchronous Tools
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ACTIVITY: COMMUNICATION TOOLSo Individually, think about a goal/outcome for your
course and an activity that will help you reach this goal.
o Using the list generated earlier, which communication tools do you think will work for the activity and help you reach your goal?
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HOMEWORK
o Taking the feedback you were given, design a communicative activity for your course/module.
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SUMMARYo Community of Inquiry model provides a way to
structure interactions in online learning environments based on cognitive, social and teaching presence.
o Establishing and maintaining cognitive, social, and teaching presence is associated with high levels of deep and meaningful learning.
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SUMMARYo In online learning, clarify of written expression is
so important because students experience stronger interaction with content than with peers and instructors.
o There are a variety of synchronous and asynchronous tools you can use to improve online communication and support your learning outcomes.
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THANK YOU
o Questions?o Comments? o Help?
Contact information – facilitator’s and departmental
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REFERENCES1. Chao, T. (2004) Instructional Strategies for Creating Meaningful Online
Dialogue. Retrieved from https://faculty.myrru.royalroads.ca/sites/default/files/meaningful
online dialogue.pdf 2. COFA.online. (2011, February 22). Conducting Effective Online
Discussions. Retrieved April 9, 2014, from http://online.cofa.unsw.edu.au/learning-to-teach-online/ltto-episodes?view=video&video=235.
3. drcreyn. (2012, March 10). How do you relate to the CoI? Retrieved April 9, 2014, from https://www.youtube.com/watch?
v=pyEQ3as- Q38.
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REFERENCES4. Freedman, S.C., Tello, S.F. & Lewis, D. (2013). Strategies for Improving
Instructor-Student Communication in Online Education. In Virtual Education: Cases in Learning and Teaching Technologies (Chapter 10). Retrieved from http://faculty.uml.edu/stello/IRMA0802.pdf.
5. Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, (2), 87-105. Retrieved from
http://auspace.athabascau.ca/bitstream/2149/739/1/critical_inquiry_in_a_text.pdf.
6. Lewis, J. (2013, May 22). Communication Strategies for Managing Online Teaching. Retrieved April 9, 2014, from
http://www.youtube.com/watch?v=F48JylfT7Bk.
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REFERENCES7. MacIntyre, S. (2011). Conducting Effective Online Discussions.
Learning to Teach Online. Retrieved from http://online.cofa.unsw.edu.au/sites/default/files/episode-pdf/Discussions_LTTO.pdf.
8. PSU World Campus Faculty Development. (2010, September 27). Planning Communication Strategies. Retrieved April 9, 2014, from http://www.youtube.com/watch?annotation_id=annotation_179262&feature=iv&src_vid=T5vwKFt3B5w&v=PtqX5XqZZJo.
9. TeacherStream, LLC. (2009). Mastering Online Discussion Board Facilitation. Retrieved from http://www.edutopia.org/pdfs/stw/edutopia-onlinelearning-mastering-online- discussion-board-facilitation.pdf
10. Vonderwell, S. (2002). An examination of asynchronous communication experiences and perspectives of students in an online course: a case study. The Internet and Higher Education, 6, 77-90. Retrieved from http://www.anitacrawley.net/Articles/Vonderwell(2003).pdf