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Building Trust & Effective Communication. Alisa Cooper, EdD dr.coop@gmail.com Faculty, Assistant Chair/ eCourses Coordinator English Department Glendale Community College. Building Community. Using social media Establishing presence/ humanize course Student to student interactions.

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building trust effective communication

Building Trust & Effective Communication

Alisa Cooper, EdD

dr.coop@gmail.com

Faculty, Assistant Chair/eCourses Coordinator

English Department

Glendale Community College

building community
Building Community
  • Using social media
  • Establishing presence/ humanize course
  • Student to student interactions
presence
Presence
  • Social Presence – “the ability of students to project themselves socially and affectively into a community of inquiry. ”
  • Cognitive Presence – “the extent to which students are able to construct and confirm meaning through sustained discourse in a community of inquiry. ”
  • Teaching Presence – “the design, facilitation, and direction of cognitive and social processes for the realization of personally meaningful and educationally worthwhile learning outcomes .”
  • Garrison, Anderson, Rourke, and Archer, 2002.
establishing presence
Establishing Presence
  • Facilitating Discourse
  • Direct Instruction
  • Instructional Design & Organization
facilitating discourse
Facilitating Discourse
  • Identifying areas of agreement and disagreement.
  • Seeking to reach consensus and understanding.
  • Encouraging, acknowledging, and reinforcing student contributions.
  • Setting the climate for learning.
  • Drawing in participants, prompting discussion/interaction.
  • Assessing the efficacy of the process.
direct instruction
Direct Instruction
  • Presenting content and questions
  • Focusing the discussion.
  • Summarizing the discussion.
  • Confirming understanding.
  • Diagnosing misperceptions.
  • Injecting knowledge from diverse sources.
  • Responding to technical concerns.
instructional design organization
Instructional Design & Organization
  • Setting the curriculum.
  • Designing methods.
  • Establishing time parameters.
  • Utilizing the medium effectively.
  • Establishing netiquette.
humanizing the course
Humanizing the Course
  • Humanizing increases student comfort level and reduces psychological distance between instructor and student (DuCharme-Hansen, Dupin-Bryant, 2005)
  • Greater investment by students has been shown as a result of incorporating humanizing elements into online courses (DuCharme-Hansen, Dupin-Bryant, 2005)
  • “Instructor immediacy behaviors have been found to create a positive affect toward the instructor and the subject matter and to be positive predictors of student learning and satisfaction in distance education courses.” (Jones, Kolloff & Kolloff, 2008)

https://deltawire.delta.ncsu.edu/research/welcoming-students-in-an-online-course/

humanize the course
Humanize the Course
  • Create an introductory video or audio recording
  • Write a welcome letter or email
  • Schedule a synchronous online meeting
  • Use a tool like Voicethread or Audacity to create instructor and student introduction
  • Pair students and have them interview and produce introductions for their partner or consider another
  • Have students share their location using a tool like Google Maps
  • Set up a profile and incorporate pictures into introductions
  • Assign students to groups to create a buddy system
  • Create an online class lounge (i.e. a discussion thread, chat room) where students can meet informally to ask questions and share their experiences as well as incorporate images, web sites or individual blogs

https://deltawire.delta.ncsu.edu/research/welcoming-students-in-an-online-course/

discuss checkpoint questions
Discuss: Checkpoint Questions
  • In reviewing your content activities or interactions, do you feel like the content you selected to deliver face-to-face is best suited for that delivery mode? And the online content best suited for that delivery mode?
discuss checkpoint questions1
Discuss: Checkpoint Questions
  • How are you using the online or out of class time? To
    • reinforce content,
    • practice content,
    • demonstrate evidence of content mastery,
    • apply content,
    • add time on task,
    • introduce new content, or
    • other?
  • Considering areas of particular difficulty in conveying or comprehending course content or concepts in this module, what mechanisms are you using (online or face-to-face) to support learning?
accountability and integration
Accountability and Integration

Ask (handout)

  • What is the role of out of class time?
  • How can I maximize the face-to-face class time?
  • How can I make sure my students are prepared for face-to-face class time?
  • Reinforcement
  • Practice
  • Provide evidence
  • Application
  • Additional time on task
  • Introduce new content
  • Other