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John Huss and Shannon Eastep Northern Kentucky University

Online Students Are Talking, Are We Listening? Using Student Data to Create a Dynamic Online Environment with Free Tools. John Huss and Shannon Eastep Northern Kentucky University. Need for study.

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John Huss and Shannon Eastep Northern Kentucky University

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  1. Online Students Are Talking, Are We Listening? Using Student Data to Create a Dynamic Online Environment with Free Tools John Huss and Shannon Eastep Northern Kentucky University

  2. Need for study • Growth of online instruction increased from 1,130 students taking at least one online course in 2005 to 4,695 in the fall of 2012. • Number of online courses offered has grown from 82 in 2005 to 481 in 2012 (Educational Outreach, 2013)

  3. Background of study • Target = all students who took an online course in Fall 2012 • Electronic survey sent to 4,695 across University campus • Received 1,085 returned questionnaires • 748 provided narrative, detailed feedback to open-ended questions. • Coded the narrative responses for themes and patterns.

  4. Status of Respondents

  5. Reason for Taking Online Class Students were asked the reason as to why the students chose to take an online course.

  6. Instructor Communication Students were asked to consider how often an instructor should communicate with an online class.

  7. Instructor Update Preferences For class updates, how would you most like to hear from your online professor?

  8. Instructor Communication • Demo Remind 101 as a communication tool • http://remind101.com

  9. Instructor Voice/Video Messages Does seeing a video message or hearing an audio message from your instructor help you to feel more connected to your online professor?

  10. Instructor Messages • AudioBoo Demo in Course • https://audioboo.fm/ • EyeJot • http://www.eyejot.com/login Note: During the presentation, the question was asked about ADA compliance and closed captioning. I did look into this and did not see a closed captioning option, but I did see where you can attach a file to an EyeJot message. This would allow you to attach a copy of your video transcript. For AudioBoo, I would also recommend including a copy of your transcript for students who might need it.

  11. Use of Voice Narrated Tutorials Does the use of tutorials (voice narrated how-to videos) help you to better understand the technology or content being taught?

  12. Voice Narrated Tutorials • Jing Demo in Course • http://www.techsmith.com/jing.html • Screencast-o-matic Demo in Course • http://screencast-o-matic.com/ • http://screencast-o-matic.com/watch/cI6roCVsVH Note: I looked into ADA compliance with Screencast-o-matic and saw you can upload a “Captions” file with your tutorial.

  13. Type of Interaction with Classmates Preferred Students were asked to choose 3. Many of the “other” comments said “none”.

  14. Discussion Options • VoiceThread Demo in Course • http://voicethread.com/

  15. Positive Student Feedback Related to Technology Usage

  16. Positive Student Feedback Related to Instructor

  17. Negative Student Feedback Related to Technology

  18. Negative Student Feedback Related to Instructor

  19. Conclusions • What does this mean? • Professor engagement • Strong communication • Engaging learning materials • Many free tools to help accomplish this task • http://www.talktechwithme.com/uploads/2/2/1/1/22115906/backwards_edtech_flow_chart.pdf

  20. Contact Information • Shannon Eastep: • easteps1@nku.edu • John Huss • hussj@nku.edu

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