Teaching in a Virtual Classroom: Some Lessons Learned A special presentation for

Teaching Teaching

in a Virtual Classroom:in a Virtual Classroom:

Some Lessons LearnedSome Lessons Learned

A special presentation for

2006 Conclave and Professional Conference

June 23-24, 2006, Minneapolis, MN

Steve LeShay, Ph.D.

““Hybrid teaching seeks to end the divide Hybrid teaching seeks to end the divide between traditional and online between traditional and online instruction….(hybrids) promise the best of instruction….(hybrids) promise the best of both worlds, offering some of the both worlds, offering some of the convenience of all-online courses without convenience of all-online courses without the complete loss of face-to-face contact.”the complete loss of face-to-face contact.”

----Jeffrey Young, Professor, Fairleigh Dickenson, Jeffrey Young, Professor, Fairleigh Dickenson,

Chronicle of Higher Education, Mar. 22, 2002.Chronicle of Higher Education, Mar. 22, 2002.

““Face-to-face is not the gold standard that Face-to-face is not the gold standard that it’s held up to be.”it’s held up to be.”

----Chris Dede, Professor of Learning Chris Dede, Professor of Learning

Technologies, Harvard University Graduate School of EducationTechnologies, Harvard University Graduate School of Education

““Distance learning online affords greater Distance learning online affords greater opportunities for spontaneous, interactive, opportunities for spontaneous, interactive, empathic, constructive learning-teaching empathic, constructive learning-teaching conversations.”conversations.”

----Professor Borje Holmberg, Professor Borje Holmberg,

Oldenburg University, GermanyOldenburg University, Germany

Survey Used to Assess Wilmington College Hybrid CoursesSurvey Used to Assess Wilmington College Hybrid Courses

01-Name (optional):_____________________________02-Major__________________________01-Name (optional):_____________________________02-Major__________________________

03-Have you taken any distance learning (DL) or hybrid (combination DL and face-to-face) 03-Have you taken any distance learning (DL) or hybrid (combination DL and face-to-face) classes at Wilmington College before this course?classes at Wilmington College before this course?___Yes; ___No___Yes; ___No

IF YOUR ANSWER TO QUESTION 03 ABOVE WAS ‘YES,’ PLEASE ANSWER BOTH PARTS (A IF YOUR ANSWER TO QUESTION 03 ABOVE WAS ‘YES,’ PLEASE ANSWER BOTH PARTS (A & B) OF QUESTIONS 4-8.& B) OF QUESTIONS 4-8.

IF YOUR ANSWER TO QUESTION 03 ABOVE WAS ‘NO,’ THEN ANSWER ONLY PART ‘A’ OF IF YOUR ANSWER TO QUESTION 03 ABOVE WAS ‘NO,’ THEN ANSWER ONLY PART ‘A’ OF QUESTIONS 4-8.QUESTIONS 4-8.

04a-How would you rate YOUR ABILITY TO LEARN in this format 04a-How would you rate YOUR ABILITY TO LEARN in this format as compared to other face-to-as compared to other face-to-face (f2f) coursesface (f2f) courses you’ve taken at Wilmington College? you’ve taken at Wilmington College?

___Much better; ___Somewhat better; ___About the same; ___Somewhat worse; ___Terrible___Much better; ___Somewhat better; ___About the same; ___Somewhat worse; ___Terrible

04b-Same question as above, but 04b-Same question as above, but compared to distance learning (DL).compared to distance learning (DL). ___Much better; ___Somewhat better; ___About the same; ___Somewhat worse; ___Terrible___Much better; ___Somewhat better; ___About the same; ___Somewhat worse; ___Terrible

05a-How would you rate your ENJOYMENT of this format 05a-How would you rate your ENJOYMENT of this format as compared to other f2f courses?as compared to other f2f courses? ___Much better; ___Somewhat better; ___About the same; ___Somewhat worse; ___Terrible___Much better; ___Somewhat better; ___About the same; ___Somewhat worse; ___Terrible

05b- Same question as above; but 05b- Same question as above; but compared to distance learning (DL)compared to distance learning (DL) ___Much better; ___Somewhat better; ___About the same; ___Somewhat worse; ___Terrible___Much better; ___Somewhat better; ___About the same; ___Somewhat worse; ___Terrible

Continued next slideContinued next slide

Survey Used to Assess Wilmington College Hybrid Courses, p. 2Survey Used to Assess Wilmington College Hybrid Courses, p. 2

06a-How would you rate the QUANTITY (amount) of your PARTICIPATION (e.g., class discussion, 06a-How would you rate the QUANTITY (amount) of your PARTICIPATION (e.g., class discussion, interaction with other students, etc.) in this format interaction with other students, etc.) in this format as compared to other f2f courses?as compared to other f2f courses?


06b-Same question as above, but 06b-Same question as above, but compared to distance learning (DL)compared to distance learning (DL) ___Much better; ___Somewhat better; ___About the same; ___Somewhat worse; ___Terrible___Much better; ___Somewhat better; ___About the same; ___Somewhat worse; ___Terrible

07a-How would you rate the QUALITY of your PARTICIPATION in this format 07a-How would you rate the QUALITY of your PARTICIPATION in this format as compared to other as compared to other f2f courses?f2f courses?



08a-How would you rate this course format OVERALL 08a-How would you rate this course format OVERALL compared to other face-to-face courses?compared to other face-to-face courses? ___Much better; ___Somewhat better; ___About the same; ___Somewhat worse; ___Terrible___Much better; ___Somewhat better; ___About the same; ___Somewhat worse; ___Terrible


Continued next slideContinued next slide

Survey Used to Assess Wilmington College Hybrid Courses, p. 3Survey Used to Assess Wilmington College Hybrid Courses, p. 3

09-Which part of the course did you like best?09-Which part of the course did you like best? ___Blackboard distance learning; ___face-to-face; ___Liked both equally well___Blackboard distance learning; ___face-to-face; ___Liked both equally well

10-How likely would you be to take another hybrid course?10-How likely would you be to take another hybrid course? ___Very likely; ___Somewhat likely; ___Unsure; ___Probably not; ___Most definitely not___Very likely; ___Somewhat likely; ___Unsure; ___Probably not; ___Most definitely not

11-How likely would you be to recommend this particular hybrid course to another student?11-How likely would you be to recommend this particular hybrid course to another student? ___Very likely; ___Somewhat likely; ___Unsure; ___Probably not; ___Most definitely not___Very likely; ___Somewhat likely; ___Unsure; ___Probably not; ___Most definitely not

12-What do you feel was the most positive aspect of this course? Why?12-What do you feel was the most positive aspect of this course? Why?

13-What do you feel was the least positive aspect of this course? Why?13-What do you feel was the least positive aspect of this course? Why?

14-If you could change one thing about this course what would it be?14-If you could change one thing about this course what would it be?

15-What grade do you think you are going to earn in this course?15-What grade do you think you are going to earn in this course?

Thank you for completing this survey. Your responses will be kept confidential but will be added Thank you for completing this survey. Your responses will be kept confidential but will be added to other responses to obtain an overall impression of students’ reactions.to other responses to obtain an overall impression of students’ reactions.

FINDINGSFINDINGSNote: small + and – numbers after mean scores

indicate gain or loss (trend) since previous survey.Small numbers in parenthesis = n for that question.

Q-1: Ability to Learn?Q-1: Ability to Learn? How would you rate YOUR ABILITY TO LEARN How would you rate YOUR ABILITY TO LEARN

in this format in this format as compared to other face-to-face as compared to other face-to-face (f2f) courses(f2f) courses you’ve taken at Wilmington you’ve taken at Wilmington College?College?

6% - Much better 6% - Much better (3)(3)

29% - Somewhat better 29% - Somewhat better (14)(14)

56% - About the same 56% - About the same (27)(27)

8% - Somewhat worse 8% - Somewhat worse (4)(4)

0% - Terrible 0% - Terrible (0)(0)

Mean score = 3.3 (Slightly better than average) Mean score = 3.3 (Slightly better than average) +.1+.1

Q-2: Enjoyment?Q-2: Enjoyment? How would you rate your ENJOYMENT of this How would you rate your ENJOYMENT of this

format format as compared to other f2f courses?as compared to other f2f courses?






Mean score = 3.6 (Better than average) Mean score = 3.6 (Better than average) +.2+.2

Q-3: QUANTITY of Participation? Q-3: QUANTITY of Participation?

How would you rate the QUANTITY (amount) of How would you rate the QUANTITY (amount) of your PARTICIPATION (e.g., class discussion, your PARTICIPATION (e.g., class discussion, interaction with other students, etc.) in this interaction with other students, etc.) in this format format compared to other f2f courses? compared to other f2f courses?





2% -Terrible 2% -Terrible (1)(1)

Mean score = 3.7 (better than average) Mean score = 3.7 (better than average) -.1-.1

Q-4: QUALITY of Participation?Q-4: QUALITY of Participation?

How would you rate the QUALITY of your How would you rate the QUALITY of your PARTICIPATION in this format PARTICIPATION in this format as compared to as compared to other f2f courses?other f2f courses?






Mean score = 3.7 (better than average) Mean score = 3.7 (better than average) +.1+.1

Q-5: OVERALL Evaluation?Q-5: OVERALL Evaluation? How would you rate this course format How would you rate this course format

OVERALL OVERALL compared to other face-to-face compared to other face-to-face courses?courses?






Mean score = 3.5 (better than average) Mean score = 3.5 (better than average) +.3+.3

Q-6: What Was Best Part?Q-6: What Was Best Part?

Which part of the course did you like the Which part of the course did you like the best?best?

63% - Blackboard distance learning 63% - Blackboard distance learning (30)(30)

8% - Face-to-face 8% - Face-to-face (4)(4)

29% - Like both equally well 29% - Like both equally well (14)(14)

Q-7: Take a Hybrid Again?Q-7: Take a Hybrid Again?

How likely would you be to take another How likely would you be to take another hybrid course?hybrid course?

46% - Very likely 46% - Very likely (22)(22)

13% - Somewhat likely 13% - Somewhat likely (6)(6)

15% - Unsure 15% - Unsure (7)(7)

10% - Probably not 10% - Probably not (5)(5)

17% - Most definitely not 17% - Most definitely not (8)(8)

Q-8: What do you feel was the Q-8: What do you feel was the most most positivepositive aspect of this course? aspect of this course?

(Not necessarily in order of importance)(Not necessarily in order of importance)

1.1. Internet class interaction (learning from others)Internet class interaction (learning from others)2.2. Discussion boardsDiscussion boards3.3. Access to class documents and websitesAccess to class documents and websites4.4. Ability to use time as I see fitAbility to use time as I see fit5.5. Not having to meet every week (i.e., family, work)Not having to meet every week (i.e., family, work)6.6. Ability to work on my ownAbility to work on my own7.7. Face-to-face classroom experienceFace-to-face classroom experience8.8. Low stress, flexibilityLow stress, flexibility9.9. Lots of opportunities to participateLots of opportunities to participate10.10. Attendance (f2f) not graded heavilyAttendance (f2f) not graded heavily

Q-9: What do you feel was the Q-9: What do you feel was the least least positivepositive aspect of this course? aspect of this course?

Face-to-face meetings (too many)Face-to-face meetings (too many)Points for attendancePoints for attendanceOn-line discussions (sometimes On-line discussions (sometimes

overwhelming if I didn’t check them often)overwhelming if I didn’t check them often)Too much unrelated chatter on BlackboardToo much unrelated chatter on Blackboard

(answers with no substance or thought)(answers with no substance or thought)Too much work; too many deadlinesToo much work; too many deadlines


Q-10: If you could change one thing Q-10: If you could change one thing about this course what would it be?about this course what would it be?

Make total class duration shorter Make total class duration shorter Less face-to-face time (1Less face-to-face time (1stst night, midterm, final) night, midterm, final) Start later (6 p.m., instead of 5 p.m.)Start later (6 p.m., instead of 5 p.m.) Better direction on how to respond to internet Better direction on how to respond to internet

discussionsdiscussions More lectures about course materialMore lectures about course material More in-class f2f participationMore in-class f2f participation More on-line assignments, less discussionMore on-line assignments, less discussion More Blackboard (non-graded) quizzes to see how we More Blackboard (non-graded) quizzes to see how we

are doingare doing Better technical support of Blackboard (too slow, Better technical support of Blackboard (too slow,

inconvenient)inconvenient) 25% replied “Nothing.”25% replied “Nothing.”


Five Themes To Consider Five Themes To Consider for a Hybrid/Distance Learning Classfor a Hybrid/Distance Learning Class

1. 1. A hybrid, distance learning (virtual classroom) course has the potential to provoke an essential change in education.

One of the reasons for this is convenience and the practicality of studying at home.

However, the deeper importance of on-line education lies in the fact that it lays the foundation for a change in all the conventional, traditional "relationships" that have evolved in the world of education over many centuries.

In any type of distance learning (DL), the role of the instructor changes; the role of the individual students change; the role of the "class" changes; finally, the presentation of the intellectual content of the course changes.

Everything becomes more active, more complex, and more open, particularly “classroom” discussions!

2. The role of the instructor in a virtual classroom is much more complex and personal than in the traditional classroom.

Because the instructor is not working against the normal time constraints of a regularly scheduled day/time session, it is not necessary to compress the exposition of ideas into a fairly short time-frame.

Ideas in a DL/hybrid context can be presented carefully, clearly, and from many different perspectives.

Discussion can either be strictly organized or completely spontaneous, depending on the educational needs of the students.

Also, in a virtual classroom, all the students (usually) have direct access to the instructor and to one another. The result: teaching/learning changes. Because of this, it is crucial that hybrid and DL instructors rethink their teaching practices.

3. The "electronic" contact between instructor and student creates complex learning relationships.

Teachers in a hybrid context have to handle a multitude of kinds of questions from their students: brief administrative questions, obvious intellectual misunderstandings, confusion, irritation, guesses/speculations, requests for research assistance, requests about background information and ideas, and, of course, essay/paper evaluation.

Some of this is public and requires a public response. Some of this is private and is best handled by private

email. On top of this, hybrid teachers often work with groups of

students in different kinds of tasks. None of this can be accomplished without advance preparation and planning. Students immediately know when a DL or hybrid teacher is just going through the motions of teaching and "knocking out" rapid responses. Nothing can die more quickly than a poorly planned hybrid/DL course.

4.. One of the most intriguing aspects of the virtual classroom is its openness.

Integrating URLs into one's presentations and Integrating URLs into one's presentations and discussion questions can be nothing short of discussion questions can be nothing short of inspiring for the students. inspiring for the students.

The immediate access to on-line databases can The immediate access to on-line databases can energize your presentations and discussions energize your presentations and discussions with the students. with the students.

The use of guest moderators can introduce a The use of guest moderators can introduce a plurality of perspective and devil's advocate plurality of perspective and devil's advocate approaches. approaches.

Student participation in forums outside their own Student participation in forums outside their own classroom can deepen their understanding of classroom can deepen their understanding of the subject. the subject.

5. A DL/hybrid class, properly planned and conscientiously executed, permits a degree of personal interaction with every single student in the classroom.

“Personal” means a close, continuing, academic question/answer process that spans the whole course.

Students don't have to be numbers or writing heads anymore; they can be what they always were--important human beings who want to improve their understanding of one's academic area.

The Complexity of Online Discussions

One of the most challenging aspects of teaching One of the most challenging aspects of teaching a distance learning or hybrid class, especially for a distance learning or hybrid class, especially for the first-time DL/hybrid teacher, is the the first-time DL/hybrid teacher, is the complexity complexity of communicationof communication that occurs in the virtual that occurs in the virtual classroom. Once you get used to this, the rich, classroom. Once you get used to this, the rich, intricate student-teacher and student-student intricate student-teacher and student-student relationships can be used to deepen your relationships can be used to deepen your teaching. But, in the beginning, this can be teaching. But, in the beginning, this can be disorienting and frustrating. disorienting and frustrating.

The Tradition: Two Models We are all experienced teachers, and most of us have

great fondness for the traditional classroom. However, the dynamics of the f2f classroom are for the most part quite simple.

Our educational system inherits two basic models, the lecture model and the discussion model.

In the lecture model, a teacher presents an organized body of themes to a group of students. Discussion is limited.

In the discussion model, for the most part, a single teacher leads a group of students in Q/A through the academic material. Occasionally, one experiences great lecture situations and energetic discussions, but mostly these are pretty tame. Often, they fail.

The dynamics in a hybrid classroom are much more complex and involve several levels….

Level I: The Hybrid On-line Classroom: "Daily" Duties

Because of the facility of email interaction, the hybrid teacher has to respond on a daily basis to many situations that do not often arise in a f2f class. Some of these “duties” include:

1. Policy clarifications. Things about your policies that students are hesitant to ask in class are readily requested online.

2. Correction of prose in emails. 3. Content questions and clarifications. 4. Dialogue with students about

misunderstandings or limited understandings of material.

Level I: The Hybrid On-line Classroom: "Daily" Duties, cont’d

5. Suggestions about "avenues" that students might take within one's course. "Should I do a paper on ...?."

6. Motivation/encouragement work with individual students.

7. Discussion about papers, quizzes etc. "Why didn't you like this part of my paper....?" All the student has to do is cut, paste, and send and he/she initiates a thirty minute discussion/reply.

8. Other? Is it any wonder that some instructors try a DL or hybrid

once or twice and then decide against teaching it? It takes a combination of empathy and dedication to be a good on-line teacher.

But these daily duties are just the first level of the on-line interaction.

Spending five minutes in a DL or hybrid class makes one realize that the energy in an on-line class comes from the Discussion Boards, and that students group themselves within these discussion "conferences."

Some are skeptical, some are enthusiastic, some are hostile, some play games.

A good DL/hybrid teacher has to learn to harness this energy and this interaction. This isn't easy and takes practice and patience.

Level II: Teacher-Groups of Students (Informal)

Level III: Teacher-Groups of Students (Formal)

In addition to the loose, fluid groupings of students, one of In addition to the loose, fluid groupings of students, one of the main strengths of a hybrid is the use of collaborative the main strengths of a hybrid is the use of collaborative group projects. group projects.

Blackboard is one of several interfaces organized to promote Blackboard is one of several interfaces organized to promote group work. However, there are all sorts of problems here. group work. However, there are all sorts of problems here.

-- How do we integrate group work into our courses? -- How do we integrate group work into our courses? There is nothing worse than busy work and our students will There is nothing worse than busy work and our students will immediately react against a group project with no valuable immediately react against a group project with no valuable educational goal. educational goal.

-- How do we delegate responsibility within a group -- How do we delegate responsibility within a group project? project?

-- How do we use multimedia? -- How do we use multimedia? -- How do we handle problems--students who don't -- How do we handle problems--students who don't want to be involved? Students who don't meet deadlines?want to be involved? Students who don't meet deadlines? -- How do we motivate students to go to the trouble or -- How do we motivate students to go to the trouble or being committed to their group project? being committed to their group project?

Level IV: Student-Student Interaction

The online environment (particularly the The online environment (particularly the Discussion Board) is perfect for free, Discussion Board) is perfect for free, spontaneous student interaction about the spontaneous student interaction about the course. course.

How do we foster and encourage this How do we foster and encourage this without controlling it? without controlling it?

How do we turn the learning experience How do we turn the learning experience from one of from one of dependence to to independence and interdependence?

Of course, one can just do the minimum in a Of course, one can just do the minimum in a DL/hybrid course and keep the levels of DL/hybrid course and keep the levels of participation low. participation low.

On the other hand, this is a betrayal of the On the other hand, this is a betrayal of the strong potential of the virtual classroom. There strong potential of the virtual classroom. There are no guaranteed recipes for success; every are no guaranteed recipes for success; every one of you has to adapt to the online one of you has to adapt to the online environment according to your personalities, environment according to your personalities, your academic backgrounds, and your personal your academic backgrounds, and your personal involvement in your teaching. involvement in your teaching.

Today, in the remaining time, I will try to ask

a few probing questions and allow you to reflect on how complex and how powerful on-line discussions, e-mail, and communication can be. The rest is up to you.

EverythingYou’ve Ever

Wanted to Know About

Hybrid Discussion Boards

But Were

Afraid to Ask!

Important Considerations For Complexities of Online Discussions

1. Will you require student participation or leave it 1. Will you require student participation or leave it voluntary? Will you set up a point system to grade voluntary? Will you set up a point system to grade student participation? student participation?

2. What strategies will you use to get your students 2. What strategies will you use to get your students involved in the course? (i.e., asynchronous groups?)involved in the course? (i.e., asynchronous groups?)

3. How will you confront the question of On-line Writing? 3. How will you confront the question of On-line Writing? Will you insist on formal English? Will you grade/correct Will you insist on formal English? Will you grade/correct grammar and punctuation in the daily messages? grammar and punctuation in the daily messages?

4. Will you have to make any personal adjustments in 4. Will you have to make any personal adjustments in your own writing to teach the on-line classes? your own writing to teach the on-line classes?

5. How important will interaction be for the intellectual 5. How important will interaction be for the intellectual evolution of your course? Is your course basically a evolution of your course? Is your course basically a lecture course with Q/A or is it more of a Socratic lecture course with Q/A or is it more of a Socratic process? process?

How will you evaluate discussions? How How will you evaluate discussions? How will you balancewill you balance

Quantityversus

Quality?

One Way To Evaluate QUANTITY

Re: What do you think Revlon markets?Re: What do you think Revlon markets? Brown Mon Jan 5, 2004 3:10 pm Brown Mon Jan 5, 2004 3:10 pm Brown Mon Jan 5, 2004 3:13 pm Brown Mon Jan 5, 2004 3:13 pm Brown Thu Jan 8, 2004 7:43 pm Brown Thu Jan 8, 2004 7:43 pm Brown Thu Jan 8, 2004 7:46 pm Brown Thu Jan 8, 2004 7:46 pm Brown Thu Jan 8, 2004 7:53 pm Brown Thu Jan 8, 2004 7:53 pm Brown Thu Jan 8, 2004 7:56 pm Brown Thu Jan 8, 2004 7:56 pm Brown Sun Jan 11, 2004 9:21 pm Brown Sun Jan 11, 2004 9:21 pm Carlisle Sat Jan 10, 2004 9:44 pm Carlisle Sat Jan 10, 2004 9:44 pm Dobbins Tue Jan 13, 2004 7:33 pm Dobbins Tue Jan 13, 2004 7:33 pm Durham Wed Jan 7, 2004 8:35 pm Durham Wed Jan 7, 2004 8:35 pm Durham Sat Jan 10, 2004 1:31 pm Durham Sat Jan 10, 2004 1:31 pm Hall Thu Jan 8, 2004 8:18 am Hall Thu Jan 8, 2004 8:18 am Hall Thu Jan 8, 2004 9:57 am Hall Thu Jan 8, 2004 9:57 am Hall Sat Jan 10, 2004 8:10 pm Hall Sat Jan 10, 2004 8:10 pm Hall Sat Jan 10, 2004 8:22 pm Hall Sat Jan 10, 2004 8:22 pm

7 x 3 = 21Seven postings over three different days

1 x 1 = 11 x 1 = 12 x 2 = 4

4 x 2 = 8

Possible Rubric to Measure QUALITY of Participation

Critical Thinking5 = Ideas well developed, new ones introduced; strong 5 = Ideas well developed, new ones introduced; strong

evidence of critical thinking (and research).evidence of critical thinking (and research).4 = Ideas well developed, some evidence of critical thinking.4 = Ideas well developed, some evidence of critical thinking.3 = Some new ideas; minimal evidence of critical thinking.3 = Some new ideas; minimal evidence of critical thinking.2 = Poorly developed ideas; none or minimal evidence of 2 = Poorly developed ideas; none or minimal evidence of

critical thinkingcritical thinking Postings

0 = Deadlines met (within 72 hours for initial post; at least 0 = Deadlines met (within 72 hours for initial post; at least two two responses to other posts within next 72 hours).responses to other posts within next 72 hours).

-1 = One deadline -1 = One deadline notnot met. met. -3 = Two or more deadlines -3 = Two or more deadlines notnot met. met.

Formula for Grade = total points for critical thinking x 2 minus postings score. (i.e., 4 x 2 – 0 = 8 out of 10, but 5 x 2 – 3 for (i.e., 4 x 2 – 0 = 8 out of 10, but 5 x 2 – 3 for missing two deadlines = 7 out of 10).missing two deadlines = 7 out of 10).

How Will You Ask Questions?

Will you use open-ended questions?Will you use open-ended questions?Will you avoid leading questions?Will you avoid leading questions?How often will you probe?How often will you probe?Are you willing to backtrack if necessary?Are you willing to backtrack if necessary?Will you allow “relevant” tangents?Will you allow “relevant” tangents?Will you stop or re-direct comments?Will you stop or re-direct comments?

Will You Regularly Use These Important Questions In Your Discussion?

Who?Who?What?What?When?When?Where?Where?Why?Why?How?How?

….do you think?

Will You Use Other Stimuli?

Links to web sites?Links to web sites? Charts, pictures, sketches, games, and fun Charts, pictures, sketches, games, and fun

activities?activities? Case studies?Case studies? Guest speakers?Guest speakers? Brief questionnaires: discussion starters?Brief questionnaires: discussion starters? Third person and role-playing? Third person and role-playing? Word association, completion tests, Thematic Word association, completion tests, Thematic

Apperception Tests, etc.?Apperception Tests, etc.?

Example of Projective Technique: Thematic Apperception Test

Will You Motivate Your Learners to Participate; Give Them Roles?

FACILITATOR: Initiates the discussion with one or two questions from readings.

As class members respond, the facilitator moderates and extends the discussion by posing new questions on issues that arise from the dialogue.

Responsible for keeping an active and involved discussion going throughout the specified discussion time frame.

From 147 Practical Tips for Teaching Online Groups, Hanna et al, Atwood Publishing, 2000, p. 62

Will You Motivate Your Learners to Participate; Give Them Roles? cont’d

PROCESS OBSERVER: Monitors the group’s dynamics, acts as a “parliamentarian”

Responsible for making sure that everyone participates in the discussion, that there is an “evenness” of participation; and that discussion maintains a collegial and helpful tone.

At end of discussion, provides feedback to the group with a short paragraph that synthesizes the dynamics of the discussion.


Will You Motivate Your Learners to Participate; Give Them Roles? cont’d

NETWORKER/SUMMARIZER: Looks for key themes that emerge in the discussions.

Keeps track of of areas of consensus and disagreement among group members

At end of discussion, provides feedback to the group with a short paragraph that summarizes the content of the discussion (i.e., main ideas, key points made, any conclusions).


Some Final Thoughts About Discussions:Will You…

Think about your tone of voice?Think about your tone of voice? Include a minimum posting requirement?Include a minimum posting requirement?Encourage participation throughout the Encourage participation throughout the

week?week?Keep discussions Keep discussions withinwithin the course but the course but

have emergency avenues?have emergency avenues?Create topical threads with Create topical threads with seeded seeded

questions?questions?

The First Discussion Question(s) for a Global Marketing Course

What do you think the biggest challenge is to global What do you think the biggest challenge is to global marketers today? Why? How do you think global marketers today? Why? How do you think global marketing, as a field, will relate to your future career in marketing, as a field, will relate to your future career in business? How do you expect to come into contact with business? How do you expect to come into contact with global marketing activities? global marketing activities?

Be specific. Post your Be specific. Post your thoughtfulthoughtful responses to these responses to these questions by Monday, May 16. Then read, comment on, questions by Monday, May 16. Then read, comment on, and/or ask questions about and/or ask questions about at least one other person's at least one other person's commentscomments no later than 6 p.m., next Wednesday, May no later than 6 p.m., next Wednesday, May 18.18.

Each week, one or more discussion questions will be Each week, one or more discussion questions will be posted here. It's important that you keep up with this posted here. It's important that you keep up with this important part of our "virtual classroom" discussionimportant part of our "virtual classroom" discussion..

Week #2 Discussion: Researching Research After reading chapter 6 in your text (and my accompanying After reading chapter 6 in your text (and my accompanying

lecture notes), think about the types of research you will need lecture notes), think about the types of research you will need to do for your Product/Country project. to do for your Product/Country project.

-- How difficult (or easy) is it to get information about -- How difficult (or easy) is it to get information about your country? your country?

-- What are some of the problems you are having? -- What are some of the problems you are having? -- Do you have any solutions or tips for finding out -- Do you have any solutions or tips for finding out

"environmental (especially cultural) facts" that might impact on "environmental (especially cultural) facts" that might impact on your marketing efforts? your marketing efforts?

-- What are some of your country's cultural imperatives, -- What are some of your country's cultural imperatives, exclusives and/or adiaphora that you have already exclusives and/or adiaphora that you have already discovered? (If you don't understand these terms, read my discovered? (If you don't understand these terms, read my lecture notes, chapter 3, slide #12) lecture notes, chapter 3, slide #12)

-- Have you found a favorite website or other source to -- Have you found a favorite website or other source to get the country information you are going to need? If so, tell get the country information you are going to need? If so, tell us about it. What's working for you?us about it. What's working for you?

You don't have to answer all of the above questions. There are There are no right or wrong answers. Just tell us what you think, read and no right or wrong answers. Just tell us what you think, read and comment on what others have to say, and share between now and comment on what others have to say, and share between now and next Wednesday, May 25th.next Wednesday, May 25th.

Discussion #3: When is “Puff” Too Much Puff? Examples of exaggeration can be found in almost any

advertising medium. Do you feel that the superlative is altogether too prevalent? Are there too many claims promising "the finest," "the best," "the purest," being thrown at you everyday, everywhere?

Do you really know the difference between two-ounces and a BIG two-ounces? Do Giant and Jumbo mean the same to you? Is a full quart better than just a quart? Do you really think that all products in the same category can be the "greatest" or the "best?"

Have advertising exaggerations become so common that you take them with a grain of salt? Do you excuse them as nothing more than the result of the advertiser's license to be arrogant or self-assertive?

What do you think? Post your thoughts under this What do you think? Post your thoughts under this Main Topic before the end of this week.Main Topic before the end of this week.

Some More Final Thoughts About Discussions: Will You…

Ask for opinions?Ask for opinions? Encourage peer feedback?Encourage peer feedback? Moderate well?Moderate well? Communicate appropriately?Communicate appropriately? Reflect student ideas?Reflect student ideas? Respond quickly to questions?Respond quickly to questions? Remove yourself from the middle of the discussions?Remove yourself from the middle of the discussions? Not comment on every posting?Not comment on every posting? Assure students you are reading all posts?Assure students you are reading all posts? And, finally….And, finally….

Will You….Will You…. Remain patient? Will you be willing to wait it out? Remain patient? Will you be willing to wait it out?

Remember:Remember:

If You Ask It,They Will Answer

(or Discuss) It(eventually)!(eventually)!

Steven V. LeShay, Ph.D.Professor

Marketing Program CoordinatorWilmington College

320 N. DuPont Highway320 N. DuPont HighwayNew Castle, Delaware 19720New Castle, Delaware 19720

(302) 328-9401 ext. 267(302) 328-9401 ext. 267Fax (302) 322-7021Fax (302) 322-7021

[email protected]@wilmcoll.edu

Documents

Teaching in a Virtual Classroom: Some Lessons Learned A special presentation for