Online Discussions with Meaningful Outcomes: A Conceptual Framework

1. Online Discussions with Meaningful Outcomes: A Conceptual Framework Pennsylvania Distance Learning Association 11th Annual Conference & Expo Dr. Cathy M. Littlefield Dr. Timothy M. Sullivan November 13, 2013 West Chester University West Chester, PA

2. Background • Joint interest in connections between face-to-face and online learning in a hybrid/blended environment. • Graduate student research project • Pedagogical considerations • Assessment loop • Faculty professional development dissertation work • Continuing research

3. Language: Hybrid/Blended • Hybrid/Blended: Carefully designed integration of online and face-to-face. Time spent in the face-to-face classroom reduced, but not eliminated. • Goals include increasing student flexibility (options). • Face-to-face meeting time reduced by 30% (sloanconsortium.org). Literature varies in percentage allocation 30-80%.

4. Language: Online • Online: when learning occurs between students and instructor in different locations. • Totally eliminates geography as a factor in relationship between student and institution. • Students can complete course or program fully at a distance. • No required face-to-face meetings. • (sloanconsortium.org).

5. Language: Asynchronous Discussions • Participants do not need to be logged in at the same time, but can be. • Students connect with each other at their own convenience and schedule. • Useful for sustaining dialogue and collaboration over a period of time. • Can accommodate time zone differences. • Individuals must take the initiative to “login.”

6. Language: Synchronous Discussions • Real-time communication and collaboration • “Same time-different place” mode. • Students connecting at a single point in time, at the same time. • Pedagogical considerations • Time zone differences can create difficulties.

7. Suskie’s Assessment Cycle

8. An Approach to Designing Discussions in Hybrid Courses • Setting Goals and Objectives • Developing Assessment Strategies • Teaching and Learning Activities • Assessment Results

9. An Approach to Designing Discussions in Hybrid Courses Setting Goals and Objectives: • Course syllabus considerations • Develop rubrics and communicate to students • Establish parameters for posts • Connecting pre and post learning • Link to learning objectives • The power of reflection • Follow up with next face-to-face session

10. An Approach to Designing Discussions in Hybrid Courses Developing Assessment Strategies • Considerations and questions • Rubrics • Soliciting feedback during discussions • Journal writing as formative assessment • Formative assessment to inform pedagogy • Ability to shift gears

11. An Approach to Designing Discussions in Hybrid Courses Teaching and Learning Activities • Individual discussion thread considerations • Online etiquette • Students can connect discussions to face-to-face sessions • Opportunities for peer to peer learning and sharing • Project-based learning • Reflective writing • Students as discussion facilitators • Small Groups vs. Full Class Discussions

12. An Approach to Designing Discussions in Hybrid Courses Assessment Results • Using data to inform future practice • Diagnose challenges • Assessment data for course re-design • Follow-up after online discussions in face-to-face sessions for linkage and for feedback • Design, layout and prompts for discussions • Students can see change sessions to session

13. Setting the Table

14. The Dinner Party MetaphorHayek, C. (2012) • Welcome everyone personally at the door (Online forum) • Make sure every person feels comfortable in their new environment (Tone). • Don’t ignore anyone (Reply to each student throughout course). • Disagreements are phrased professionally • No one should be silent, including the host! (Be present in forums)

15. The Dinner Party MetaphorHayek,C. (2012) • Serve them something delicious (Content!) • Invite them back! (To weekly forums, to the next assignment even if they have faltered, to the university of they finished your course). • Proportionate time with your guest (Don’t reply to the same students every time). • Spend extra time with needy guests (Struggling students). • Don’t talk all at once, spread the conversation throughout the party (Post on various days, keeping the volume consistent).

16. The Dinner Party MetaphorHayek (2012) • Set up a new conversation when one is stale! (Add a relevant link to a current event to discuss). • Hosts are visible, immediately attend to guest needs, personable, proactively plan for a great evening!(Hayek, para. 7). • Just like a good dinner party, a good online discussion board provides opportunities for community relationships to develop.

17. Reflections Tips for Successful Discussion Threads: • Ongoing syllabus review • Linking all online discussions with face-to-face • Follow-up face-to-face discussions • Alternating roles and learning activities • Assessment and design loop

18. DISCUSSION QUESTIONS

19. CONTACT US Dr. Cathy M. Littlefield Associate Professor, Graduate Studies at Peirce College clittlefield@peirce.edu Dr. Timothy M. Sullivan Associate Professor, Director of Programs in Higher Education at Widener University tmsullivan@widener.edu

20. References • Hayek, C. (2012). How many faculty discussion posts each week? A simply delicious answer. Faculty Focus. • Suskie, L. (2009). Assessing Student Learning: A Common Sense Guide (2nd ed.). San Francisco, CA: Jossey-Bass. • Sullivan, T.M., Freishtat, R. (2013). Extending learning beyond the classroom: Graduate student experiences of online discussions in a hybrid course. The Journal of Continuing Higher Education, 61. doi: 10.1080/07377363.2013.758555