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The Role of Expectancy in Online Teaching-Session

March 11, 2009

This is by Jared Richardson and Damian Creame

Referenced the book:  Distrupting Class

Making the point of when the transistor radio came out way back when.  They saw a market, and the music, the industry changed — now the people were buying radios who were not buying large ones.

Same thing for Online Education….

At first, it was not very successful:  used for those who needed credit recovery, bad completion rate, etc.

Now we know more about how technology interfaces with students……

Now–How to motivate students using Technology…..

Number one motivation is their interaction with teachers……this holds true with online. That’s why the shells, and the online purchased curriculum is not that great.

Keller’s ARCS Method

  • Attention
  • Relevance (related to expectancy)
  • Confidence
  • Satisfaction

This did not work for students—over all…..

then the other model was based on the research of Rheinberg, Vollmeyer, and Rollet

Three expectancies: consider….

What constitutes Success

Degree of responsibility and freedom

Learned approach and can be modified.

Basic to relevant education

How to diagnose

1.  AOE-Action Outcome Expectancy

  • These students take responsibility for their learning
  • Will not tolerate busy work
  • Learning must have relevant goals
  • Grades are not a motivator

<So these students are interested in learning for learning sake……>

2.  Outcome Consequence Expectancy-People-Oriented Students

  • lets teachers or others set agenda
  • highly motivated by grades
  • takes responsibility for personal performance…..

<These stuents are still low in numbers….>

3.  SOE-Situation Outcome Expectancy-Comfort-Oriented Students

  • Total responsibilit for learning is gien to others
  • Will do only what is the minimum to survieve
  • Seldom follows set agendas

How do you deal with each type of student:

AOE

Technology assists:  Immediate fedbace, brancing, authentic projects, higher order discussions

Teacher approach-Coaching (+ and – feedback)

Instruction Design:  ARCS

OCE

Tech Assists:  Immediate feedback, ineractive tasks, synchronous conferencing, threaded discussions

Teacher Approach:  Cheerleading (+feedback)

Instruction Design:  ARCS

SOE

Technology Assists:  Immediate feeback, levels of progress, rich visual environment wi/o distraction.

Teacher Approach:  Coaxing( 0 feedback)

Instructional Desigh:  Video Game Format……(need to establish relavence)

Volitional Snags:

  • Serendipity Effect (unplanned)
  • Distracters (planned)
  • Dependence (waiting to do something until told to do it)
  • Text-based ennui (boredom)
  • ADD/ADHD syndrome

Astleitner’s Checklist

13 things that you need to design a good online class:

  1. reflective learning
  2. cognitive motivational emotional learning
  3. considers strenghs of students
  4. knowledge acquired and applied in various contexts
  5. basics and higher order thinking..

Applications for the 21st Century

  • We need a branched approach where we build on their strengths and needs
  • Personalized programs-based on needs of the students
  • Human-Technology Interface
  • Disruptive Innovation-it might get messy but that is a good thing
  • Life-Long Education-we want to help students be life long learners…we want them to value education
  • Economics

Good discusson about their school–Premavera Learning: American Virtual Academy.

Schedules of when the teachers will be online.
They publish this for the students, so that they get the support “online” when they need them.. Do not use webcams at al, but they use the white board sessions with “adobe connect” where they share desktops.  They don’t expect that ll of the students are online at the same.  They will be able soon do IMing to their teacher.

Assessment:  Standard MC, Projects, threaded discussions.  all of these are the ways they are assessed.  Eachlesson they do get assessed and then they can get retaught if hey don’t do well.  They then do get mid-terms, etc.

Student/TEacher interaction is 2-3 times more than that of regular teaching.

How do you diagnose the expectancy levels?  Ask”what do you want out of this course?”

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