Building Active Online Interaction via a Collaborative Learning Community

Abstract

Online interaction creates a desirable learning situation. Transferring traditional instruction to an online environment usually does not generate effective interaction for learning. This paper discusses theories and practices for an interactive collaborative learning community in an online environment. Three theoretical constructs-interactivity, social context, and technologiesare discussed to provide a theoretical foundation. Effective online interactive strategies and activities, communications, online discussions, technology selections, peer evaluations, team moderations, team projects/presentations, and online learning specialists are recommended to maximize online learning interaction.     

Preparing future teachers for diverse schools in an online learning community: Perceptions and practice

This study provides an example of one institution's efforts to design coursework that meets the simultaneous challenges of supporting the aims of increasing access to online courses and simultaneously better preparing teachers to work in diverse classrooms. Based on online pre- and post-surveys and monthly open-ended writing prompts administered to students in an introductory teacher preparation course, the study sought to discover students' motivation to select online or blended courses, student perspectives on the benefits and challenges to taking this course online, characteristics of the learning environment that promoted or interfered with students' learning, instructor's perspective of learners' reaction to topics addressing K-12 classroom diversity, and the impact of an online format on students' discussions of issues related to learner diversity. Findings suggest that online courses should include a classroom placement component in which students experience a diverse classroom in order to best prepare students for diverse teaching assignments. Thus, the best online teacher preparation courses maybe those that blend virtual and face-to-face interaction rather than being strictly online.     

Institutional Efforts to Support Faculty in Online Teaching

Effective processes, practices, and infrastructure are essential components of successful online teaching and learning efforts; and they lead to a sense of faculty ownership of online teaching as well as enhanced support from an institution’s administration. The institution’s recognition of faculty members’ efforts to teach online in relation to the traditional concepts of scholarship, tenure, and promotion is an important motivational factor for sustaining effectiveness in the online learning environment. This study examined institutional efforts to alleviate or overcome challenges faced by faculty members in creating and teaching online courses, and we investigated faculty members’ perceptions regarding these institutional efforts.     

如何提高学生的在线自我调节学习？——基于先前在线学习经历与家庭背景的比较

在线教学中学生要具备一定的在线自我调节学习能力才能取得好的学习成效,而学生的在线自我调节学习受诸多因素的影响。本研究从先赋性背景和后致性学校过程性因素的视角,基于“新冠疫情期间研究型大学本科生学习体验调查”项目中某大学的数据,考查学生家庭背景和先前在校在线学习经历与在线自我调节学习的关系。研究发现：家庭背景和先前在校的在线学习经历都显著影响学生在线自我调节学习,且先前在线学习经历的影响独立于家庭背景。超过七成的学生在新冠肺炎疫情前有过在线学习经历,且主要是来源于本校的正式在线学分课。这一研究结果的实践启示是：高校可以通过提供正式在线学习的机会抵消学生家庭背景的负面作用来培养学生的在线自我调节学习,这将有助于他们应对紧急情况下大规模在线教学时可能面临的挑战。     

Where the Rubber Meets the Road: Exploring the Perceptions of In-Service Teachers in a Virtual Field Experience

This study examines the experiences of teachers enrolled in an online certificate program for K–12 online teaching. Participants blogged weekly regarding their experiences developing and facilitating an online course. Qualitative analysis of the data shows that teachers face many challenges in developing and facilitating an online course; however, they found support from their colleagues enrolled in the program. Additionally, teachers found value in the authentic experience afforded them in the virtual field experience in that it gave them exposure to online learning theory coupled with the opportunity to design and facilitate their own online courses.     

Taiwan college students' self-efficacy and motivation of learning in online peer assessment environments

Online peer assessment is an innovative evaluation method that has caught both educators' and practitioners' attention in recent years. The purpose of this study was to develop relevant questionnaires for teachers to understand student self-efficacy and motivation in online peer assessment learning environments. A total of 205 college students with experience in online peer assessment participated in this study. Two questionnaires measuring students' online peer assessment self-efficacy (OPASS) and their motivations in online peer assessment learning environments (MOPAS) were developed. The former included three self-efficacy scales: evaluating, receiving and reacting. The latter included two scales: intrinsic motivation and extrinsic motivation. Through factor analysis, both revealed highly satisfactory validity and reliability in assessing students' self-efficacy and motivation in online peer assessment learning environments. Moreover, the students' responses also showed that they were highly confident and strongly intrinsically motivated when participating in an online peer assessment learning environment. Finally, the interplay between the scales of OPASS and those of MOPAS was explored and the reciprocal relationship between students' self-efficacy and motivation in an online peer assessment learning environment was also highlighted.     

Asynchronous Online Instruction Leads to Learning Gaps When Compared to a Flipped Classroom

With the gradual shift to online education models that has taken place in recent decades, research has sought to understand the nuances of student performance in an online model in comparison to more traditional in-person modalities. However, the effects of instructional modality have been difficult to determine given the many variables that exist in course design between these methods. In this study, we attempt to determine the efficacy of asynchronous online instruction by comparing two nearly equivalent courses. The first course was a flipped classroom, a recent and well-studied hybrid model of instruction. The second was an asynchronous fully online course that contained all the same instructional elements as the in-person course but lacked any student or instructor interaction. Student performance was tracked at both a highly-selective private institution and an open-enrollment public institution. Results show that students’ performance drops in an asynchronous online course compared to an equivalent in-person experience. Several potential hypotheses are put forth to explain a change in performance that can potentially shape the design of online instruction.

     

Selection into Online Community College Courses and Their Effects on Persistence

Online courses at the college level are growing in popularity, and nearly all community colleges offer online courses (Allen and Seaman in Tracking online education in the United States, Babson Survey Research Group, Babson Park, 2015). What is the effect of the expanded availability of online curricula on persistence in the field and towards a degree? We use a model of self-selection to estimate the effect of taking an online course, using region and time variation in Internet service as a source of identifying variation. Our method, as opposed to standard experimental methods, allows us to consider the effect among students who actually choose to take such courses. For the average person, taking an online course has a negative effect on the probability of taking another course in the same field and on the probability of earning a degree. The negative effect on graduation for students who choose to take an online course is stronger than the negative effect for the average student. Community colleges must balance these results against the attractive features of online courses, and institutions may want to consider actively targeting online courses toward those most likely to do well in them.     

基于深度学习的线上教学效果提升策略研究

在线教育是疫情期间"停课不停学"的主要途径.然而,如何促进在线深度学习的发生是当前在线教育的一大难题.文章首先阐明了在线深度学习的内涵,审视了阻碍深度学习发生的若干问题,并提出以下教学策略以促进在线深度学习的发生:(1)树立现代化教育观念,提升在线教学能力;(2)实施翻转教学,兼顾导学与助学;(3)创新在线学习活动,增强活动的适应性.     

Toward deep learning for adult students in online courses

Adult students have become the new majority in online distance education. Research in online distance education, however, is still predominantly based on the historical perspective of the traditional student profile. This study examines adult students' learning engagement in online courses and explores the impact of online course design models and the type of online discussion on adult students' self-perceived and observable learning performance. The study findings inform that age itself does not predict adult students' learning satisfaction and performance. Instead, an integrated course model promotes learning satisfaction, while a Content + Support course model reinforces knowledge–constructive online interactions. The study findings also indicate disadvantages of close-ended discussion tasks in supporting students' online learning success.     

Celebrating Difference: Best Practices in Culturally Responsive Teaching Online

Culturally responsive teaching and design practices flip the online classroom by creating an environment that acknowledges, celebrates, and builds upon the cultural capital that learners and teachers bring to the online classroom. Challenges exist in all phases of online course design, including the ability to create online courses that reflect the instructor’s commitment to inclusive excellence, diversity, and social justice. Designing an online environment that supports all learners regardless of their backgrounds is important in their future success as professionals; thus, it is important for faculty to design courses with all students in mind. The purpose of this article is to share best practices in the design of culturally and linguistically responsive online courses that support the culturally and linguistically diverse (CLD) students we serve. Based on Gay’s (2010) culturally responsive teaching practices, this article provides examples of online activities that are validating; comprehensive; multi-dimensional; empowering; transformative, and emancipatory.     

Researching the efficacy of online learning: A collaborative effort amongst scholars in Asian open universities

This article reports on a collaborative effort amongst scholars from ODL institutions across Asia that resulted in an analysis of the status of online learning. Eleven leading open universities participated in this project, each having representatives join the project team. The exchange among team members and data collection was conducted solely online and comprised the following three stages: (1) continuous email exchange; (2) institutional profile survey; and (3) student perception survey of online learning. Altogether, 1906 students returned valid questionnaires. The results reveal an array of methodologies used to design, implement and deliver online learning and include the perceptions of users on the advantages, disadvantages and barriers to learning online from an ODL perspective in Asia.     

Exploring Factors Influencing Collaborative Knowledge Construction in Online Discussions: Student Facilitation and Quality of Initial Postings

Although lots of studies have investigated collaborative knowledge construction in online courses, the factors influencing this process are yet to be fully determined. This study provides quantitative and qualitative types of evidence on how (naturally emerged) student facilitation and quality of initial postings influence collaborative knowledge construction in online discussions. We analyzed the discourse of nine student groups (N = 34) working on a case problem in an online discussion forum. We found that student facilitation was an important contributor to the process. In contrast, the contribution of low-quality postings in early stages of the discussion can jeopardize the process. This work is an attempt to address quality in online learning by helping instructors decide on encouraging student facilitation in online discussions as well as structuring and carefully monitoring the content of initial discussion postings.     

在线学习准备度对大学生在线学习投入度的影响

在线学习投入是保证"停课不停学"期间在线教学质量的重要条件。对大学生开展调查,运用描述统计和回归分析法对疫情期间大学生在线学习准备度的现状、大学生在线学习投入度的现状进行分析,可以发现在线学习准备度对大学生在线学习投入度的影响以及在线学习自我效能感、感知教师支持、在线学习平台体验在其中的中介作用。结果表明:大学生在线学习准备不足;大学生在线学习投入整体不高;大学生在线学习准备度对大学生在线学习投入度具有显著影响;在线学习自我效能感、感知教师支持、在线学习平台体验在在线学习准备度和在线学习投入度之间存在中介效应。因此,可以从技术支持维度、在线学习资源设计维度、教师支持维度着手提升学生的在线学习投入度。     

Online or face-to-face learning? Exploring the personal factors that predict students' choice of instructional format

Notwithstanding the growth of online learning, little is known about the personal factors that predict student decisions to enroll in online courses. This study examined the relations between several personal factors and students' choice of instructional format. After completing an online course, service academy undergraduates (N = 564) completed a survey that assessed their motivational beliefs (task value and self-efficacy), achievement-related emotions (enjoyment, boredom, and frustration), and satisfaction with the course. Results indicated that students who preferred to take future courses in an online format (as opposed to face-to-face) also reported greater confidence in their ability to learn online (self-efficacy) and greater satisfaction with their recent online learning experience. Logistic regression analysis confirmed and extended these findings, indicating that membership in the online preference group was predicted by higher self-efficacy and satisfaction, and lower task value beliefs. Taken together, results from this study provide researchers and practitioners with a better understanding of how several personal factors relate to students' choice of instructional format.     

Responsibilities of Online Teachers and On-Site Facilitators in Online High School Courses

Local schools are increasingly providing their students who are enrolled in an online course with an on-site facilitator as a means for increasing online pass rates. However, few studies have examined how online teachers and on-site facilitators work in conjunction to support online students. Successful on-site facilitators (n = 12) and online teachers (n = 12) participated in two one-hour interviews. Analysis found that while both the teachers and the facilitators assumed extensive and complex roles, their responsibilities were overlapping but complementary. Although the facilitators were highly engaged in supporting students, online teachers found the quality of support provided by facilitators varied greatly across schools. Eleven of the facilitators required the majority of their students to attend a daily lab that allowed them more easily and effectively fulfill their responsibilities. Findings from this research also support the need to provide facilitators with professional development so that they can better assume their critical responsibilities.     

美国网络教师的培养及启示

美国将网络教育视作促进教育改革、提升教育质量的重要途径,并认为网络教育对教师的专业素养有新的要求,因此十分重视对网络教师的培养。本文从宏观背景、资源建设、实践平台、质量保障四方面分析了美国对网络教师的培养。文章首先介绍了美国《国家技术教育规划》的沿革,并以此作为美国网络教师培养的宏观背景;其次,分析了美国多元与系统的网络教师培养课程及丰富的学习资源;再次;介绍了作为美国网络教师实践平台的虚拟学校的现状;最后,梳理了作为教师质量保障的专业素养标准与系统支持。文章最后探讨了美国网络教师培养对我国的启示,包括把握网络教育的本质、重视网络教师的培养;明确网络教师的专业素养要求并据此系统设计培养课程;重视网络教师的自主发展并支持经验共享。     

Levinas and the "inter-face": The ethical challenge of online education

The capacity of online education to produce learning environments that are supportive of hybrid identities, complex discourses, and multiple relations among learners raises questions about the ethical response of online educators. To investigate the ethics of online education, we discuss two questions: How are identity and communication constituted in online education? What are the features of an ethical pedagogy in online education? Such questions help us think in alternative ways about the ethical dimensions of online education. We argue that Emmanuel Levinas's views on ethics and otherness can overcome some of the ethical challenges inherent in online education by helping educators and learners become more aware of how they respond to the Other and consider their ethical responsibility to the Other's multiple and complex identities. An ethical pedagogy for online education that takes seriously the unknowable and irreducible Other has the potential to provide us with a different notion of what constitutes ethical pedagogies.     

Raising the bar: Encouraging high level thinking in online discussion forums

More universities are offering online instruction for students though we know little about effective online learning. Some have found online instruction increases student participation while others have reported that students prefer the traditional face‐to‐face format This study of gifted education graduate students follows the expectation that online students ought to have time to be more thoughtful with online course interactions as compared to the time‐constrained interactions in a face‐to‐face course. Researchers evaluated students’ thinking levels (as per Bloom's Taxonomy) in the online discussion forums required by a graduate course in gifted education. Results indicate there was no relationship between the level of the prompt and the level of the responses. Higher level prompts did not necessarily generate higher level responses. The research‐developed Rubric for Evaluation of Online Discussions can be used both as an instructional guide and as an evaluation rubric to assess the level of online discussions.     

Image–language interaction in online reading environments: challenges for students’ reading comprehension

This paper presents the qualitative results of a study of students’ reading of multimodal texts in an interactive, online environment. The study forms part of a larger project which addressed image–language interaction as an important dimension of language pedagogy and assessment for students growing up in a multimedia digital age. Thirty-two Year 6 students representing a sample of high, medium and low performers on an Australian state-wide school literacy test were surveyed about their internet usage and interviewed using a structured protocol while working online through a selection of materials from an educational website. Findings from the earlier stages of the project indicated that different types of image-text relations vary in the degree of difficulty they pose for students’ reading comprehension. This phase of the project extended the analysis of image-text relations to online, interactive texts. Student performance on online reading tasks and interview data are used to illustrate some of the complexities students encounter when reading online, and how this may vary with factors such as their day-to-day literacy experiences and levels of engagement. The results have implications for literacy pedagogy and assessing the reading of web-based texts.