How to transfer learning dialogue into an asynchronous online world?

October 30, 2008 8:32 AM

Looking for specific techniques to put engaging interaction back into online learning at the university level.

I'm helping a graduate program to adapt some of its course offerings so students who don't live in state can participate in some of the programs.

I don't want to reinvent the wheel if there are tested methods for engaging students with the content (and each other) online. But I'm not finding any specific best practices out there. There are general concepts and philosophies, but I know those. There is technology that is offered, and I have that (Adobe Connect, webcams, Blackboard, wikis, blogs, etc.). There are books that highlight tips and tricks, but these are often not robust enough to address the more complex problems that I am trying to solve.

Here's an example of something I am trying to address from a real classroom experience:

Class is reviewing a more complex model of motivational theory. The instructor asks if the students understand it or if she should provide more examples as illustration. After a long pause, one student hesitantly admits to needing more clarity and asks for an example. The instructor turns the question back to the class, "What examples would YOU give her?" The class begins to try and answer her question and many students stop mid-reply, realizing that what they thought was clear to them isn't really all that clear. They admit that they also are a little unclear on how to apply the model. This leads to a productive discussion of the application of the model that enhances everyone's understanding of its use.

These are learning exchanges that I need to find a way to preserve or replace in an online world. It would fabulous if we could assume that all of the students would just jump in and feel self-motivated enough to admit learning gaps and exchange in dialogue in a forum (like we do on Ask Mefi). However, I think that there are some real barriers to that (students work in the same field and want respect of peers, ego, hesitant to publicly admit that they don't know something if they sense that everyone else is understanding what is going on).

So, are there any resources or case studies of techniques and instructional design methods that have been used to either replace or preserve learning that takes place in the classroom when it is transferred online?

How have instructors and designers prompted students to admit that they are not understanding the material and reach out to peers/instructors? What could the exchange look like? And how to accomplish this asynchronously?

I don't think that just putting the readings out there and requiring students to write a paper about the readings is what we want to do here. If it helps, this model reflects my philosophy of instructional design. Not that every learning experience has to hit all of these points, but I'm not a tell them what you're going to tell them, tell them, tell them what you've told them designer. I'm used to designing in-person, robust learning environments and engaging experiences. The online design I've done has involved content that is more transactional. In this project, I'm trying to combine online learning with more complex (less transactional) content.

Any ideas, links, anecdotal experiences or case recommendations are welcome!

posted by jeanmari to education (2 comments total)

Assignments should begin by requiring a response from the student outlining a unique example of the application of the principle that is being studied.

Students then need to comment on these examples, with points being assigned to the quality of their responses.

Then, assign a paper at the end of this process that asks, Were the examples presented accurate representations of the principle [Chose 3]? Why were they? If they weren't accurate, then how can they be made accurate?

The points for the course need to be based on application, analysis, reapplication. Group discussion should occur at every phase.

Normally people talk about what they are studying. Because these classes are online the discussion needs to be part of the process of completing the assignment with an emphasis on reflection on the progress of the conversation.
posted by ewkpates at 9:17 AM on October 30, 2008

Ruth Clark has at least one book that gives recommendations based on research studies.

At the graduate-level, forcing students to apply it in some way, usually gets the most questions asked (make a PowerPoint explaining X in Y context), or do this problem set, sometimes more so than requiring students to post 'what I understood, what I needed help with'.

For discussions, in some instances letting grad students rotate discussion lead can allow the instructor to step in and ask questions, highlight aresa that might be unclear by asking additional questions, while also being a back-up discussion leader.

For assignments/practice activities, required peer reviews sometimes has been less chaotic, and more helpful than full-fledged group work.

Please, please don't put in discussion requirements where there's nothing to discuss from multiple perspectives, your own experience etc (Alternatives: you can require a 'blog' like summary of a reading/etc, or each member of a small group to post their understanding of a piece, and have others correct them.) Also the technology (blog/wiki, etc) is less important than the interaction you're requiring by the assignment in my experience. A well-designed discussion using blackboard-like discussion threads can be more fulfilling than a poorly-thought out assignment using the latest wiki tool.

(note: distance student, also work in online education)
posted by ejaned8 at 1:05 PM on October 30, 2008