1 / 19

Teaching Health Online: On Board or Lost at Sea?

Teaching Health Online: On Board or Lost at Sea?. AAHPERD Convention Tampa, Florida Teresa Hardman & Jennifer Dearden, Morehead State University April 1, 2009. SUNY: Conceptual framework for online learning environments (Shea, et al 2009).

suki
Download Presentation

Teaching Health Online: On Board or Lost at Sea?

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Teaching Health Online: On Board or Lost at Sea? AAHPERD Convention Tampa, Florida Teresa Hardman & Jennifer Dearden, Morehead State University April 1, 2009

  2. SUNY: Conceptual framework for online learning environments (Shea, et al 2009)

  3. 7 Principles of Good Practice: Enhancing Student Learning (Chickering and Gamson, 1987) • Good Practice Encourages Student Instructor Contact • Good Practice Encourages Cooperation Among Students • Good Practice Encourages Active Learning • Good Practice Gives Prompt Feedback • Good Practice Emphasizes Time on Task • Good Practice Communicates High Expectations • Good Practice Respects Diverse Talents and Ways of Learning http://www.cuw.edu/Tools/faculty_staff/committees/chickering-gamson.html

  4. Principles of Good Practice and Perspectives on Learning Environments (SUNY)

  5. Elements of an educational experience (SUNY)

  6. Principles of good practice and elements of an educational experience (SUNY)

  7. Creating and sustaining teaching presence online (Anderson, et al., 2001) • Instructional Design and Organization • Facilitating Discourse • Direct Instruction

  8. Staying on board for Instructional Design and Organization • Setting the curriculum • Establish welcome page and introductions • Use e-learning functions as needed • Provide clear guidelines and rubrics • Provide a comprehensive • Provide a comprehensive syllabus

  9. Staying on board for organizational design and implementation, con’t. • Establishing time parameters • Have a clearly stated syllabus • Reinforce as needed through announcements, emails, project guidelines and rubrics

  10. Staying on board for organizational design and implementation, con’t. • Utilizing the medium effectively • Technology help desk • Online class orientation • Ask “Dr. Dearden” or “Ask Dr. Hardman” forums

  11. Staying on board for organizational design and implementation, con’t. • Establishing “netiquette” • Address as needed through: • Announcements • Discussion • Individual/group email

  12. Staying on board for organizational design and implementation, con’t. • Designing Methods • Provide concrete step-by-step guidelines for each learning activity • Monitor cooperative learning projects

  13. Staying on board for Facilitating Discourse • Facilitation tips: • Engage • Identify areas of agreement/disagreement through the group work pages • Seek consensus • interactive discussion board • “Ask Dr. Dearden/Hardman” forum • Weekly overview in announcements • Creating a nonthreatening environment • Giving grades for participation in discussion • Overview of what is due for each week • Make discussion interesting or provocative • Participate in discussions “wisely” • Require a product based upon the discussion.

  14. Staying on board for facilitating discourse, con’t. • Tips. con’t • Setting the climate for learning • Include introductions (instructor and student) • Acknowledging 24/7 time frame model • Drawing in participants • Clear parameters for participation in discussion board • Provide clear parameters for student facilitation of discussion • Provide meaningful discussion questions • Instructor must guide and not dominate • Exam questions are taken from discussion content • Assessing the efficacy of the process • Always give formative and summative feedback

  15. Direct Instruction • Presenting content and questions • Focusing the discussion on specific issues • Summarizing discussion • Confirming understanding/diagnosing misperceptions • Injecting knowledge from diverse • Responding to technical concerns Chickering and Gamson, 1987

  16. Staying on board for direct instruction • When possible refer students to technical support for student technical problems. • Require research and citation from credible, diverse resources. • Clarify misperceptions of content material. • Summarize discussions and confirm understanding.

  17. A conceptual framework for high quality, higher education, online learning environments (SUNY)

  18. References • Shea, P., Frederickson, E.F., Pickett, A. M., & Petz, W. E. (2009). A Preliminary Investigation of “Teaching Presence” in the SUNY Learning Network. From “Award Winning Tools, Tips, and Techniques for Online Instruction”, Starlink Resource Packet, February 9-23, 2009. • Chickering A. W. & Gamson, A.F. (1987). Seven Principles for Good Practice in Undergraduate Education. Racine WI: The Johnson Foundation, Inc/Windspread. • Bransford, J., et al (2000). How People Learn, National Academy Press. • Anderson, et al (2001). Assessing Teaching Presence in a Computer Conferencing Context. Journal of Asynchronous Learning Networks 5(2)

  19. Contact: Teresa Hardman, Ph.D. t.hardman@moreheadstate.edu Jenny Dearden j.dearden@moreheadstate.edu

More Related