Transcript Powerpoint slides for face-to-face instruction

COMMUNICATION
STRATEGIES IN
ONLINE
ENVIRONMENTS
WELCOME
o
Facilitator name
• Position at university
• Contact info
LEARNING OUTCOMES
By the end of this module, you should be able to:
o
Distinguish between the various types of
communication available in online contexts
o
Outline the importance of clarity in written expression
o
Design a communicative learning activity that will
increase the level of interactivity in the online
environment
AGENDA
o
o
o
Online courses as “Communities of Inquiry”
Importance of clarity in communication for
blended and online courses
Types of:
• Asynchronous communication
• Synchronous communication
ONLINE COURSES AS
COMMUNITIES OF INQUIRY
ONLINE COMMUNICATION BARRIERS
Video
o
Barriers to online communication in educational
settings
ACTIVITY: COMMUNICATION BARRIERS
o
Take a moment to think
about your own
experiences with
communicating online.
o
What were the barriers to
effectively communicating
using online tools?
WHAT IS COMMUNITY OF INQUIRY?
o
Based on the Garrison,
Anderson, Archer (2000)
reading you were given,
Community of Inquiry (CoI) is
based on the interactions and
the presence created between
Students, Instructors and the
Content.
COMMUNITY OF INQUIRY
Communication
Medium
Based on: https://coi.athabascau.ca/coi-model/coi_model_small/
COGNITIVE, SOCIAL, TEACHING PRESENCE
Presence
Categories
Indicators
Cognitive
Trigger
Exploration
Integration
Sense of puzzlement
Information exchange
Connecting ideas
Emotional expression
Open communication
Group cohesion
Emoticons
Risk free expression
Encouraging collaboration
Instructional management
Building understanding
Direct instruction
Defining discussion topics
Sharing personal meaning
Focusing discussion
Social
Teaching
Source: Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education.
DEVELOPING AN ONLINE COMMUNITY
Video
o
Strategies for developing an online community
DISCUSSION
o
How would you apply the community of inquiry
model to your course? Think of at least one
strategy you can use to establish cognitive
presence, social presence and teaching presence
in your course.
CLARITY IN WRITTEN EXPRESSION
INTERACTION WITH CONTENT
Content
CLARITY OF WRITTEN EXPRESSION
o
o
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Know exactly what the
instructor wants
Choose words carefully
Be aware of how “everybody
interprets things differently”
Source: Vonderwell, S. (2002). An examination of asynchronous communication experiences and perspectives of students in an online course: a case
study. The Internet and Higher Education, 6, 77-90. Retrieved from http://www.anitacrawley.net/Articles/Vonderwell(2003).pdf
TYPES OF SYNCHRONOUS AND
ASYNCHRONOUS COMMUNICATION
COMMUNICATION VIDEOS
Videos
o
Has education changed since the industrial
revolution?
o
Effective Online Discussions
ACTIVITY: COMMUNICATION VIDEOS
o
How can the communication strategies from the
second video could be implemented into your
course?
o
How have those ideas been used in this module?
ACTIVITY: COMMUNICATION TOOLS
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As a class, brainstorm a list of communication
tools that are available at your institution.
Communication Tools
Synchronous Tools
Asynchronous Tools
ACTIVITY: COMMUNICATION TOOLS
o
Individually, think about a goal/outcome for your
course and an activity that will help you reach
this goal.
o
Using the list generated earlier, which
communication tools do you think will work for
the activity and help you reach your goal?
HOMEWORK
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Taking the feedback you
were given, design a
communicative activity
for your course/module.
SUMMARY
o
Community of Inquiry model provides a way to
structure interactions in online learning
environments based on cognitive, social and
teaching presence.
o
Establishing and maintaining cognitive, social,
and teaching presence is associated with high
levels of deep and meaningful learning.
SUMMARY
o
In online learning, clarify of written expression is
so important because students experience
stronger interaction with content than with
peers and instructors.
o
There are a variety of synchronous and
asynchronous tools you can use to improve
online communication and support your learning
outcomes.
THANK YOU
o
o
o
Questions?
Comments?
Help?
Contact information – facilitator’s and
departmental
REFERENCES
1.
2.
3.
Chao, T. (2004) Instructional Strategies for Creating Meaningful Online
Dialogue. Retrieved from
https://faculty.myrru.royalroads.ca/sites/default/files/meaningful
online dialogue.pdf
COFA.online. (2011, February 22). Conducting Effective Online
Discussions. Retrieved April 9, 2014, from
http://online.cofa.unsw.edu.au/learning-to-teach-online/lttoepisodes?view=video&video=235.
drcreyn. (2012, March 10). How do you relate to the CoI? Retrieved
April 9, 2014, from https://www.youtube.com/watch?v=pyEQ3asQ38.
REFERENCES
4.
5.
6.
Freedman, S.C., Tello, S.F. & Lewis, D. (2013). Strategies for Improving
Instructor-Student Communication in Online Education. In Virtual
Education: Cases in Learning and Teaching Technologies (Chapter
10). Retrieved from http://faculty.uml.edu/stello/IRMA0802.pdf.
Garrison, D. R., Anderson, T., & Archer, W. (2000). Critical inquiry in a
text-based environment: Computer conferencing in higher
education. The Internet and Higher Education, (2), 87-105.
Retrieved from
http://auspace.athabascau.ca/bitstream/2149/739/1/critical_inqu
iry_in_a_text.pdf.
Lewis, J. (2013, May 22). Communication Strategies for Managing
Online Teaching. Retrieved April 9, 2014, from
http://www.youtube.com/watch?v=F48JylfT7Bk.
REFERENCES
7.
8.
9.
10.
MacIntyre, S. (2011). Conducting Effective Online Discussions. Learning
to Teach Online. Retrieved from
http://online.cofa.unsw.edu.au/sites/default/files/episodepdf/Discussions_LTTO.pdf.
PSU World Campus Faculty Development. (2010, September 27).
Planning Communication Strategies. Retrieved April 9, 2014, from
http://www.youtube.com/watch?annotation_id=annotation_1792
62&feature=iv&src_vid=T5vwKFt3B5w&v=PtqX5XqZZJo.
TeacherStream, LLC. (2009). Mastering Online Discussion Board
Facilitation. Retrieved from
http://www.edutopia.org/pdfs/stw/edutopia-onlinelearningmastering-online- discussion-board-facilitation.pdf
Vonderwell, S. (2002). An examination of asynchronous communication
experiences and perspectives of students in an online course: a case
study. The Internet and Higher Education, 6, 77-90. Retrieved from
http://www.anitacrawley.net/Articles/Vonderwell(2003).pdf