1 / 16

Building a Virtual Classroom Community

Building a Virtual Classroom Community. Dr. Lujean Baab Director, M.Ed. Programs - DeSales University VSS 2010. www.tinyurl.com/BaabVSS2010. Challenges for K-12 Online Teachers. Transferring skills to new environment. Insufficient professional development Management tasks Time management

moanna
Download Presentation

Building a Virtual Classroom Community

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. Building a Virtual Classroom Community Dr. Lujean Baab Director, M.Ed. Programs - DeSales University VSS 2010 www.tinyurl.com/BaabVSS2010

  2. Challenges for K-12 Online Teachers • Transferring skills to new environment. • Insufficient professional development • Management tasks • Time management • Content management • ‘Classroom’ management Rice, K., Dawley, L., Gasell, C., and Florez, C. (2008) Going Virtual: Unique Needs and Challenges of K-12 Online Teachers. Boise State University with North American Council for Online Learning. pp. 3-4. Retrieved 6/25/09 from http://edtech.boisestate.edu/goingvirtual/goingvirtual2.pdf

  3. Cornerstones

  4. Contact • As early as possible • As personalized as possible • Reduce potential for problems • Provide clear expectations (doc w/ return) • Establishing identities and ‘social presence’ • Introductory discussion - • Teacher and Student photo directory – • Photo and audio in documents / correspondence

  5. Research • Mode of Delivery • Asynchronous • Blend of asynch / synch (no on-site) • Hybrid (onsite / online) • Teaching Style • Expert – formal authority • Personal model - facilitator - delegator • Learning Style • Active / reflective – sensing / intuitive • Visual / verbal – sequential / global • Level of Interactivity (Roblyer) • Classroom Community Scale (Rovai)

  6. Building a more solid foundation • Factors affecting the ‘sense of classroom community’ • Mode of delivery • Highest – Blended/hybrid • Lowest - Asynchronous • Teaching style (Grasha-Riechmann) • Highest – Facilitator • Lowest – Delegator

  7. Building a more solid foundation • Factors affecting the ‘sense of classroom community’ • Learning style (Felder & Silverman) • Active – Reflective • Sensing – Intuitive • Visual – Verbal • Sequential - Global • Interactivity (amount and type) Online Questionnaire Descriptions of Learning Styles

  8. Building a more solid foundation Relationship View Learner Relationships Teacher Relationships Learner – Teacher Teacher - Teacher Learner – Content Teacher - Content Learner – Learner Teacher – Learner Learner – Technology Teacher - Technology

  9. Managing the Classroom Community • Interactivity* • Relationship with teacher and classmates • Socialization and communication with other students • Real time (online or onsite) opportunties • Collaborative learning activities Social networks and Web 2.0 technologies.   *From: Watson J. and Gemin B. (2008) Promising Practices in Online Learning: Socialization in Online Programs. North American Council for Online Learning (NACOL) p. 6. Retrieved 6/25/09 from http://www.inacol.org/resources/promisingpractices/NACOL_PP_Socialization.pdf

  10. Managing the OnlineClassroom Community • Established norms (expectations) • Learning styles - teaching styles • Roles in the classroom community • Teacher led, student centered • Responsibilities defined • Structure vs. Interaction • “transactional distance”

  11. Managing the OnlineClassroom Community • “transactional distance” • Interactivity leading to dialogue between teachers and students can serve to reduce what Moore (1993) describes as "transactional distance.“ • Transactional distance is relative and different for each person and from each distance education program to the next. • Greater structure / lower interaction = more learner autonomy • Greater transactional distance = less connection • Greater structure / higher interaction = less learner autonomy • Lower transactional distance = greater connection

  12. Content • Pacing for guided learning • within the established structure • facilitation not delegation • Timing and ‘time on task’ • Consistent, reliable scheduled access • Estimation of time to complete activities • Managing files and student submissions • Structure established, maintained, and required For example: BaabLHistoryFinalPaper06-10

  13. Consistency (Structure) • Maintain routine • Reliable • Sustainable • Maintain patterns • Location of material • Division of tasks (reading, discussion, activity) • Submission of work completed (file/email) • Maintain schedule • Advanced notice of change • Explanation for change

  14. Cornerstones Confidence

  15. Dr. Lujean Baab DeSales University 2755 Station Ave. Center Valley, PA 18034 Lujean.baab@desales.edu 610-282-1100 X1461

More Related