Pemb daring zorainiwatiabas_27feb2015

Student Engagement

dalam Pembelajaran Daring

Zoraini Wati Abas, EdD Center for Learning, Teaching and Curriculum Development

Sampoerna University, Jakarta Email: [email protected]

My Learning and Teaching Journey 2

1975 -‐ 1985 • BS (Biology) • MSEd (Instr Tech) • EdD (Instr Tech)

1985 -‐ 1987 • MARA /MRSM

1987-‐1997 • Universiti Malaya

1997-‐1998 • Tenggara Capital Bhd

1998 -‐2003 • International Medical University

2004 -‐2012 • Open University Malaysia

2013 -‐ • Sampoerna University

26-‐28 Februari 2015 Zoraini Wati Abas

26-‐28 Februari 2015 Zoraini Wati Abas 3 https://www.polleverywhere.com/zorainiabas656

4 Seminar L&T in the 21st Century-‐Zoraini Wati Abas

24-‐26 10

2014

26-‐28 Februari 2015 Zoraini Wati Abas 5

https://www.pinterest.com/zoraini/21st-‐century-‐learning-‐teaching/


slideshare.net/zoraini


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Education is what survives when what has been learned has been forgotten. -‐ B. F. Skinner

26-‐28 Februari 2015

Zoraini Wati Abas

Every truth has four corners: As a teacher I give you one corner, and it is for you to find the other three. - Confucius

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Zoraini Wati Abas

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Zoraini Wati Abas

Outline


Introduction

Student Engagement

Online Learning/Courses

MOOCs

Learning Design

Q&A

Summary and Conclusion

1890 2010

120 years apart

12 26-‐28 Februari 2015 Zoraini Wati Abas

Did you know 2014

7:37

13 Zoraini Wati Abas

Internet Milestones

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Zoraini Wati Abas

Learning Evolution

The Arpanet 1969

Internet

Web 2.0

Web 3.0

Communica/on

Consump/on

Crea/on, Collabora/on and Sharing

Social Learning

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Zoraini Wati Abas

Student Engagement


Student Engagement How do we know whether

students are engaged in their course?


Student Engagement

Is it important?



Student Engagement

Enjoyable Learning

Experience

Motivating

Stimulating

Course Completion

(Good Grades)

Program Completion

(Good Results)

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Student Engagement Literature Review


Student Engagement

•  Appleton, Christenson and Furlong (2008) explains that engagement has two or three components such as positive conduct, effort and participation.

•  Chen, Gonyea and Kuh (2008) defines engagement as the degree to which learners are involved with their educational activities and that engagement is positively linked to desired outcomes, high grades, student satisfaction, and perseverance.

What does it mean?


Student Engagement

•  Providing a learning-‐centered approach (Hunt & Chalmers, 2012)

•  The facilitator needs to provide effective facilitation of learning through new or innovative ways.

•  Social constructivist approach works best – collaboration between learners in a learning environment. Use of Web 2.0 tools

What does it mean?


Student Engagement

•  Beer, Clark & Jones (2010). Student engagement is linked to undergraduate academic achievement, student attribution, student retention, student motivation and institutional success.

•  Trowler (2010), “when learners are engaged…they are shaping and leading their own learning and education.”

Why is it important?


Student Engagement

•  Kuh (2003). “Student engagement holds the magic wand making it possible for students to succeed and develop their potential.”

•  Duffy, Korkmas, Dennis, et al (2005), “students who are more engaged learn more”



Student Engagement

•  Ruey (2010), “when learners feel involved and engaged in the course, they perform well and the desired learning objectives are achieved.

•  Coates (2005), “student engagement is directly or indirectly related to improvement in student learning.”



Benefits

•  Greater sense of ownership over their learning

•  Increased motivation

•  Improved self-‐esteem

•  Greater achievement

•  Improved relationship with peers and educators


Student Engagement Course Design

Student Feedback (Impact) Framework



Case Study 100 pct Online Postgraduate Course

•  Course Design •  Environment to support

social constructivist learning

•  Activities to support student engagement

•  Impact on student engagement •  Student feedback •  What it means to be

engaged •  Indicators of student

engagement


How do we engage students in an online course?


Trends


Welcome to higher education circa 2012, where on many campuses, the stale, passive lecture model is being replaced by a more dynamic way of teaching and learning—one in which students and instructors collaborate in a give-‐and-‐take fashion to “make meaning together,” -‐ Tony O’Driscoll, a professor of business administration at Duke.

Source: http://www.ecampusnews.com/top-‐news/how-‐collaborative-‐learning-‐is-‐transforming-‐higher-‐education/

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Collaborative Learning Platform

HMID 6303 •  http://hmid6303.ning.com

HMLT 5203 •  http://hmlt5203.ning.com



Student Engagement using

Web 2.0 Tools (Social Media)

34


Source: http://on.j.me/1DZFIN5





file://localhost/Users/zorainiwatiabas/Desktop/MOE SEMINAR/21st. Learning_videos/Peter Norvig_ The 100,000-‐student classroom.mp4

The 100,000 student classroom Peter Norvig

https://www.ai-‐class.com/


MOOCs

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Eight of the thirteen MOOCs offered by Taylorʼ’s University

https://www.openlearning.com/search/?q=taylor%27s&course=


The first four MOOCs offered by Malaysian public universities

https://www.openlearning.com/malaysiamoocs


Indonesia MOOCs being offered at Universitas Terbuka

http://moocs.ut.ac.id/ 44 Zoraini Wati Abas

The list of higher education institutions offering MOOCs in Indonesia at the Ministry of Education and Culture portal

http://pditt.belajar.kemdikbud.go.id/mod/page/view.php?id=3854 45 Zoraini Wati Abas

26-‐28 Februari 2015 Fauziyah (Qash) Aris 47



�






What would be engaging for me !as an online student?


Framework for Student Engagement

Social Constructivist

Learning

Application of COL model • Teacher Presence • Cognitive Presence • Social Presence

Creation of a learner-‐friendly environment

Provision of relevant and meaningful learning

opportunities



Community of Inquiry (COI) Model of Engagement

Garrison, Anderson & Archer (2000)

57

“Teacher Presence”


https://www.youtube.com/watch?v=DvJuzE-‐g7OM

Guidelines


Findings and Discussions

Views of being engaged in learning indicators of student engagement


Questions to obtain students’ feedback

• What does “to be engaged in learning” mean?

• What are three factors that will encourage or show evidence that the learners are engaged?


Views of being “engaged in learning”

•  “To be engaged in learning means to be self motivated to learn.”

•  “Learning engagement refers to a situation where the instructor encourages learners to take an active role in their own learning by giving them practical tasks that will promote information processing and understanding of concepts.”

•  “I think that this means for the learner to be actively involved in all learning activities through interacting with instructor, peers, web, learning material.”

•  “It also means that the tasks must be able to maintain the students interests and so must include tasks designed to challenge the student’s problem solving abilities, reasoning, evaluation skills and other cognitive abilities.”

•  “Learning engagement involves learners in authentic tasks to involve problems solving.”


Emerging Themes – Student

Engagement

•  self-‐motivation

•  encouragement from the instructor

•  active role/involvement in learning

•  practical tasks, helping students to learn,

•  involvement with instructor, peers,

•  Web and learning materials

•  Authentic and meaningful tasks to maintain student interest where student’s problem solving abilities, reasoning, evaluation skills and other cognitive abilities are suitable challenging.


Indicators (evidence) of

Student Engagement

•  The learner interacts with the content and discovers concepts and principles to apply

•  The learner takes responsibility for learning and collaborates with other learners

•  Actively participating and enthusiastic in the lesson discussions, and posts, that is students respond in a timely manner

•  Completing the assignments

•  Submitting assignments on time

•  Completing the course online

•  Obtaining good grades for the course

•  Motivating others in class

•  Getting involved in class discussions

•  Doing self-‐learning where needed in order to understand the subject matter even more


Factors to foster when designing for student

engagement

Social Constructivist

Learning

Application of COL model • Teacher Presence • Cognitive Presence • Social Presence

Creation of a learner-‐friendly environment

Provision of relevant and meaningful learning

opportunities


Supporting Social Constructivist Learning


Description Steps Taken Evidence

Design of learning within a social context where social interactions in forums and other online activities are predominant learning events

Creation of: -‐Forums & -‐Online group activities

Learners are connected with each other as they discussed and interacted with each other online

66

Engaging Students in Forums (Applying the COI Model for Student Engagement)



Ensuring teaching presence (interaction with course facilitator)

Facilitator visited and posted comments, issues for discussion, encouraging remarks, reminders, instructions or provided motivation to students. The facilitator provided learning guidance, for example, in the forum on assignments. Generally, forums provided issues for discussion (20 percent of the course marks)

There were eight (8) discussion forums with active interaction.

67



Ensuring teaching presence (interaction with course facilitator)

Facilitator visited and posted comments, issues for discussion, encouraging remarks, reminders, instructions or provided motivation to students. The facilitator provided learning guidance, for example, in the forum on assignments. Generally, forums provided issues for discussion for which 20 percent of the course marks were allocated for active and quality participation.

There were eight (8) discussion forums where students interacted actively.

Ensuring cognitive presence

Careful selection of resources to be viewed or read individually and then discussed. Discussions were made relevant and meaningful suitable for a matured group of postgraduate students to help them learn and achieve the objectives of the course. Students were allowed freedom of expression during online discussions.

Students were seen to combine their new learning with previous knowledge and experience.

Ensuring social presence Creation of a pleasant, safe, secure and respectful environment where ideas were shared and differing opinions were shared and discussed. The facilitator ensured a positive atmosphere to support online interactions.

Everyone was courteous and respectful to each other.


Ensuring cognitive presence

Careful selection of resources to be viewed or read individually and then discussed. Discussions were made relevant and meaningful Students were allowed freedom of expression during online discussions.

Students were seen to combine their new learning with previous knowledge and experience.

68



Ensuring social presence Creation of a pleasant, safe, secure and respectful environment where ideas were shared and differing opinions were shared and discussed. The facilitator ensured a positive atmosphere to support online interactions.

Everyone was courteous and respectful to each other.

69

Creating a learner-‐friendly environment



Selecting a platform with a learner-‐friendly interface and supportive of online group interactions.

Selection of a social web site, Ning, popular because of its friendly interface and easy navigability that supports learning via group interactions and collaborative activities. Ning supports: forum discussions, chats, RSS feeds, embedding of videos, and the like. Learners were encouraged to upload their photos to increase the human element

Learners were seen to be online more often compared to when using other platforms.

70

Providing relevant & meaningful learning opportunities



Designing (a) relevant and meaningful learning tasks, and (b) provision of learning activities using meaningful learning resources.

Students were required to read/view, analyze, give feedback and opinions in relation to his/her personal or work experience. Learners were assessed based on two assignments and forum participation: •  a report on current trends and issues,

based on readings and discussions to demonstrate understanding of the trends and issues in instructional technology

•  a paper based on learning technologies in the open world with the development of a demonstrator application of the selected learning technology(ies)

•  Forum discussions were also evaluated and comprised 20 percent of the course marks.

Students were actively posting based on their reading of the textbook, The World is Open, other readings and selected videos. Students reported that the book was not only informative but also interesting to read.

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Teaching of Content

Gaining of Knowledge,

Understanding, Skill and

Experience

72


Engaging Students in Using Content in Problem Solving/

Challenging Situations

• Personalizing Learning

• Meaningful Learning

Gaining Knowledge,

Understanding, Skill and

Experience

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What can we conclude?

•  Despite very few learners, they were actively engaged during course, the online discussions with the facilitator and peers, as well as involved with the learning tasks and the course assignments.

•  All learners submitted their assignments and completed the course successfully.

•  Factors supporting student engagement •  COI engagement model for

online discussions, •  Learner-‐friendly online

environment •  Relevant and meaningful

learning materials and activities

Design of an online learning environment via a Web 2.0

platform that supports social constructivist learning which in

turn provides a learning-‐centered/student-‐centered approach



http://youtu.be/DvJuzE-‐g7OM

Source: http://go.nmc.org/2015-‐hied



Summary & Conclusion


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Email: [email protected]

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