Engaging online distance students by building learning communities

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    07-Aug-2015

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<ol><li> 1. Engaging Online Distance Students by Building Learning Communities Helen Donaghue Helen Thompson TESOL Centre </li><li> 2. session overview background: module challenges for DL students building a community for students challenges for DL tutors building a community for tutors key recommendations </li><li> 3. 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 </li><li> 4. challenges for DL students other priorities issues with communication &amp; collaboration issues with feedback isolation can lead to demotivation </li><li> 5. 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). </li><li> 6. building a student community </li><li> 7. tutor presence orientation tutorial </li><li> 8. Bb Collaborate Early tutor presence important for encouraging open dialogue Bernard et al. (2009) </li><li> 9. tutor presence orientation tutorial frequent short communications throughout module nudges, encouragement - showing we are reading/looking video lectures </li><li> 10. 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 </li><li> 11. student - student interaction orientation </li><li> 12. student - student interaction orientation discussions sharing presentations with peers on-line tutorials </li><li> 13. students engage with .. each other their tutors materials (e.g. video tasks) their work (e.g. presentations, online tutorials) </li><li> 14. challenges for DL tutors adjusting to change need to be creative lack of technical knowledge planning across modules time </li><li> 15. building a community for tutors </li><li> 16. tutors community of practice group (Lave &amp; Wenger, 1991) </li><li> 17. tutors community of practice group (Lave &amp; Wenger, 1991) training: F2F &amp; online ongoing support Bb CoP site </li><li> 18. tutors community of practice group (Lave &amp; Wenger, 1991) training: F2F &amp; online ongoing support Bb CoP site experimented / dummy runs sharing experience </li><li> 19. recommendations tutor presence orientation interactive/collaborative tasks online tutorials support for tutors opportunities for tutors to share experience </li><li> 20. references Bernard, R. M., Abrami, P. C., Borokhovski, E., Wade, A., Tamim, R., &amp; Surkes, M. A. (2009). A meta-analysis of three interaction treatments in distance education. Review of Educational Research, 79(3), 12431289 Farrell T. S.(2013) Reflective Practice for Language Teachers, Sheffield: Equinox Lave, J. &amp; Wenger, E. (1991) Situated Learning: Legitimate Peripheral Participation. Cambridge: CUP Shea, P., Sau Li, C., &amp; 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) 175190 </li></ol>