Communicating with Students in Online Environments

The purpose of this chapter is to outline technological tools and techniques instructors can use in order to be successful in their communications with students in virtual environments thus increasing instructor productivity and efficiency as well as student success. Instructors must communicate effectively in the following areas: assignments and due dates; inactivity, missing assignments, and/or failing grades; and feedback to guide learning. The instructor must also be willing to communicate in creative ways by using various technological tools including apps and social media. Online tools and techniques covered include: discussion boards; online charts; assignments; presentations; spreadsheets, math engines, and other calculation software.

Utilizing Social Media to Engage Students in Online Learning

There is a large body of research suggesting that online students feel disconnected from their academic institutions. This sense of detachment may elicit feelings of frustration and isolation, as well as contribute to academic failure. Students' success and satisfaction in the online learning environment may be contingent upon the type of interaction between the student, faculty member, and their classroom peers. Online instructors are challenged with finding the means to bridge the gap of physical space to create authentic relationships. Social media, especially social networking, holds much promise for creating a space where emotional engagement between the instructor and students can be facilitated beyond the virtual classroom. The aim of this chapter is to share best practices in social media to engage the online student in a manner that is both productive and efficient.

Instructional Design for Millennials

The authors have worked since 2000 to prepare school leaders at two California Institutions of Higher Education (IHE) in partnership with K-12 public, private, and charter schools. While transforming their programs into virtual delivery models, as an option for students, both online and face-to-face hybrid formats require conditions that help students effectively succeed as learners. Over fifteen years the authors have narrowed discussions for efficient facilitation and mapping to course content while personalizing lessons to deeply engage their learners' creation of new knowledge. They make twenty-three recommendations for streamlining course content, assignments, and assessments to meet individual needs of students while meeting the expectations and challenges of changing national and state standards. The authors conclude that ‘thinking anew' through faculty ideation is a must for IHEs as the changing learner demands changing practice.

Authentic Online Branching Simulations

This chapter describes the use of online branching simulations, with varying levels of production value and using a variety of different development tools, to create authentic experiences for students in online courses. Simulations are a method of increasing student engagement, providing authentic learning experiences that enhance critical thinking skills and foster meaningful collaborative interactions among students. By creating simulations that are online, they are scalable and especially effective for use in distance and online learning environments. The use of these simulations draws on research supporting the effectiveness of simulations in education and in other professional fields, leveraging Social Learning and Social Cognitive Theories and builds off of a Computer-Supported Collaborative Learning (CSCL) framework.

Real World Collaborative Projects Increasing Self-Directed Learning in Online Master's Programs

College students learn effectively when they engage in academic materials and make meaningful connections with faculty and peers, applying information as it is learned. Although there is much research on the undergraduate student experience, the experience of adult learners in graduate programs is sparse. Adult students are a growing presence on college campuses and it is expected that the number of adult learners will continue to increase. This chapter provides foundational information to teaching adult learners in the online format. Theoretical constructs of andragogy and self-directed learning are reviewed and applied to real-life examples of successful collaborative learning activities in the online environment. Discussion questions are provided to promote the application of chapter content to the instructional environment of the reader.

Assessment in the Online Classroom

This study used quantitative and qualitative data from more than 500 online learners who took secondary, undergraduate, and graduate level online courses during the period 2010 through 2014 and who provided feedback on multiple iterations of those two assessment forms during that period. Data from twelve online course instructors' perceptions were also gathered. Findings include recommendations that instructors of online courses plan discussion board prompts that are narrow in scope, require use of course materials, and are closely monitored by the instructors throughout the posting process. Online quizzes and tests should, whenever possible, allow students immediate access to feedback and results, as such feedback is very well received by students. Various important lessons for online instructors and course planners are shared.

A Model of Designing Online Assignments Based on the Revision of Bloom's Taxonomy

Online assignments play an important role in online teaching and learning, and the revised Bloom's Taxonomy has been proved to be valuable for real teaching and learning. But few research efforts are put into combining online assignment design with the revised Bloom's Taxonomy. This chapter is to propose a model of designing online assignments based on the revised Bloom's Taxonomy, which can be used as a guide for online instructor to design a comprehensive online assignment with helping the students to master the four types of knowledge–factual knowledge, conceptual knowledge, procedural knowledge and metacognitive knowledge–and at the same time help the students develop the six-stage cognitive process.

The Adaptation of a Residential Course to Web-Based Environment for Increasing Productivity

This study examines the design process of a blended learning environment using a learning management system to transform Basic English courses into the web-based distance learning format in the School of Foreign Languages at a large scale research university in Turkey. The research design was based on design-based research and the ASSURE, which is an instructional design model. A design plan was created based on the needs indicated by the analysis, and the necessary materials were developed and transferred to the learning management system. A usability test of the environment was conducted for increasing efficiency of environment, facilitating learning, increasing productivity and making the environment more user-friendly. As a result, an environment was designed where instructors can create the desired multimedia materials (videos, exercises, quizzes). Students can access these materials, discuss with each other and instructor (chat, discussion) and assess their learning outcomes (weekly homework, quizzes, games).

Facilitating Game Design in the Online Classroom

Student game design and play represent a powerful means for encouraging advanced interactivity, development of critical thinking, and deeper learning in the classroom. Orchestrating the details, milestones, examples, and teams in the online setting can be challenging. Through clearly presented game models, tight integration with course content, and class coordination created specifically for design teams, the Game Design Methodology (GDM) provides a solid framework for teachers and learners to progress through the game making process and successfully achieve course outcomes. Through the use of case studies, this book chapter will outline the tools, techniques, and performance outcomes that instructors need to plan, implement, and facilitate the use of GDM in their online classes.

Advanced Feedback Using Dynamic Rubrics, Video, and Audio

The advanced Online Grading System (OGS) allows for multimedia input including video, audio, and text along with interactive rubrics. These types of feedback systems can be standalone or integrated into a learning management system. Utilizing a media system can provide deeper engagement and higher quality of grading for students. In this chapter, an integrated grading system was used in order to test the amount of feedback, time to give feedback, and satisfaction for students with multimedia feedback.