{"id":1089,"date":"2019-05-15T22:34:32","date_gmt":"2019-05-15T22:34:32","guid":{"rendered":"http:\/\/nixhome.com\/?p=1089"},"modified":"2019-05-16T02:10:54","modified_gmt":"2019-05-16T02:10:54","slug":"engagement-and-interaction-in-online-coursework","status":"publish","type":"post","link":"https:\/\/nixhome.com\/index.php\/2019\/05\/15\/engagement-and-interaction-in-online-coursework\/","title":{"rendered":"Engagement and Interaction in Online Coursework"},"content":{"rendered":"\n
\"bood<\/figure>
\n

The question\nposed to me: <\/strong> As a professor for an online doctoral program,\nand having this opinion, what are you doing to make the program\nbetter, more effective and more respected?<\/em><\/p>\n\n\n\n

Almost one out of\nevery three college students in the United States (6.3 million or 32\npercent) take courses online, with no face-to-face interaction.\nRoughly half of those students (47 percent of the ones enrolled in\nany online courses) are admitted to exclusively-online programs\n(fully online, zero in-person components). Just over half (53\npercent) are enrolled in at least one online course as a part of\ntheir education programs1<\/sup><\/a>.\n<\/p>\n\n\n\n

In a previous\npost<\/a>, I wrote about the dilemma of prestige for online degree\nprograms. A student enrolled in one of my (fully online) courses (in\na fully-online doctoral program) saw the post and began asking me\nquestions about what I planned to do about the negative outcomes of\nonline learning in an article2<\/sup><\/a>\nthat post referenced. Her question was written, verbatim, as the\nopening of this post.<\/p>\n\n\n\n

1<\/a>National\n\tCenter of Education Statistics (2018). Digest of Education\n\tStatistics 2017<\/em>, Table 311:15. Washington, DC: National Center\n\tof Education Statistics.<\/p>\n\n\n\n

2<\/a>January\n\t2019 Report from<\/a> Spiros Protopsaltis and Sandy Baum.<\/p>\n<\/div><\/div>\n\n\n\n

\"Person<\/figure>
\n

To be clear, I am\nnot<\/em> overly <\/em>concerned about increasing the prestige of\nonline degree programs as an entity. I am concerned about student\nlearning<\/em> and focused on ensuring that any student in a course I\nteach learns <\/em>what the stated learning outcomes <\/em>of that\ncourse might be. This post will focus on the types of discussions<\/em>,\nassignments<\/em>, and interactions <\/em>I incorporate into my\ncoursework. There is a caveat, there always is one of those, right? \nI do not develop<\/em> every course I teach. I do not write the\nlearning outcomes<\/em> for every course I teach. There are always\nthose sorts of things out of our control. But, we can as\norganizations, control for the variance in those instances. Quality\nmay be assured two ways in higher education, at the macro level and\nanother at the micro level. I am really pleased that the online\ndoctoral program for which I teach does control for variance as much\nas I think is possible in higher education at the macro level. How? \n<\/p>\n\n\n\n

First, our online\ndoctoral program is a member of the Carnegie\nProject on the Education Doctorate <\/em><\/a>(CPED) consortium. When I\nmade the choice to apply for online faculty positions, I chose to\nfocus on organizations that had committed to that group\u2019s\nstandards. Just last week I was fortunate to accept the opportunity\nto serve on that organization\u2019s committee on revisions <\/em>to\nThe\nFramework<\/em>\u00a9<\/em><\/sup><\/a>. <\/em><\/sup>I\nam thrilled (and quite honored!) to be able to contribute at that\nlevel. It was exciting to see the commitment to rigor and passion for\nlearning that other members of that group illustrated in my first\nvirtual meeting. In some ways, this consortium\nwill most likely lift the\nstatus of the online doctorate; in my view, this is quite nearly as\nprestigious as a program could be since there are barely 100 programs\nworldwide making up this gild.\nStandards are important, and I am extremely satisfied to be working\nfor an organization that commits\nresources to such an ambitious project. Our\ndepartment also incorporates Quality\nMatters<\/a> (QM)\ncertification into all\ncoursework. I recently\ncompleted the development of my first QM-approved<\/em>\ndoctoral-level course.<\/p>\n<\/div><\/div>\n\n\n\n

\"white<\/figure>
\n

At\nmy individual level, whether or not I develop a course, I can follow\nresearch-based recommendations that increase student learning outcome\nattainment. Transactional Distance1<\/sup><\/a><\/em>\nillustrates that\ninteraction is critical because\nit reduces the perceived\nchasm that exists between\nstudents and instructors2<\/sup><\/a>\nwhile\nCommunity of Inquiry3<\/sup><\/a>\n<\/em>evidences that\nteaching presence imparts\nstructure and guidance\nin the online environment4<\/sup><\/a>,\nincluding \u201cdesign and organization, facilitating discourse and\ndirect instruction.\u201d Instructors\n(whether online or in-person)\nshould play\nthree fundamental\nroles: (a) educational experience designer, (b) learning\nfacilitator, and (c) subject\nmatter expert5<\/sup><\/a>.\nA meta-analysis6<\/sup><\/a>\nof 74 studies researching\ninteraction in\nonline education programs\nevidenced firm support for\nthe critical\nneed for interaction and\nposited that\nincreased, intensive\ninteraction and the enhanced\nengagement leads to improved\nachievement and incredibly\nstrong learning outcomes.<\/p>\n\n\n\n

1<\/a>Moore,\n\tM. “Theory of transactional distance.” Keegan, D., ed.\n\tTheoretical Principles of Distance Education<\/em> (1997),\n\tRoutledge, pp. 22-38.<\/p>\n\n\n\n

2<\/a>Lydia\n\tKyei-Blankson, Esther Ntuli, and Heather Donnelly (2016).\n\t\u201cEstablishing the Importance of Interaction and Presence to\n\tStudent Learning in Online Environments,\u201d World Journal of\n\tEducational Research<\/em>, 3.<\/p>\n\n\n\n

3<\/a>Garrison,\n\tD. R. (2012). Theoretical Foundations and Epistemological Insights.\n\tIn Z. Akyol & D. R. Garrison (Eds.), Educational Communities\n\tof Inquiry: Theoretical Framework, Research and Practice<\/em> (pp.\n\t1-11). Hershey, PA: IGI Global.<\/p>\n\n\n\n

4<\/a>Maggie\n\tHartnett (2016). Motivation in Online Education<\/em>. Singapore:\n\tSpringer.<\/p>\n\n\n\n

5<\/a>Ida\n\tM. Jones, (2011). \u201cCan You See Me Now? Defining Teaching Presence\n\tin the Online Classroom through Building a Learning Community,\u201d\n\tJournal of Legal Studies Education<\/em>, 28, 67-116.<\/p>\n\n\n\n

6<\/a>Robert\n\tM. Bernard, Philip C. Abrami, Eugene Borokhovski, et al. (2009). \u201cA\n\tmeta-analysis of three interaction treatments in distance\n\teducation.\u201d Review of Educational Research<\/em>, 79(3),\n\t1243-1289.<\/p>\n<\/div><\/div>\n\n\n\n

\"Three<\/figure>
\n

So how do I increase interaction? There are three standard activities on which I rely. First through discussion <\/em>posts. Nearly every learning management system (LMS) is packaged with units that are subdivided into two learning activities: discussions<\/em> and assignments<\/em>. Discussions<\/em> are normally used to promote interaction between students enrolled in the course. However in most programs where I have taught there was minimal involvement from the instructor in the discussion <\/em>posts. Granted, the time it would take to respond individually to each post and follow-up reply is monumental (I tried it in my first online course\u2014it is not a realistic expectation of instructors to interact at that level with as many students as we enroll into a single course). There are better ways to interact with discussion<\/em> posts. <\/p>\n\n\n\n

My favorite is to implement a third type of activity that falls into the classroom assessment technique1<\/sup><\/a> <\/em>(CAT) category (Angelo and Cross, 1998). First<\/strong>, I implement this as a \u201cmuddiest point\u201d level-one evaluation2<\/sup><\/a>, in which the student writes a paragraph (maximum) describing what was most unclear from the week\u2019s learning activities (reading\/videos). Second<\/strong>, I also scan each student\u2019s discussion<\/em> post and write three words from each post. Third<\/strong>, I conduct a mini-textual (qualitative) analysis and arrive at the most common themes. Finally,<\/strong> I make a weekly transition video<\/em> that does three things: explains the muddiest points further, summarizes what I took from the discussion<\/em> posts, and then add how I see those aiding in the transition to our next weeks\u2019 topic(s). I strive to always <\/em>keep those videos under 13 minutes, and normally a video is around five minutes in length\u2014there have been exceptions and I give warnings if I exceed 13 minutes so the students know they\u2019ll need additional time if they choose to watch that particular video. The in-course feedback has been extremely positive from students and emphatically appreciated in student end-of-course evaluations. I incorporate the feedback into each iteration of successive courses too.<\/p>\n\n\n\n

Does\nthis take time? Absolutely! For me, witnessing the increase in\nengagement coincide with an increase in understanding the material is\nworth that extra effort and time. When I began, I edited the videos.\n One morning I had an interruption at nine minutes, and the completed\nvideo was 9:13. I decided not to edit that one. The students\u2019\nloved it. They were pleased that I wasn\u2019t afraid to show\nvulnerability. Since then, I\u2019ve never edited another video. The\n<\/strong>transition videos<\/strong><\/em>\nare always optional<\/strong>,\nthere is no credit added or subtracted from any student\u2019s mark for\nwatching or not watching a video. The tracking data indicate that the\npractice is appreciated and enjoyed.<\/p>\n\n\n\n

1<\/a>Classroom\n\tAssessment Techniques: A Handbook for College Teachers<\/em>, 2nd\n\tedition.<\/p>\n\n\n\n

2<\/a>Kirkpatrick,\n\tDonald L. (1994). Evaluating training programs : the four levels<\/em>.\n\tSan Francisco : Emeryville, CA :Berrett-Koehler<\/p>\n<\/div><\/div>\n\n\n\n

\"Reflection.<\/figure>
\n

The assignments<\/em> are detailed exercises in critical thinking, and generally involve generating (any media, podcasts, blogs, videos) artifacts that evidence learning at the top three tiers of learning taxonomies. I scrutinize those mercilessly. I get complaints that I am too harsh. I get lots of feedback (on my initial feedback). That only increases the interaction, and generally at the end of a course, the students appreciate that too. Some do not appreciate that level of rigor, but the small percentage that do not are learning about accountability, and I am completely okay with that too. This too takes an inordinate amount of time considering the various forms of media that students choose for their projects. I enjoy learning too; there isn\u2019t an online course that I\u2019ve taught, from which I haven\u2019t learned.<\/p>\n\n\n\n

This\npost is much lengthier than I intended it to be, but I wanted to\nrespond appropriately to a justifiable query, after my initial post\nregarding the attainment of prestige for online learning. This\nprovided me with an opportunity to reflect on my practices. For\nthat, I am also grateful. Thank you for the additional interaction\n(you know who you are.) \ud83d\ude42<\/p>\n<\/div><\/div>\n","protected":false},"excerpt":{"rendered":"

The question posed to me: As a professor for an online doctoral program, and having this opinion, what are […]<\/p>\n","protected":false},"author":2,"featured_media":1090,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_jetpack_newsletter_access":"","_jetpack_dont_email_post_to_subs":false,"_jetpack_newsletter_tier_id":0,"_jetpack_memberships_contains_paywalled_content":false,"_jetpack_feature_clip_id":0,"_jetpack_memberships_contains_paid_content":false,"footnotes":"","jetpack_publicize_message":"","jetpack_publicize_feature_enabled":true,"jetpack_social_post_already_shared":true,"jetpack_social_options":{"image_generator_settings":{"template":"highway","default_image_id":0,"font":"","enabled":false},"version":2},"jetpack_post_was_ever_published":false},"categories":[18,19,10,8,30,31,9],"tags":[47,46,32],"class_list":["post-1089","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-assessment","category-evaluation","category-higher-education","category-leadership","category-learning","category-online-learning","category-reflection","tag-interaction","tag-learning","tag-online-education"],"yoast_head":"\nEngagement and Interaction in Online Coursework - J. 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He earned a B.A. in Sociology and Psychology from the University of Mississippi, then the Master's in Leadership and PhD in higher education administration both from the Washington State University. His core for the PhD was student affairs, and the cognate was sociology. He completed his dissertation research while living and working in China for six years. His research interests are online learning support; transnational education; two-year community and technical college leadership--particularly with respect to student retention, and organizational change & turnaround; and role playing games\u2019 (RPGs) effect on leadership skills development. He has worked in administrative roles (VP over both Academic and Student Affairs and interim president\\\/CEO of a community college) most of his career and has extensive management and leadership experience in East Asia, specifically in global advanced manufacturing. 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