Strategies for designing and teaching blended, synchronous, and asynchronous online courses. Presented at Cengage Learning Computing Conference by Dr. Michael M. Grant

1. Michael
M.
Grant,
PhD
Assistant
Professor
&
Program
Coordinator
Educa5onal
Technology
University
of
South
Carolina
Sound Pedagogies Online in Blended,
Synchronous & Asynchronous Courses

2. Michael M. Grant
The University of South Carolina
http://viral-notebook.com
@michaelmgrant

3. THISSESSIONISNOT…
Image
from
h>ps://farm4.sta5cflickr.com/3478/3204335424_48b0a0e92c_o.jpg

4. AndDefinitelyNOT…
Image
from
h>ps://farm8.sta5cflickr.com/7008/6835572237_37b751f6cb_o.jpg

5. It’salsoNOT…
Image
from
h>ps://c1.sta5cflickr.com/3/2648/4160817135_a925e3f61f_b.jpg

6. ButWhatthissessionis…
Image
from
h>p://upload.wikimedia.org/wikipedia/commons/5/5d/Minnesota_State_Capitol_Woodworkers_Toolbox_Historical_Society.jpg

7. 4 Things
to Tackle
1. Course
Planning
&
Organiza5on
2. SeYng
Student
Expecta5ons
&
Encouraging
Engagement
3. Grading
&
Assessment
4. Synchronous/Web
Conferencing

9. Course Planning
& Organiza>on
2015
Cengage
Learning
Compu5ng
Conference
1

10. Online teachers clearly organize and
structure content.
(Crews
&
Bu>erfield,
2014;
DiPietro,
et
al.,
2008)
Many ins>tu>ons use a course design
template for online courses because
it provides students a standardized
web naviga>on experience.
(Collins,
Weber
&
Zambrano,
2014)
2015
Cengage
Learning
Compu5ng
Conference

11. Course Planning
2015
Cengage
Learning
Compu5ng
Conference
(Adapted
from
University
of
Maryland-­‐College
Park)

12. Course Planning
2015
Cengage
Learning
Compu5ng
Conference
(McGee
&
Reis,
2012)

13. Online Course Organiza>on
2015
Cengage
Learning
Compu5ng
Conference
Introduc5on
or
overview
Provide
a
brief
introduc5on
or
overview
of
the
unit
or
topic.
Provide
your
own
voice
here.
Emphasize
your
personality.
Use
media
(e.g.,
slideshows,
videos,
graphics,
graphic
organizers)
to
gain
the
learner’s
a>en5on.
Reference
the
media
in
your
introduc5on.
Use
links.
Standards
or
Objec5ves/SPIs
Share
the
objec5ves/standards:
“At
the
end
of
this
unit,
YSBAT…”
This
is
helpful
for
accredita5on.
Readings
&
Media
List
here
the
texts
and
other
media
you
would
like
the
learners
to
digest.
Be
sure
you’ve
considered
how
these
KSAs
will
be
embedded
within
other
learning
ac5vi5es.
(Use
other
media
beyond
the
text.
Embed
others’
content.)
Addi5onal
Learning
Resources
Consider
adding
a
sec5on
for
addi5onal
learning
(i.e.,
differen5a5on).
For
example,
bookmarks
to
tools
and
instruments,
par5cipa5on
in
a
blog
conversa5on,
links
to
relevant
sites
or
examples.
Ac5vi5es
List
here
the
ac5vi5es
learners
will
engage
in
to
apply
and
process
the
KSAs
from
the
Readings
&
Media
(e.g.,
projects,
discussions,
interviews,
assessments,
summaries).
Consider
a
cafeteria
plan
op5on.
Developed
in
collabora5on
with
Lee
Allen,
Trey
Mar5ndale
&
Clif
Mims.

14. 2015
Cengage
Learning
Compu5ng
Conference

15. 2015
Cengage
Learning
Compu5ng
Conference

16. 2015
Cengage
Learning
Compu5ng
Conference

17. Introductory Pages
2015
Cengage
Learning
Compu5ng
Conference

18. Use a Modular Syllabus
2015
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Learning
Compu5ng
Conference

19. Only post due dates in one place
(probably, the course schedule);
separate due dates from
requirements.
(Smith,
2015)
2015
Cengage
Learning
Compu5ng
Conference

20. SeNng Student
Expecta>ons &
Encouraging
Engagement
2015
Cengage
Learning
Compu5ng
Conference
2

22. SeNng Expecta>ons
§ LeYng
students
know
at
the
beginning
of
a
course
what
to
expect
will
curtail
the
anxiety
they
might
feel.
§ Consider
specifying
email
response
5mes.
§ Consider
specifying
when
grading
&
feedback
will
be
posted/available.
(Hoffman,
2010)
2015
Cengage
Learning
Compu5ng
Conference

23. Expecta>ons for Access
SeYng
Student
Expecta5ons
2015
Cengage
Learning
Compu5ng
Conference

24. Specify expecta>ons for professional
communica>ons.
2015
Cengage
Learning
Compu5ng
Conference

25. Secondary students’ wri>ng in
discussion board, journals, and blogs
showed severe misuse of grammar.
(Kerr,
2011)
2015
Cengage
Learning
Compu5ng
Conference

26. Overall, posi>ve effect size of 0.38 for
achievement outcomes favoring
more interac>ve treatments over less
interac>ve ones.
(Abrami
et
al.,
2011,
p.
85-­‐86)
2015
Cengage
Learning
Compu5ng
Conference

27. BeVer learning outcomes are
stronger in courses with a high
faculty teaching and social presence,
and peer collabora>on, as opposed
to a student learning independently
by watching videos or reading
materials.
(Collins,
Weber
&
Zambrano,
2014)
2015
Cengage
Learning
Compu5ng
Conference

28. Instructors must consider how they
will infuse themselves into the course
materials throughout the semester
(Hoffman,
2010)
2015
Cengage
Learning
Compu5ng
Conference

29. Using a screen and video capturing program, I
post a short weekly video announcement to:
(1) let students see me and recognize that I am
a real person; (2) conduct housekeeping
ac>vi>es, such as reminders of upcoming
assignments and due dates; (3) provide “just-­‐
in-­‐>me” comments and discussion about
topics that need further explana>on or
clarifica>on; and (4) discuss current events.
These weekly video announcements reinforce
… that I am here, ac>ve, and enthusias>c
about the course.
(Hoffman,
2010)
2015
Cengage
Learning
Compu5ng
Conference

30. Video Introduc>on
2015
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Learning
Compu5ng
Conference

31. hVps://www.youtube.com/my_webcam
2015
Cengage
Learning
Compu5ng
Conference

32. Students felt courses that
emphasized text-­‐based content,
individualized learning, and limited
interac>on with others were less
helpful than those that were more
interac>ve and incorporated the use
of mul>media.
(Boling
et
al.,
2012)
2015
Cengage
Learning
Compu5ng
Conference

33. Embed Media
2015
Cengage
Learning
Compu5ng
Conference

34. Image
from
Stephen
Poff
at
flickr.com
CSMs
Leverage email

35. Write more frequent, descrip>ve
group email announcements for the
whole class, summarizing and
drawing conclusions from online
discussions, providing overarching
feedback for an assignment, and/or
offering reminders of upcoming
projects and deadlines.
(Cerniglia,
2011)
2015
Cengage
Learning
Compu5ng
Conference

36. Create short videos that draw on
weekly reading assignments so the
online students can see me in ac>on
and hear my perspec>ve on the
readings.
(Cerniglia,
2011)
2015
Cengage
Learning
Compu5ng
Conference

37. “It’s one thing to listen to an
accoun>ng instructor siNng in a
classroom for two hours. It’s a
completely different thing to have to
do that same experience if you're
siNng behind a computer monitor
and you don't have any feedback or
other students siNng around you.”
(Shanauser,
2015)
2015
Cengage
Learning
Compu5ng
Conference

38. Consider mini-­‐lectures, videos that
last 2 to 5 minutes and introduce a
par>cularly difficult topic or provide
background.
(Shanauser,
2015)
2015
Cengage
Learning
Compu5ng
Conference

39. Record video descrip>ons of
individual assignments to help
students beVer understand
expecta>ons.
(Cerniglia,
2011)
2015
Cengage
Learning
Compu5ng
Conference

40. Video descrip>ons
2015
Cengage
Learning
Compu5ng
Conference
Talking
through
individual
assignments

41. Narrated slideshows to embed/link
iSpring
Free
as
a
plugin
to
Powerpoint
on
Windows

42. Screen recording to embed/link

43. Strategies for Meaningful Discussions
§ Use
guiding
ques5ons.
Tips
for
Asynchronous
Discussion

44. MANIC Discussion Strategy
§ What
was
the
Most
important
thing
in
the
reading?
§ What
was
something
you
Agree
with
in
the
reading?
§ What
was
something
you
do
Not
agree
with
in
the
reading?
§ What
was
something
you
found
Interes5ng
in
the
reading?
§ What
was
something
you
found
Confusing
in
the
reading?
(Curry
&
Cook,
2014)
2015
Cengage
Learning
Compu5ng
Conference
Strategies
for
Meaningful
Discussions

45. Strategies for Meaningful Discussions
§ Use
guiding
ques5ons.
§ Provide
students
with
guidelines
on
how
to
write
quality
pos5ngs.
Tips
for
Asynchronous
Discussions

46. SeNng Expecta>ons
2015
Cengage
Learning
Compu5ng
Conference

47. SeNng Expecta>ons
§ When
responding
to
someone
with
whom
they
disagree,
students
are
instructed
to
(1)
state
the
person’s
name
to
create
some
in5macy,
(2)
paraphrase
the
other
person’s
point
to
demonstrate
understanding
the
post,
and
then
(3)
provide
an
alterna5ve
perspec5ve
or
construc5ve
cri5cism.
(Collins,
Weber
&
Zambrano,
2014)
2015
Cengage
Learning
Compu5ng
Conference
Tips
for
Asynchronous
Discussions

48. Strategies for Meaningful Discussions
§ Use
guiding
ques5ons.
§ Provide
students
with
guidelines
on
how
to
write
quality
pos5ngs.
§ Consider
3-­‐7
different
ques5ons
for
each
discussion
topic.
Tips
for
Asynchronous
Discussions

50. Strategies for Meaningful Discussions
§ Use
guiding
ques5ons.
§ Provide
students
with
guidelines
on
how
to
write
quality
pos5ngs.
§ Consider
3-­‐7
different
ques5ons
for
each
discussion
topic.
§ Push
for
deeper
discussions.
Tips
for
Asynchronous
Discussions

51. Assign roles to students (e.g., ques>oner,
responder, reviewer) for online
discussions that would require students
to facilitate and monitor course
discussions.
(Kerr,
2011)
Use online role play with different points of
view (e.g., sage, devil’s advocate, supporter,
etc.) and consider debates from differing POVs
(e.g., manager, developer, end user, client, etc.)
(Bonk,
2015;
McGee
&
Reis,
2012)
2015
Cengage
Learning
Compu5ng
Conference

53. Strategies for Meaningful Discussions
§ Use
guiding
ques5ons.
§ Provide
students
with
guidelines
on
how
to
write
quality
pos5ngs.
§ Consider
3-­‐7
different
ques5ons
for
each
discussion
topic.
§ Push
for
deeper
discussions.
§ Remember
what
it
means
to
be
a
student.
Tips
for
Asynchronous
Discussions

54. Use a Wednesday to
Wednesday schedule so
that students could
maximize the weekend
ajer receiving instruc>on.
(Boling
et
al.,
2012)
2015
Cengage
Learning
Compu5ng
Conference

55. Grading &
Assessment
2015
Cengage
Learning
Compu5ng
Conference
3

56. Provide opportuni>es for student
choice to present their
understanding.
Teachers use mul>ple strategies to
assess student learning, based on the
content area of the course.
Encourage student interac>on with
the content by offering mul>ple
assessment opportuni>es (i.e., short
quizzes, exercises, ac>vi>es).
(DiPietro,
et
al.,
2008;
Hoffman,
2010;
Kerr,
2011)
2015
Cengage
Learning
Compu5ng
Conference

57. Students did not like it when they
received liVle to no feedback from
their instructors.
(Boling
et
al.,
2012)
Include rubrics for assessment.
(Kerr,
2011)
2015
Cengage
Learning
Compu5ng
Conference

58. Project Page Template
Collabora5on
with
Lee
Allen,
Trey
Mar5ndale
&
Clif
Mims.

59. 2015
Cengage
Learning
Compu5ng
Conference

60. An instructor who requires students
to engage in online discussions
should take the >me to provide
guidelines regarding both the
expected quality and quan>ty of
student par>cipa>on.
(Hoffman,
2010)
2015
Cengage
Learning
Compu5ng
Conference

61. Grading Discussions
§ Clarify
in
advance
how
students
will
be
graded.
1. Quan5ty
of
informa5on
or
posts
is/is
not
a
criterion
for
discussion
grades.
2. Both
quan5ty
and
quality
of
student
posts
will
be
graded.
2015
Cengage
Learning
Compu5ng
Conference
Discussion
Posts

62. Grading Discussions
2015
Cengage
Learning
Compu5ng
Conference
Discussion
Boards
(Wei,
Peng,
&
Chou,
2015)

63. Synchronous
Mee>ngs/Web
Conferencing
2015
Cengage
Learning
Compu5ng
Conference
4

64. To help foster a personal connec>on
between instructors and students,
every online course developed
internally at U of Southern California
includes a one-­‐hour real-­‐>me
session.
(Shanauser,
2015)
2015
Cengage
Learning
Compu5ng
Conference

65. What I’ve Learned & Researched
§ Video
adds
li>le
instruc5onally.
§ Switching
students
wastes
5me.
Tips
for
Synchronous
Mee5ngs/Web
Conferencing

66. 2015
Cengage
Learning
Compu5ng
Conference

67. 2015
Cengage
Learning
Compu5ng
Conference

68. What I’ve Learned & Researched
§ Video
adds
li>le
instruc5onally.
§ Switching
students
wastes
5me.
§ Use
the
text-­‐based
chat,
too.
Tips
for
Synchronous
Mee5ngs/Web
Conferencing

69. Image
from
h>p://idesweb.bc.edu/ides/website/teaching_tools/wimba/voice_direct
Using Chat, too.

70. Analyze
learners
Analyze
context
Define
performance
gap
POLLEnter in Chat.
Quick Poll
Task E is dependent on which
task(s)?

71. Analyze
learners
Analyze
context
Define
performance
gap
POLLEnter in Chat.
Quick Poll
In this example, Task E might be
what task for instructional design?

72. What I’ve Learned & Researched
§ Video
adds
li>le
instruc5onally.
§ Switching
students
wastes
5me.
§ Use
the
text-­‐based
chat,
too.
§ Video
costs
more.
Tips
for
Synchronous
Mee5ngs/Web
Conferencing

73. Only 64 percent of African-­‐
Americans, 53 percent of Hispanics,
and 54 percent of lower-­‐income
Americans overall (meaning those
making less than $30,000 a year)
have broadband access at home.
(Pew
Research
Internet
Project,
2013;
Eng,
2015)
2015
Cengage
Learning
Compu5ng
Conference

74. What I’ve Learned & Researched
§ Video
adds
li>le
instruc5onally.
§ Switching
students
wastes
5me.
§ Use
the
text-­‐based
chat,
too.
§ Video
costs
more.
§ Fast
finger
ques5oning
makes
it
fun.
Tips
for
Synchronous
Mee5ngs/Web
Conferencing

75. Images
from
h>p://daves-­‐stuff.pyriform.co.uk/WWTBAM/images/first_fastest_finger_2.JPG
&
h>p://www.distantcrea5ons.com/blog/wp-­‐content/uploads/2009/07/milllogo3101finalcl.JPG.
Fast Finger Ques>ons

76. Directions: Type your answer into the chat box but do not hit “Enter” until Dr.
Grant says to. This is like Scattergories. Try not to name the same one as
someone else.

77. Name one
reason
elearning
projects fail.
Directions: Type your answer into the chat box but do not hit “Enter” until Dr.
Grant says to.

78. What I’ve Learned & Researched
§ Video
adds
li>le
instruc5onally.
§ Switching
students
wastes
5me.
§ Use
the
text-­‐based
chat,
too.
§ Broadcas5ng
is
be>er
but
…
§ Video
costs
more.
§ Fast
finger
ques5oning
makes
it
fun.
§ Calling
on
students
makes
them
be>er
prepared.
§ Handouts
are
helpful
to
focus
students.
§ A
web
conference
can
eliminate
a
flurry
of
emails.
§ Make
students
complete
the
diagnos5cs.
Tips
for
Synchronous
Mee5ngs/Web
Conferencing

79. Image
from
h>p://idesweb.bc.edu/ides/website/teaching_tools/wimba/voice_direct
Diagnos>cs

80. What I’ve Learned & Researched
§ Video
adds
li>le
instruc5onally.
§ Switching
students
wastes
5me.
§ Use
the
text-­‐based
chat,
too.
§ Broadcas5ng
is
be>er
but
…
§ Video
costs
more.
§ Fast
finger
ques5oning
makes
it
fun.
§ Calling
on
students
makes
them
be>er
prepared.
§ Handouts
are
helpful
to
focus
students.
§ A
web
conference
can
eliminate
a
flurry
of
emails.
§ Make
students
complete
the
diagnos5cs.
§ Build
in
extra
5me
the
first
5me.
Begin
broadcas5ng
early
with
a
window
to
check
in.
Tips
for
Synchronous
Mee5ngs/Web
Conferencing

81. Ques>ons?

82. References
§ Abrami, P. C., Bernard, R. M., Bures, E. M., Borokhovski, E., & Tamim, R. M. (2011). Interac>on in distance educa>on and online learning: Using
evidence and theory to improve prac>ce. Journal of Compu-ng in Higher Educa-on, 23, 82–103. hVp://doi.org/10.1007/s12528-­‐011-­‐9043-­‐x
§ Allen, I. E., & Seaman, J. (2014). Tracking online educa-on in the United States. Babson Park, MA. Retrieved from www.onlinelearningsurvey.com/
reports/gradechange.pdf
§ Boling, E. C., Hough, M., Krinsky, H., Saleem, H., & Stevens, M. (2012). CuNng the distance in distance educa>on: Perspec>ves on what promotes
posi>ve, online learning experiences. Internet and Higher Educa-on, 15(2), 118–126. hVp://doi.org/10.1016/j.iheduc.2011.11.006
§ Bonk, C. (2015, March 18). Adding some TEC-­‐VARIETY for online mo-va-on. Paper presented at the 20th annual Cengage Learning Compu>ng
Conference, Phoenix, AZ.
§ Cerniglia, E. G. (2011). Modeling best prac>ce through online learning building rela>onships. Young Children, 66(May), 54–59.
§ Collins, D., Weber, J., & Zambrano, R. (2014). Teaching business ethics online: Perspec>ves on course design, delivery, student engagement, and
assessment. Journal of Business Ethics, 125, 513–529. hVp://doi.org/10.1007/s10551-­‐013-­‐1932-­‐7
§ Crews, T., & BuVerfield, J. B. (2014). Data for flipped classroom design: Using student feedback to iden>fy the best components from online and
face-­‐to-­‐face classes. Higher Educa>on Studies, 4(3), 38–47. hVp://doi.org/10.5539/hes.v4n3p38
§ Curry, J. H., & Cook, J. (2014). Facilita>ng online discussions at a MANIC pace: A new strategy for an old problem. The Quarterly Review of Distance
Educa-on, 15(3), 1–11.
§ DiPietro, M., Ferdig, R. E., Black, E. W., & Preston, M. (2008). Best prac>ces in teaching K-­‐12 online: Lessons learned from Michigan Virtual School
teachers. Journal of Interac-ve Online Learning, 7(1), 10–35. Retrieved from hVp://search.proquest.com/docview/233293907?accoun>d=14723
§ Eng, N. (2015). K-­‐12 MOOCs must address equity. Educa-on Week. Retrieved from hVp://www.edweek.org/ew/ar>cles/2015/02/04/k-­‐12-­‐moocs-­‐
must-­‐address-­‐equity.html
§ Hoffman, S. J. (2010). Teaching the humani-es online: A prac-cal guide to the virtual classroom. Armonk, NY: M.E. Sharp Inc.
§ Kerr, S. (2011). Tips, Tools, and Techniques for Teaching in the Online High School Classroom. TechTrends, 55, 28–31. hVp://doi.org/10.1007/
s11528-­‐011-­‐0466-­‐z
§ McGee, P., & Reis, A. (2012). Blended course design: A synthesis of best prac>ces. Journal of Asynchronous Learning Networks, 16(4), 7–22.
§ Scha{auser, D. (2015). 8 best prac>ces for moving courses online. Campus Technology. Retrieved from hVp://campustechnology.com/ar>cles/
2015/02/11/8-­‐best-­‐prac>ces-­‐for-­‐moving-­‐courses-­‐online.aspx
§ Smith, C. (2015). GeUng started: The online course development toolkit. Paper presented at FantasTech 2015, Online conference.
§ Wei, H., Peng, H., & Chou, C. (2015). Can more interac>vity improve learning achievement in an online course? Effects of college students’
percep>on and actual use of a course-­‐management system on their learning achievement. Computers & Educa-on, 83, 10–21. hVp://doi.org/
10.1016/j.compedu.2014.12.013
2015
Cengage
Learning
Compu5ng
Conference

83. This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0
United States License.
Michael M. Grant, PhD 2015