online design concepts
TRANSCRIPT
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Online Education
Winter InstituteJanuary 3, 2008
Michael AndersonUniversity of Texas System TeleCampus
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Questions
• Why should you care?
• How is online different?
• And the research says…?
• Online learning skills?
• Online instruction skills?
• How will online evolve?
& maybe some answers
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Why you should care
• 20% of students have taken at least 1 online course1
• Doubled in 4 years
1Online Nation (Sloan-C, 2006)
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Why you should care
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How online differs
• We don’t have to learn how to learn in a classroom
• We do have to learn how to learn online
OrientationExpectations
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More frequent interactionInformal socialization
• Lack of nonverbal communication
• 90% of meaning is conveyed non-verbally2
2Fromkin and Rodman (1983)
How online differs
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How online differs
• Aspatial
• Cognitive dissonance
Explicit and consistent organization provides an internally familiar landscape
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How online differs
• Temporal ambiguity
• Procrastination
Pacing provides immediacy
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What students want3
• Interaction with the teacher• More participation (than classroom)• Interaction with classmates• Technical Help Desk
3Frederickson, SUNY (1999)
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What faculty believe4
• Time management
• Self-sufficiency
• Computer/technology skills
• Reading and writing skills
4Long-Goding
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Predictors for success5
• Interaction, especially among students• Self-regulation• Orientation • Adaptability to different learning methods• Motivation• Monitored performance with feedback• Rich, immediate real-life value in content
5Yukselturk
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Student Perceptions6
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%
Felt part ofclass
Learned asmuch
Took part indiscussion
board
Amount ofwork wasthe same
Would takeanotheronlinecourse
Onlineexperience
waspositive
Disagree Agree
6Watson, University of Chattanooga (2004)
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Learner
Faculty
Students
Content
Online learning skills
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Online learning skills
• Reading/writing skills
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Online learning skills
• Reading/writing skills
• Hypernavigation/multimedia skills
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Online learning skills
• Reading/writing skills
• Hypernavigation skills
• Time management
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Online learning skills
• Reading/writing skills
• Hypernavigation skills
• Time management
• Technical skills
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Online Course Design
Learner
Faculty
Students
Content
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Course Design Factors
• Orientation activities
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Course Design Factors
• Orientation activities
• Consistency in course design
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Course Design Factors
• Orientation activities
• Consistency in course design
• Frequent instructor interactions
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Course Design Factors
• Orientation activities
• Consistency in course design
• Frequent instructor interactions
• Active discussion
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Course Design Factors
• Orientation activities
• Consistency in course design
• Frequent instructor interactions
• Active discussion
• Establish a sense of community
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Online instruction skills
Learner
Faculty
Students
Content
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Online instruction skills
• Non-linear sequencing
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Online instruction skills
• Non-linear sequencing
• Monitored performance with feedback
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Online instruction skills
• Non-linear sequencing
• Monitored performance with feedback
• Student-centered cases
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How online is evolving
• Personal learning spaces social networks
• Constructive connectivism wikis
• Immersive games virtual reality