Distance Education

Who are distance learners?

Older Responsibilities: full-time, homemakers, dependent Female Education majors Convenience of online classes

Who are successful distance learners?

Eager learners High expectations Minimal computer skills Self-directed students
Proactively seek out information Master it They find a way to succeed despite poor study conditions, confusing teachers, or abstruse textbooks.

Instructor is more a guide and facilitator

Student conflicts
High expectations of students, but: Low grades Confusion related to conducting research online Students lack of organizational skills Team conflicts Misunderstood emails or discussion postings Impatience if feedback isnt immediate

Heading off student conflicts

Discuss netiquette Offer rules for appropriate online communication Explain that online communication is often misunderstood Encourage discussion about online issues Encourage students to do research about online communication Respond calmly if students do over-react

Other issues
Plagiarism Test security

Plagiarism
1999 survey of 21,000 students on 21 camuses 1/3 admitted to cheating on an exam 1/2 admitted to cheating on an assignment Students said they are more likely to cheat in classes where the instructor ignores cheating.

2001 survey of CAI students 41% said they plagiarized from online sources without citation

Curbing plagiarism
Communicate the following concepts to students: Honesty Responsiveness Relevance Respect Openness Empowerment

Curbing plagiarism
The Plagiarism Resource Center at UVA: http://plagiarism.phys.virginia.edu/ (offers free software for detecting plagiarism) Commercial sites TurnItIn: http://www.turnitin.com iThenticate: http://www.ithenticate.com

Curbing plagiarism
Customize assignments Randomize tests Limit test function Time tests Personal input New tests Group tests Oral tests Upgraded self-tests
Varied test types Unusual paper topics Recipe assignments Assignments in stages Post-assignment discussion Research instruction Familiarity with student writing

Virtual Classroom Techniques

Text lectures Audio lectures Video lectures Discussions Chats Guest experts Real-time data assignments Virtual field trips Problem-based learning/case studies Online labs Games Cooperative assignments

Text lectures
Lectures primarily in written form: website, wordprocessed notes, PowerPoint presentations, etc. Tips to improve online lectures: Start small Keep it sort. Make it personal. Write in a conversational style Draw connections to everyday thing.

Audio lectures
Lectures in audio format. Primarily as suppliment to illustrations, charts, diagrams, etc. Done using audio streaming technology: RealMedia QuickTime Window Media

Video lectures
Many are talking heads: NOT good! Better approaches: Conversation between you and a colleague Interview experts Give a demonstration Dramatize a topic

Discussions
Create discussion questions that encourage critical thinking. Use Blooms taxonomy Examples: Website evaluation Current events Controversy Role play What if? Statistical analysis Exemplification Case study

Discussions
Some tips: Set rigid deadlines Allow informality in responses Post summaries at the end of the discussions Post the questions in ascending complexity

Chat
Allows synchronous communication that can be involve interpersonal closeness, immediacy and excitement. Can give immediate feedback and encouragement. Some tips: No longer than 60 minutes Schedule at times when students tend to be online Open documents that you want to post on your desktop for easy access when needed Post the chat transcripts for those that cant attend

Guest experts
Invite guest experts to interact using discussion and chat Best questions involve open-ended controversy Who? Prominent people in the field Colleagues in your department Local people working in your field Post the chat transcripts for those that cant attend

Real-time data assignments

Use real-time sites on the web as sources of data Examples: El Nino information: http://www.elnino.noaa.gov/ Iowa Electronic Markets: http://www.biz.uiowa.edu.iem/ National Climatic Data Center: http://www.ncdc.noaa.gov/ Ozone data: http://www.epa.gov/airnow

Virtual field trips

Use real-time sites on the web as sources of data Examples: Geology field trips: http://www.uh.edu/~jbutler/anon/gpvirtual/.html Tempe Arizona Police Department Crime Unit: http://www.tempe.gov/cau/ The Holocaust Museum: http://www.ushmm.org/ National Womens History Museum: http://www.nmwh.org/exhibits/intro.html Rock and Roll Hall of Fame: http://www.rockhall.com/programs/plans.asp Links to hundreds of online museums: http://www.vlmp.museophile.com/

Problem-based learning/ case studies

Use of problems and case studies to help students think critically Example: Scientific case studies: http://ublib.buffalo/libraries/projects/cases/ubcase.htm
Case-studies: Dialogue used tells a good story Must be relevant, contentious, recent and short

Online labs
Virtual science labs are created online Students can handle dangerous poisons, analyze raging rivers, or conduct experiments in evolution Examples: Geology Online Labs: http://www.sciencecourseware.org/GLOL/

Games
Some free versions of game software: Hot Potatoes: http://web.uvic.ca/hrd/hotpot/ Crossword Compiler: http://www.crossword-compiler.com Quizmaster: http://cibertrain.info/quizman/qmselect.html Castle: http://www.le.ac.uk/castle Zoomerange: http://info.zoomerange.com/

Cooperative assignments
Should be structures with the following in mind: All students must participate Must develop a method to capture individual participation Written product must be the result
Tips: Each team member must take on a role. Each team must create a charter that spells out each members role and guidelines on how they will communicate and handle conflict. All communication must be posted on a group discussion board. If chat is used, the transcript must be posted on the discussion. Have each member evaluate all of the members of the group at the end of the project.

Most of the information for this presentation was taken from:

Beck, E., & Grieive, D. (2005). Going the distance: a handbook for part-time & adjunct faculty who teach online. Ann Arbor, MI: Adjunct Advocate, Inc.