Reflection: Instructional Design and Online Biology Courses

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What can I say about what I learned about
instructional design and developing courses? I have actually learned a lot of information I can take and apply to developing my courses. Biology courses in general have a lot of complex topics and I have learned that with more careful design of these courses, students can actually learn more material. While I worked hard at the design of my courses and worked to make sure students had all the resources that they needed, I never realized how much a good design played into student success. There are a few concepts that stick out to me when I reflect back on what I learned this summer, but they all boil down to one major theme: design for student learning.

Design for Student Learning: Don't You Already do That? 

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Well.. yes and no. Before taking this class, I worked hard to create online courses that my students
can learn the material about various topics in biology. I design a course based on what I thought the best layout would be. Basically, I worked to make sure my courses were organized and contained the most useful information to help students learn. What I did not realize, however, is that students can learn more information with careful design where the student needs incorporated directly into the design.

What does that mean?

It means that by designing a course with all aspects of the course for the student, the student will better learn the material in the course. Too often, I was focusing on the material and content I wanted the student to learn without giving a lot of thought to organization, layout, and design in general. Yes, my courses were organized, but they were organized to my liking. Yes, I worked hard on course layout, but they were designed to my specifications. While I took a lot of feedback from students on their needs and what they needed to be successful with the material, I gave little thought to how organization and presentation played a role in their learning.

Funny how we think we are doing everything we can to ensure student success... and we keep learning more about what their needs are and how we can help them succeed.

What Can I Change?

Now that I know that design and organization is just as important as content and information, I can work to provide a better learning environment for my students. I plan on thinking more about the student in the seemingly small details as opposed to just the content and material. How does that work? That is where the design comes in.

Connections: 

One big thing that I will start to do is to make connections for my students even in the design and layout of the course. One big thing I learned is that students have trouble in the online courses connecting what they are learning to why they are learning it. This can be done by making sure the connections are made clear in the design process. It is essential to make sure that each assessment or activity is connected visually to the learning outcomes. During the design process, I plan on making sure all activities and assignments are linked to a learning outcome or objective that a student can see. Making those connections will help the student learn. It, however, can only be successful during the design process. I need to make sure that students know why they are learning what they are learning. I think it is common for professors to assume that the students know why they need to know something. It is not, however, as clear to the student as we sometimes assume. In the online environment, it is especially important that we take steps to point out those connections.

Layout and Organization: 

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Another aspect I will be incorporating into my instructional design process is to focus more on the student perspective when designing the course layout and organizational theme. While I always focus on the student for the materials and content, I think I have failed at really looking at the student needs for the layout and organization. I have come to realize that the layout and organization of my courses have been what I like and what I think is best. From now on, I will focus more on what students need with regard to organization and layout. Perhaps my organizational layout is not what is best for my students. Not only will I obtain student feedback on how the class is going and what they are learning, I plan on asking students for feedback on the design and layout of the course. Perhaps I can gather more insight on student needs with regard to organization. I have learned that even layout and organization plays a big role in student learning and I intend to focus more on this aspect to help my students learn.

 Wrap Up

While I have learned a lot about instructional design, I have summarized some key points I plan on focusing on in my online science courses. I want to help my students learn the best that they can and I believe that good instructional design methods can play a huge role in helping the student meet their learning goals. While I still have a long way to go in this area, I have learned a lot of information to take and apply to my online courses. As long as I keep learning and looking for ways to improve the experience for my students, I will continue to make online science courses a wonderful option for my students.

Instructional Design: Three Key Elements of Design in the Online Environment

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Instructional design is an important aspect of education. Due to the rapid growth of online instruction, understanding effective design approaches is essential to meeting student needs. To effectively meet student needs, a design that allows students to learn through carefully planned instruction must be developed.

In comes the instructional designer.

The instructional designer, who is a bit like an engineer, designs solutions to instructional problems in the classroom. An instructional designer can be the instructor of the class that is being designed,  a full-time instructional designer, or even a team hired by the educational institution. Each designer, regardless of his or her background, must design courses and course content that best benefits the students in the courses.

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While this may sound easy, it is a very complex task. In the college and university settings there are sometimes hundreds of different majors, each with different goals and learning outcomes. Each academic division is different from each other. The instructional design that is best utilized in one department may not work in another. While this creates a challenge on how to best educate each and every student, there are many different instructional design approaches that can be utilized by instructional designers.

Many times, the question that is asked is, "Which instructional design approach is best?". I feel like we miss the mark when we are searching for the best design method. I personally believe all instructional design approaches have merit. In fact, many of the design approaches are building blocks of others. Think ADDIE and SAM.

So... how do we chose? Do we choose a method that is the fastest? The easiest? The newest?

While different design models will work for different people / divisions / students, I maintain that no matter the design process, if certain elements are incorporated in the design process, an instructor will have an effective online course for students. Through researching the literature on instructional design, I uncovered three big ideas that were needed, regardless of instructional design method, in order to design effective instruction for online students: 1) Individualization, 2) Community, and 3) Social Presence.

I know what you are asking... "How can those elements be designed in a course?" and "I thought instructional design was about content and set-up?". Well yes, those are perfectly valid questions. After careful review of the literature, many design process worked in different situations with similar results. The one commonality in many of the research approaches was that, regardless of approach, each designer incorporated individualization, community, and social presence in their design process.

Individualization

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Individualization was a huge aspect incorporated into the instructional design process of much of the research I reviewed.  In order for a student to learn in an environment, the course must have aspects that each student can relate to. According to Ausburn (2004), there is a growing need for students to have have choices and personalization.  This aspect must be carefully considered when designing a course. If the instructor does not think about this aspect until after the instruction has been designed, then an important student need has been ignored. According to Ausburn (2004), when students in an online course were surveyed on what they perceived as important to design, the students reported individualization as their number one need. This means that students understand that faculty and instructional designers have the ability to design courses that allow them a personal experience. This research was supported by other researchers. According to Moallem (2007), individual differences play an important role in learning. Moallem (2007), further suggests that when students are given options that appeal to their preferences (whether different ways to assess outcomes, or different tasks to demonstrate proficiency) students reported not only higher satisfaction in the learning experience, but also greater retention in the information. This data suggests that designers and instructors should incorporate various aspects of individualization within their design, regardless of design approach. 

Further research supported individualization, even with technology and assignment choices in the online environment. According to Tobin (2014), instructors should design and create the objectives, but let the students define the "method and medium" (p. 16). In essence, during the instructional design process, the instructor should design the learning experience based on the objectives, but in the design process, allow the students options on how they respond to the assignment or the activity. This allows the student freedom to chose what they need to get out of the assignment while still learning the information. While Tobin's research was making the case for Universal Design for Learning (UDL), this aspect was used in much of the research I uncovered on instructional design, regardless of the approach. 

How Can This be Achieved? 

While there are many ways to design individualization into courses, one easy way is to provide choice. Providing choice allows the designer to still control the content and guide the student through the learning outcome that is required, but still give the student control over how they want to learn it. I would call it "controlled individualization".  According to Tobin (2014), course designers should allow students flexibility in how to complete the assignments so long as the product produced by the student still meets the objective. This, however, must be incorporated of during the design phase to create consistency and understanding for each student. To add options after design of the instruction would create confusion and lack of flow for the material. Individualization is, therefore,  a key element in the instructional design process.

Community

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A second essential element that emerged from the review of the literature is creating a community of learners. Many times, instructors and designers believe this can be achieved post-design. This, however, is not the case. Instructors and designers need to design their course with community as part of the design process. According to Ausburn (2004), students perceived community and interaction with other learners essential in the learning process. In the same study, Ausburn (2004) suggests that students understand the need for collaborative efforts as part of the design of an effective course. This means that faculty and designers need to incorporate community activities and collaborative efforts into the design process. Moallem (2007) came to similar conclusions. In his research, 79% of students chose assignments that had a community-based design (such as a collaborative based activity or assignment). This suggests that creating community is an essential part of the instructional design process.

This research was supported by Snyder (2009). According to the researcher, when designing instruction for students, especially in the online environment, students must have experiences that facilitate communication, collaboration, and interaction. During the design process, it is essential to provide tools and facilitation to allow for community to be established and used as part of the learning process.

How Can This Be Achieved?

So, how can we build community in the design process? It is easier than it seems. While we cannot see the community at work until the course is in session, we can design processes that allow students to easily connect and interact. The designer must include technology and opportunities where students can "get together". According to Sndyer (2009), utilizing reflective course blogsand discussion boards where students can freely ask each other questions, and using team or group assignments that are built in during the design process helps open the door to a classroom where communities can be fostered. The key is to design places where communities can form as part of the instructional design methodology. This will make it easy for students to create a community. According to Brown and Green (2015), community can only created if tools are designed and provided during the instructional design process.

Social Presence

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Social presence is another key element of design. This may be the hardest to understand with regard to instructional design. How can being present in a class relate to instructional design? Simple, in order to have social presence in a course, it must first be a part of the design and the plan. According to Ausburn (2004), students need to feel a social presence in the classroom, with other students and with the instructor. While this may seem obvious, Ausburn (2004) points out that this must be carefully incorporated during the instructional design process. There must be areas of the course where the instructor knows when and where communication is going to take place. The student must also be aware of when and where this can take place. It is as fundamental to the design as any other aspect of creating a course.

This research is supported by others. Lowenthal (2015), suggests that social presence extends beyond feedback and reflection. It involved carefully planned interactions through video conferencing, activities, announcements, and assessments. Each of these aspects needs to be addressed during the design process of the course, not after the course has already started.

How Can This Be Achieved?

Like the other elements in this blog, social presence can be designed early on in the process. It is not something that must be implemented after the course if started. No matter the instructional design method, social presence is essential and must be carefully thought through during the design process. Lowethal (2015) suggests that carefully planned discussions, carefully selected announcements, and planned interactions must be incorporated into design. It is essential that the type of social presence should be thought through during the development of course objectives and assignments. While you can never plan for all the social interactions that will occur within the course, planning out aspects of when and where social presence will occur at points in the course will help students feel connected to the instructor. Designing places where the student can sense the instructors involvement will create a space where students can thrive and feel supported.

Wrap-Up

While no particular instructional design approach is discussed in this review, it is essential to remember the value of all instructional design methods and approaches in various settings. The key idea to instructional design is to remember the needs of the students and design the learning so that the student can have the best possible learning experience. The key in instructional design is to remember that no matter the method of design, there are keys elements that need to be included. The literature reviewed here suggests that individualization, community, and presence are key elements to incorporate and consider when designing instruction. I will note that these are not the only elements that must be considered and that different situations may call other elements. These three elements, however, are great elements to consider during the design process. Sometimes, things that do not seem needed during the design process turn out to be the foundation to a great design and a great course.

Are there other key elements that need to be considered that I did not cover? Looking forward to thoughts on this topic. :D

Resources: 

Ausburn, L. J. (2004). Course design elements most valued by adult learners in blended online education environments: An American perspective. Educational Media International, 41(4), 327-337.

 

Brown, A. H., & Green, T. D. (2015). The essentials of instructional design: Connecting fundamental principles with process and practice. Routledge. 

 

Lowenthal, P. R. (2015). A mixed methods examination of instructor social presence in accelerated online courses. Handbook of Research on Strategic Management of Interaction, Presence, and Participation in Online Courses, 147.

 

Moallem, M. (2007). Accommodating individual differences in the design of online learning environments: A comparative study. Journal of Research on Technology in Education, 40(2), 217-245. 

Snyder, M. M. (2009). Instructional-design theory to guide the creation of online learning communities for adults. TechTrends, 53(1), 48. 

 

Tobin, T. J. (2014). Increase online student retention with universal design for learning. Quarterly Review of Distance Education, 15(3), 13. 

 

 

 

 

 

Technology Related Challenges for Collegiate Science Faculty: Are there Solutions?

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There is no doubt that technology has significantly improved our lives in many different ways. When I was young, I never dreamed of using a computer for anything but playing a floppy disk version of Oregon Trail during my free time in elementary school. Technology and the use of technology has changed significantly in a short period of time. Now, I am trying to find ways of incorporating technology into a variety of science courses that I now teach in a collegiate setting. People think that the sciences are a quick and easy area to incorporate technology because science is so "tech heavy" in and of itself. I have a hard time explaining to people that it is a lot harder than it looks. There are a lot of issues that create difficulty for incorporating technology or to change technology use for science faculty.

Technology Challenges for Science Faculty and Possible Solutions

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Science faculty tend to get approached to serve as leaders in technology change because it is so tech-heavy. Unfortunately, this is not completely accurate. It is true that science is technology rich, but it is only the technology that is specifically designed for the sciences that are easy to incorporate into the field. An example I give is that biologists rely on technology like the PCR (a piece of technology that helps me copy small bits of DNA into billions of copies... like a printer... only a little more complicated). Within my area, it is an essential piece of technology. So, yes, we are technology heavy, but what about everyday technology? 

There are a lot of barriers that the sciences face with regard to implementing technology in the classroom and in the online or hybrid setting. Science faculty face as many technology challenges, if not more than faculty from other disciplines. While there are a myriad of technology related challenges, I am going to present four challenges (grouped into 2 main headings) that I have encountered through my years as a science professor. These challenges are so intertwined, that I am grouping them to show how integrated these challenges are for faculty. 

Technology Issue 1 and 2: ADA/OCR Compliance and the Science Lab Experience

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While everyone in academia faces challenges with technology and ensuring it is ADA and OCR compliant, science (and math) have an interesting aspect that many areas do not need to worry about... Labs. Science labs create an interesting challenge with regard to ADA and OCR compliance. While every academic discipline must ensure all content is captioned, accessible with a ADA/OCR approved readers, and so on, the sciences have the unique issue of labs. It gets even more complicated if the labs are in an online setting. According to Lee (2014), programs using web-based instruction need
to ensure that these technologies are accessible to all students, regardless of disability. Many schools have the technology to caption videos and make documents accessible, but very few have the capability to ensure digital labs or even face-to-face labs meet the full legal requirement of ADA. The OCR has stated that all academic experiences for students with disabilities must be exactly the same as those received by the rest of the student population. In many cases, it is impossible to ensure a student with disabilities gets the same exact experience in the lab. Think of a person who has no use of their hands. It becomes a challenge to ensure that the student has the same experience of mixing chemicals in a chemistry lab or dissecting a specimen in a biology lab. Some say the solution is a digital lab, but that too is a challenge. There is not a virtual lab program that exists that allows a student to complete a lab without use of a mouse or keyboard. In this case, we are left with the issue of creating an experience for a student, yet the technology does not exist to let that happen.

Its not just an ADA/OCR compliance issue. Technology for digital labs and lab experiences are weak for the collegiate level of instruction. While there are plenty of resources out there for primary and secondary instruction, the degree of complexity needed for digital labs in the collegiate sciences is in its infancy. This means that science faculty are, in general, reluctant to use outside technology for science purposes. It is a barrier that science faculty face that creates more barriers for students as well.

A Solution? 

Do I have a perfect solution for this? Unfortunately, the answer is no. If you know me, you know that this is a huge passion of mine as of late. I have put in a lot of research and personal time to find a solution that will benefit all of our students, regardless of disability. Unfortunately, for now, my solution is to work on it as a case-by-case basis. I work to create a solution for my students as they arise. This is not ideal, however. According to the OCR, the accommodation must be immediate and cause no delay in course work and course progression. But for now, it is the best that I can do, at least until the technology and companies who design the technology start taking this matter to their design teams and integrate the issue in their own design process.

Technology Issue 3 and 4: Time, Money, and Proficiency: Learning to Use the Technology is Different from Learning to Teach and Learn with the Technology

These technology related challenge is one in which of academia can relate. The idea that one must be competent with technology in order to use it is a struggle that many faculty face. Much of the faculty member's time is spent teaching and little time is left to become proficient with all the new technology that comes to the door. Science faculty are not immune to this. Not only do science faculty have to learn technology that is specific to science (such as the PCR example from before) there is all the technology that is not developed for the sciences that science faculty are encouraged to use and integrate into their courses. Can we say technology overload?!?!!? Not only is time and competence in the technology a worry, but another issue arises that is very rarely addressed: Learning how the technology works is very different than learning how to teach with the technology. Also, that statement is even further confounded by the fact that teaching with a technology a totally different beast than learning with that same technology. According to the Horizon Report for Higher Education (2015), teaching with technology is different than learning with technology. So, not only does the instructor need to know how to teach with the new technology, they must also know who to learn from it and hot to teach students to learn from it. This creates a technology related challenge that is difficult to solve. How do we get the technology and the training with technology? Well that requires money and time, which many colleges and universities have either very little of and/or they are very hesitant in using time and money for the ever changing world of tech. Herein lies the problem with these barriers to tech... time and money is needed for training... but there is little of each. This essentially creates a two or three barrier problem in one.

A Solution? 

While there is a solution to these technology related issues, my fear is colleges and universities will not like it. These solutions have a huge cost aspect. Not only will appropriate training take money, but the time (which costs money) will be an issue as well. Not only do faculty need to be trained on how to use the technology, they also need to be trained on how to teach with it. I feel that the latter of the two is often neglected. I see many colleges and universities spending time and money on training faculty how to use technology, but very few spend time and money on training faculty how to teach with it. I am sure there are many reasons for this outside of financial reasons, but I will not dive into that here. Also, colleges and universities need to spend the time and money on training students how to learn with the technology. Too often we spend time training our faculty and staff how to use technology and we miss one of the most important demographics... the students. We must start shifting our focus to helping the students not only learn the technology, but also how to learn with technology. Our students need technology support just as much as faculty and staff and I feel we miss the ball on this one. Unfortunately this is not a solution that individual faculty can solve... it is institutional. Faculty can, however, do what they have always done... and continue to support students to the best of their ability. 

Wrapping it Up

There are a myriad of technology related issues. While I have not addressed all of them, the four that plague me as an educator are developing labs, ensuring ADA/OCR compliance, time/money for technology, and competency and proficiency. Does this mean that technology is bad? No way!!! technology has given us so many advantages in the collegiate setting. Technology is an important tool. We must, however, create an environment where we think about all aspects of technology use and incorporate it into out planning. As instructors we must work to find individual solutions for our students to ensure success. We also must work with our colleges and universities to help find solutions to these technology related issues. We also must remember how all these barriers are interconnected. While time and money can solve many of these challenges, we still must keep our focus on our students and push to help them succeed in any way possible. When we solve one barrier, we open the door to the solution to another barrier. Keep the doors open and brainstorm for solutions. For one solution will lead to solution possibilities for all. 

Resources: 

Lee, B. A. (2014). Students with disabilities: Opportunities and challenges for colleges and universities. Change: The Magazine of Higher Learning, 46(1), 40-45.


New Media Consortium, & EDUCAUSE Learning Initiative. (2015). NMC Horizon Report: 2012 Higher Education Edition. Austin, TX: The New Media Consortium.

ADDIE and SAM: A Comparative Analysis

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The instructional design process is a complex and ever changing approach to ensuring learner success. Instructional designers and educators have used many different models for developing content that the learner can best engage with and learn from. There are many competing models that have been used over the years to help learners best benefit from their learning experience. While there are many different models that are used by instructional designers, ADDIE and SAM seem to be at the front of discussion when deciding what model can be effective. This blog post will compare and contrast the two models in order to help instructors and designers see a better picture between the two competing models.

What are ADDIE and SAM? 

While this blog post is not meant to discuss what ADDIE and SAM are, a little background behind basics of each model is necessary to understand how they compare as instructional design processes. ADDIE and SAM are both interesting instructional design models.

ADDIE

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ADDIE, according to Brown and Green (2015), is one of the most popular models because it takes into account the most basic aspects of instructional design: analyze, produce, and evaluate. ADDIE takes the basic steps of instructional design and divides them into five stages: Analyze, Design, Develop, Implement, and Evaluate.

ADDIE was created as a design model allows instructors and designers to use background research and needs analysis data to create content for learners. ADDIE allows the designer/instructor to to evaluate the effectiveness of the content after it has been developed. Check out this short video on the basics of ADDIE and each of it's important steps.

SAM

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SAM (Successive Approximation Model) is another popular instructional design model where design is approached in a very cyclic process where analysis and design are intertwined through small steps. The content can be analyzed at different points in the design process for optimal an optimal learner experience. SAM allows the developer to have multiple check points throughout the design process to allow for an effective design. SAM contains the basic steps of instruction design but incorporates them in a cyclic process. SAM, according to Brown and Green (2015), was created to place more emphasis on each step of the process. Check out this video on SAM.

How do these models compare? 

Both ADDIE and SAM are useful and important models of instructional design. While both include the basic aspects of instructional design, they both have some key differences in their approach to the design of content. While there are many differences in these two models, this blog will focus on three key differences between the two models: Linear vs. Cyclic, Iterative vs. Non-iterative, and Whole Design vs. Prototypes.

The Design Process: Linear vs. Cyclic

One area where ADDIE and SAM differ is in the basics of the design process. ADDIE has been referred to as a "waterfall approach" where each step falls into the next step until it reaches the final product. SAM, however, is a very cyclic process where the designer cycles through the creative process. What does this mean for the two processes? For ADDIE, it means that the designer gets to a finished product to test after going though each of the stages. For SAM, it means that the designer cycles through the steps several times before getting to the product. Does this mean that one is better than another? I would think the answer is no. Each model is designed to fit the needs of a specific designer. If the designer needs a more linear approach with a product that needs less evaluation during its development, then ADDIE may be the way to go. If the designer needs to assure that the product is effective and tested before being used by a large learner population, then SAM may be the way to go.

The Development Process: Iterative vs. Non-Iterative

Another area where ADDIE and SAM differ is in their development process. SAM is often referred to as an iterative approach where each step is carefully reviewed and reworked in order to ensure a better end product (content). Each of the steps has a component where the content can be evaluated and reviewed (often by a group of people) to ensure quality and usefulness of the final product. This ensures the content being developed is what is needed and the developer is not waiting until the end to see the outcome. ADDIE is much less iterative, by design. ADDIE will help the developer churn out the content and the need for review or changes is often at the end of the process. ADDIE does not incorporate self or group checks throughout the process. For the ADDIE model, it occurs mostly at the end. Which is better? The answer is not so simple. It depends on the project. In some instances, the need for an iterative process is necessary and speed is not that important. This is the time where SAM may be the most effective for a designer. In other times, speed and repetitive checking is not as important. This would be a great instance for the developer to use the ADDIE model. While ADDIE is not a fast process in and of itself, it is generally faster than SAM as long as project goals are not changed throughout the process. Again, the need of the developer and the learners will determine which model is best suited for the project at hand.

Flexibility: Whole Design vs. Prototypes  

Another aspect where ADDIE and SAM differ is in their "roll out". What does that mean? Well, in essence, it means that each model deals with a product being produced in different ways. With ADDIE, a whole design in generated for use and then evaluated. The entire product is released for implementation and evaluated. With SAM, prototypes are developed along the way. These prototypes can be tested and reviewed before it is implemented. In essence, the developer can have test runs of the product, stakeholder input throughout the process, and more detailed feedback throughout the process. In this case, SAM has better quality control on the final product than does ADDIE. Another aspect is that although ADDIE creates a whole product in the end, which can be faster, but it can also backfire. If project goals change during the process, it could mean starting from scratch. SAM would allow for changes to be made in a more effective way than ADDIE. Again, does this mean that one is better than the other? Not necessarily. If time is of the essence and prototyping and multiple points of evaluation would hinder the process, then ADDIE could be a perfect tool in that situation. However, if quality control is essential and time is not as big of an issue, then SAM could be a good fit.

Conclusion

So, which model is better? I think it is important to remember that it is not pitting one instructional design model against another. Both models have strong foundations within the instructional design field and are important tools needed for different projects that will be undertaken. Just like the design of content is important, the choice of the tool for the design is also essential. The instructional designer must make sure to use a tool that best meets their needs at the time. While SAM was designed to be used in place of ADDIE with less rigid steps, I think there is good value in both models and their use is highly dependent on the situation at hand.

Are there other differences you have found between the models? Do you think both are valuable models? I wold love to hear what you think. :D



Resources:

Brown, A. H., & Green, T. D. (2015). The essentials of instructional design: Connecting fundamental principles with process and practice. Routledge.

Reflection on Methods for Online Teaching and Learning

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What a whorl-wind it has been!!! My journey through EDU-654 was a positive one. There is so much information that I have picked up on and so much information I have already applied to my online courses I teach now. Here is a short post on some of the things I have learned through my jouney in "Methods for Online Teaching and Learning".

What were key concepts and skills I learned?

One of the things I learned during the semester was the importance of instructor presence in the online setting. During one of my assignments, I was tasked (with other group members) to create a "Module" on "Keys to Exceptional Online Teaching". Through the creation of this module, I learned the key importance of online presence in the classroom. I already knew that I needed to be present in the course, but until I created that module, I did not realize the importance of being present in ALL aspects of a course. This means being present in discussions, the material, the feedback, and even in the announcements. It is essential that the online instructor go above and beyond in the online classroom in order to show the students that they are supported. I found this so important... that I have already started being more present in the courses I teach now. I have made sure to make feedback more personal and to "show" myself in announcements and lessons more often. While I have not done everything I wanted to do, I am adding more and more to my classes as the term progresses. This is something I think will serve me and my students in the online classes I teach.

Another thing I learned, and this is probably the most important thing I have learned, is that there is not one correct way to approach online teaching and learning. There are so many ways to develop a course, an assignment, an announcement, etc. This means that I must remember to keep learning techniques and keep providing new ways of learning for my students. I cannot get into a "rut" and keep doing the same thing, semester after semester. It is essential that I keep learning, adapting, and moving forward. It is the best thing for me and for my students.

How Does My Learning Apply to my Current Work?  

As a stated above, my current work is benefiting from all of the skills that I have developed during the semester. I have been actively working to improve my courses to create better outcomes for my students. I have been prepping for adding even more tools to courses I teach in the coming semesters. I think that I have been able to actively apply tools I have learned in the course in order to improve the learning experiences for all of my students.

Wrap Up

While I have a ways to go in becoming an excellent online instructor, I think that this course has provided a lot of tools to give me a wonderful jump start on the process. I have learned a lot of information that I am happy to take on through to my courses in my professional setting and I am looking forward to gaining even more tools as I continue on through my program. I am so happy to be learning so many new things in this wonderful program.

Feedback and Communcation in Online Courses

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Feedback is an important part of communication in the online  environment. In essence, feedback is a form of communication provided to the student that is constructive and specific on an assignment or task in the online classroom. Feedback can be provided in a variety of ways, such as written, recorded, videos, chats, and other mediums. Feedback and communication in online  courses is a topic that online instructors and instructional designers have been putting a lot of thought into as of late. Many instructors and facilitators of online courses have been developing or improving their skills on providing feedback to their students. As the offering of online courses continues to rise, instructors are beginning to see the need for creating a better learning experience for our students, especially in online courses. One way to improve the online experience for our students is to make sure we provide thorough and useful feedback for each student.

While there is a lot of research out there on what it means to provide effective feedback to students, there is a general lack of understanding from many instructors and facilitators on what is needed to make the feedback useful for each student.

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What do the students say? 

Students, especially college students, need feedback. Students need to know what they can do to improve their work and they need to know that they are gaining the knowledge they need from each assignment they complete.

Overall, students report that they need and value feedback. According to Beaumont, O'Douherty, and Shannon (2011), students reported that they valued feedback from instructors and that it encouraged improvement on their future work. This research indicates that students read and evaluate the feedback that instructors provide. Other research supports this finding. According to Ertmer et al. (2007), students reported that feedback is essential to their personal learning. While much of the literature suggests that students need and value feedback, students are not without criticisms of the types of feedback that they receive. According to Beaumont, O'Douherty, and Shannon (2011), students reported that feedback often made them feel discouraged because it was too critical. Students need to know not only where they have gone wrong, but also be reassured where they were correct. Students have also reported not understanding the feedback that had been provided in courses. According to Nichol and Macfarline-Dick (2006), students reported that they need to understand the feedback they are receiving. Too often, instructors are vague in their feedback and students do not know how to apply the feedback they receive to their next assignment. A good example is when an instructor puts a question mark next to student writing but does not explain why that question mark is on their paper. While the instructor knows why he or she is putting a question mark next to a statement, the student may not know what that means. The student does not have the ability to look inside the instructors head to know what they were thinking. In essence, the student does not know what they do not know. With all of this feedback from students, it is essential that instructors and facilitators work to provide feedback that is useful for students throughout their learning process. 

What can instructors do? 

Providing thorough and effective feedback to students can help improve student learning and student experience. There is a lot of research that has been done in order to evaluate how an online instructor can be effective in the learning environment using feedback. Upon review of some of the literature, several themes emerged. These themes included promptness of feedback, constructiveness of feedback, and method of feedback.

Promptness of Feedback

A consistent theme, through all of the research reviewed, indicated that students need and expect prompt feedback. According to Miller (2009), timeless of feedback plays a role in supporting student learning. Students must be able to see the results and the feedback of that work in a timely manner in order to effectively apply corrections and their learning to the next assignment or assessment. Other research has also supported this idea. According to Getzlaf et al. (2009), students reported that prompt feedback gave students "ample time to use the information in a meaningful way" and to "process the feedback and use it for another assignment (p.13). This indicates that students value feedback that they can use for future assignments. 

It is important to note that what students consider "prompt" feedback is varied. According to Getzlaf et al.(2009), students reported a range of acceptable feedback time as early as 24 hours and as late as two weeks. This indicates that students have varying perceptions on what "prompt" means. While it is not essential to follow the students definition of "prompt", research suggests that a time frame for feedback on assignments should be established early in the course. According to Espasa and Meneses (2010), establishing a time frame for feedback is essential for students. Students must know when to expect the feedback so that they can plan for improvement. Students need to know what they are doing and if it is on track or not with expectations. Other research has confirmed this as well. According to Getzlaf et al. (2009), students indicated it was important for them to know when to expect feedback. Instructors should set guidelines for when students can expect feedback and stick to that time frame. It is also essential that the instructor inform students if feedback will be delayed so the student knows what to expect. 

Constructiveness of Feedback

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Another theme to emerge from the literature was that of constructive feedback. Students expect that the feedback they receive to be helpful to their learning process. According to Getzslaf et al. (2009), students stated that they desired feedback that was "supportive" and "positive". Students need, not only, to be corrected for their mistakes, but they also need feedback that encourages them to think critically and leave them feeling successful, even in their mistakes. Getzlaf et al. (2009) also noted that students are cautious of overly positive feedback. Students need to feel that the comments to them are authentic. This is supported by other research. According to Beaumont, O'Doherty, and Shannon (2011), students perceived overly positive comments with no suggestions for improvement with laziness on the instructors part. Students feel if there is no area of improvement, then the instructor did not read or put much effort into the feedback. This means that instructors must find a balance between making a student feel positive in the feedback as well as providing some criticism.  

Method of Feedback

Another theme that emerged was the method of the feedback. According to Beumont, O'Doherty, and Shannon (2011), students felt more connected to the feedback if the instructor provided live feedback on assignments. In essence, students reported wanting a post-assignment conference in order to fully understand the feedback provided. Beumont, O'Doherty, and Shannon (2011) also noted that students prefer some kind of recorded feedback as opposed to typed or written. Personal feedback seems to make a difference with students. Similar findings were uncovered in other research. According to Getzlaf et al. (2009), students view feedback as a mutual process that includes input from both parties. Some students reported, in the same study, that feedback would be most useful is they were consulted by the instructor prior to the feedback in order determine what type of feedback the student would find most useful.  The research seems to indicate that students want live or recorded feedback, as opposed to written and in some cases the students want to design the type of feedback most useful for them.

Below is an image of several things to think about when providing feedback to students. 

Some tips on effective feedback.
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Wrap up

While the research is definitive on the importance of feedback and communication in online courses, more research is needed to determine what effective feedback is. Research indicates that there are several aspects of feedback that are essential for students. This includes timeliness, constructiveness, and method of feedback. It is essential that instructors ensure that the feedback they are giving is personal and helpful for each student. It is the only way in which a student can benefit from their work. 

Resources:

Beaumont, C., O’Doherty, M., & Shannon, L. (2011). Reconceptualising assessment feedback: a key to improving student learning?. Studies in Higher Education, 36(6), 671-687.

Ertmer, P. A., Richardson, J. C., Belland, B., Camin, D., Connolly, P., Coulthard, G., ... & Mong, C. (2007). Using peer feedback to enhance the quality of student online postings: An exploratory study. Journal of Computer‐Mediated Communication, 12(2), 412-433.

Espasa, A., & Meneses, J. (2010). Analysing feedback processes in an online teaching and learning environment: an exploratory study. Higher education, 59(3), 277-292.

Getzlaf, B., Perry, B., Toffner, G., Lamarche, K., & Edwards, M. (2009). Effective Instructor Feedback: Perceptions of Online Graduate Students.Journal of Educators Online, 6(2), 1-22.

Miller, T. (2009). Formative computer‐based assessment in higher education: the effectiveness of feedback in supporting student learning. Assessment & Evaluation in Higher Education, 34(2), 181-192.

Nicol, D. J., & Macfarlane‐Dick, D. (2006). Formative assessment and self‐regulated learning: A model and seven principles of good feedback practice.Studies in higher education, 31(2), 199-218.

Effective Synchronous Communication

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Synchronous learning in the online environment is an essential tool in creating an effective online course. Many online instructors and facilitators have adopted tools to help them work and communicate with students in a real-time setting and it has resulted in a positive learning experience for many students. As technology is improved and developed, communicating from a distance has never been easier. More cost effective tools and applications are being developed daily and this creates an environment where instructors and students can interact and work together no matter where they are in the world. Being connected now means more than just being behind the screen, it means interacting and participating in the learning process.

Incorporating synchronous methods into courses can create an environment where the student actively participates in the learning process with the instructor. While the classroom is available 24 hours a day, the synchronous aspect allows students to set aside specific times for valuable personal interaction with the instructor and fellow classmates. Synchronous learning can open the doors for students who feel trapped behind the screen and open the line of communication with the instructor and the class. This helps create a community of learners where individuals can feel a part of the learning process.

While synchronous learning is an excellent way to open the door to learning in the online classroom, there can be some limitations to the synchronous experience. Some of the limitations that can arise is in the planning of the synchronous meetings. Instructors and facilitators must plan to ensure the topics covered in the synchronous components are interactive and fulfilling for each student. If the synchronous sessions are not well planned, it can create a barrier to the communication and perhaps stifle the learning process. Another aspect that can create a barrier to the learning process in the synchronous environment is the technology. It is essential that both the student and the instructor are versed in the technology being used in the session to ensure that the session is accessible by and convenient to all participants. Technology that fails can lead to a negative learning experience and be counterproductive to outcomes of the synchronous session. Just like in any other form of communication in an online environment, this is where the instructor can make or break the learning experience. It is up to the instructor to find ways to make the synchronous process a smooth and enjoyable experience.

What do the Students Say? 

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The synchronous environment can be a wonderful experience for students. It is an open environment where the students can ask questions and talk about the course material with the instructors and fellow students. Students do have a lot of feedback to offer us when we are considering developing these synchronous experiences. Overwhelmingly, students have had glowing remarks about courses that include synchronous experiences. According to McInnerney and Roberts (2004), students described a sense of community in online courses where there was some form of synchronous activity utilized during the course (p.73). Many students enjoy the social interaction and learn best when provided tools to interact with the instructor and their fellow classmates.According to Wang, Jaeger, Liu, Guo, qne Xie (2013), students reported higher satisfaction just from having the chance to connect. Students have also reported some negative experiences with synchronous learning. According to Foronda and Lippincott (2014), students reported that too much interaction in the synchronous format led to the course being less flexible and became a hindrance to them with regard to flexibility (p.6). The researchers also noted that students reported high levels of frustration with regard to technical problems experienced in the synchronous setting (p.6). This creates a barrier to the learning process and students feel isolated and alone during these experiences. With all of this feedback provided by students, it is essential that instructors and facilitators adapt their learning environment to meet the needs of the students in this setting. 

What can Instructors do? 

Ensuring that the student has the best possible synchronous experience is essential for student learning and student success. There is a lot of research that has been done in order to evaluate how an online instructor can be effective in the learning environment and in providing these synchronous sessions. Upon review of some of the literature, several themes emerged. These themes included creating a sense of community and engagement, timing and facilitation style, and use of technology. 

Sense of Community and Engagement

The idea of creating an sense of community and engaging students in the online classroom is addressed in the majority of the literature on the topic and synchronous communication is no exception. While synchronous activities lend themselves to be naturally engaging and community oriented, it is not enough to merely have the experience. It is essential the the instructor plan these synchronous sessions so students can freely interact in an open environment. To create an environment where students can freely interact and are comfortable, the instructor must set the stage for the course and the synchronous sessions. According to McInnerney and Roberts (2004), the utilization of a "forming stage" to help set up expectations is essential (p. 78). A forming stage is best defined as a warm up period. Students who enter a new course are sometime nervous and need a time during the course where the student can get to know their classmates, the instructor, and the expectations. It is best that this time be during the first couple of days in the course and the student has the ability to move around the course and experience at least one synchronous session before beginning the course work. This opportunity allows students to get comfortable with the instructor and fellow classmates and begins to build the community of support that is needed in the online environment. The instructor can use this time to introduce themselves (along with the students) and to discuss the layout and expectations of the course. This is a good time to let the students ask open questions to help them understand what is expected of them.

Other studies have made similar conclusions. According to Brown (2001), providing a space early on in the course where students can get information and meet fellow classmates is essential to building a sense of community. While the research focused on distance learning classes as a whole, the idea can be related to the synchronous portion of the course as well. It is essential to create a space that becomes a "forming stage" for the student. It will open students up to be engaging and to build a community with their fellow classmates and their instructor. It is important to note, however, that creating a sense of community does not stop at the beginning of the course. It is something that lasts throughout the length of the online experience. Teaching presence also plays a role in creating a community of engaged students. I have written about this in a previous blog on asynchronous learning. Feel free to take a look for my take on the importance of teaching presence throughout the course and its role in creating a community of learners.

Timing and Facilitation

Another theme that emerged from the literature is the importance of timing and facilitation. It is essential that the instructor find the right balance of synchronous meetings. While finding a good balance takes time and experience on the part of the instructor, it is essential to find the balance. In some cases, there can be too few sessions and the students to not get the benefit of the synchronous session. There can also be too many sessions which creates a problem with timing and the flexibility of the course. According to Foronda and Lippincott (2014), interactive synchronous sessions were effective when offered on a monthly basis (p. 6). When too many sessions are offered, it can interfere with the perceived flexibility of the course and the sessions can seem less beneficial to the student learning outcomes. Other researchers has found similar results. According to McInnerney and Roberts (2004), online environments are chosen because of their convenience and flexibility. It is essential that timing and design of the synchronous sessions revolve around this convenience and flexibility. While this theme was discussed in many of the articles, there is not a definitive answer on the perfect balance of synchronous sessions in the online environment. More research needs to be done to address just how many sessions are effective in the online classroom while still keeping the course flexible and convenient. Until such time, it is suggested to get a feel for what you students want and need over time.

Technology 

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Technology is one of the biggest themes that emerged from the literature. It is essential that instructors and facilitators know how to use the technology they are utilizing for each of the sessions. It is one of the most important aspects that will lead to an successful and effective synchronous session. According to Foronda and Lippincott (2014), issues with technology can be a barrier to successful synchronous session. If not well planned, some of the time set aside for learning and communication can be lost due to technology issues. While it is inevitable that there will be issues with technology, the instructor must have a good working knowledge of the system they are working with and have back up plans in case of issues.

Other research uncovered similar findings. According to Watson and Sutton (2012), students reported a higher sense of learning and community when the technology was in good working order and relevant to the the session. This means that not only does the technology need to work without issue, the technology must have a clear relationship to the activity being conducted. In essence, the student must understand not only the information but also why certain technology is being used. It is up to the instructor to ensure not only that the technology works with minimal problems, but also that the student understands why it is being used.

It is also essential for the instructor to plan ahead with the technology being used and work through any problems ahead of time. There are several things an instructor can do to ensure an effective synchronous session with regard to the technology. According to McCrea (2013), there are many things to ensure the technology functions smoothly during asynchronous session. These include completing an equipment check before the meeting, not assuming the students know what they are doing, plan ahead and have backups, do not use too much technology, and matching your teaching strategies with your technological tools. While this may seem like a lot of work before the meeting begins, it will ensure that the students in the session will receive full benefit from the technology and the lesson. It is essential that the session goes as smoothly as possible to ensure that students get the greatest benefit possible.

Wrap Up

While the research is mostly positive with regard to the experiences of students in the synchronous sessions, instructors need to make sure they are providing the type of synchronous sessions needed by their students. It is essential the instructors ensure that they are creating a sense of community and open the doors to allow for engagement in the session. A session is only effective if it can bring students and instructors together in that environment. Instructors must also ensure they design the sessions with the flexibility and convenience aspect in mind. Without this aspect, there could be many barriers to the success of the synchronous session in the course. Last, it is essential that the instructor ensure that the technology is properly working and that students know how to use it. If the instructor of the synchronous session ensures all of these things, the student will have a great experience and will have a better chance at learning and applying the information presented. 

Resources

Brown, R. E. (2001). The process of community-building in distance learning classes. Journal of asynchronous learning networks, 5(2), 18-35.

Foronda, C., & Lippincott, C. (2014). Graduate nursing students' experience with synchronous, interactive videoconferencing within online courses. Quarterly Review of Distance Education, 15(2), 1.

McInnerney, J. M., & Roberts, T. S. (2004). Online learning: Social interaction and the creation of a sense of community. Educational Technology & Society, 7(3), 73-81.


McCrea, B. (2013, May 8). The Do's and Don'ts of Synchronous Online Learning. Retrieved March 02, 2016, from https://campustechnology.com/articles/2013/05/08/the-dos-and-donts-of-synchronous-online-learning.aspx

Wang, C. X., Jaeger, D., Liu, J., Guo, X., & Xie, N. (2013). Using synchronous technology to enrich student learning. TechTrends, 57(1), 20-25.

Watson, S., & Sutton, J. M. (2012). An examination of the effectiveness of case method teaching online: Does the technology matter?. Journal of Management Education, 36(6), 802-821.

Effective Asynchronous Learning in Online Courses

Asynchronous learning is a wonderful way for students to take courses and learn information, especially in the fast-paced world we live in today. People are increasingly more connected and this opens up opportunities for educators to teach students in this connected world.

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@ digitalchalk

Asynchronous learning is a method of learning that allows the student to be more flexible in their courses. Students can work at there own pace with a set time frame and is not bound to a weekly face-to-face schedule like a traditional classroom. The class room is available 24 hours a day and the student can be a part of designing their own learning experience. It allows students to go about their everyday lives while still allowing them the chance at an education.

While asynchronous learning is the perfect set up for independent learners and an effective solution for this fast-paced world, there can
be limitations in these courses. The flexibility of the course can lead to less student-teacher interaction in the course. This is where the instructor can make or break the learning experience in a course that uses asynchronous techniques. It is essential that the instructor find ways to make connects with the students in their courses and to help the student make those essential connections in the learning environment.

What do the Students Say? 

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While the enrollment in online courses and online programs have been steadily increasing over the past decade, students are not hesitant in voicing their opinions on their experiences in these courses. According to Ice, Curtis, Phillips, and Wells (2007), students have reported not having a the feeling of "being there" when in an asynchronous environment (p.5). This creates a disconnect for the student. Even if they love the online setting, they can feel lost and alone. Other studies have indicated similar findings with regard to the lack of instructor presence. According to Shea, Swan, and Pickett (2005), students that reported low levels of interaction with their instructors also reported lower levels of learning in those courses with that instructor. It is essential that instructors take the feedback offered by students in order to make sure there is a high level of interaction with the students to ensure their individual needs are being met.

What Can Instructors Do? 

Being an effective instructor in asynchronous environments is very important to the success of the course and the success of each student. There is a lot of research that deals with the importance of being an effective instructor in the asynchronous environment. Upon researching the literature on this topic, several themes have emerged that give clues on how to be an effective instructor in the asynchronous environment. These themes include, teaching presence, feedback on assignments, and engagement.

Teaching Presence

 Teaching presence in online classes was an important aspect in all of the research I uncovered. According to Shea, Swan, and Pickett (2005), students felt there was a sense of learning community in courses where the instructor was present. It is essential that students feel like they are in a classroom with other people and are not on this journey alone. Students need to feel like they have a place to turn and a place to get clarification. It is essential that the instructor make their presence known and is actively involved in the course. This mean that the instructor may need to spend more time interacting with a students in an online class than they would in a more traditional setting. The instructor needs to dedicate significant time with students in these environments to show them that they are important and that their is some one there to help and guide them.

Another study found a similar finding. According to Skramstrad, Schlossen, and Ovellena (2012), students who received timely communication reported a higher instructor presence and interaction. In the study, the researchers looked at the time of day when students worked on assignments. It was reported that students completed work in the evening each day. The students wanted to have feedback within 24 hours of their work submission. While that may be limiting to most instructor, the instructors who gave feedback within that time frame were perceived as be present and have a high amount of interaction by their students. While I agree that timely communication is important, it seems that 24 hours to respond on everything may be too demanding on the instructor. it seems that instructors may need to have aspects of their courses where they respond in that time frame, such as emails and messages. This should help the students feel like their instructor is present in the course and actively trying to help them.

Feedback and Communication on Assignments

Another significant point revealed in the literature looked at the importance of feedback on assignments. Ice, Curtis, Phillips, and Wells (2007) conducted a study where they looked at the difference between text-based feedback and audio-based feedback. The study revealed that students found the audio feedback was more effective for them. According to the researchers, the students felt more supported by their instructor and were willing to be more engaged in the course (p. 12). When the instructor takes the time to provide timely and thorough feedback, the student feels like they are in a real course that has more meaning. They become more actively involved because they have the feeling that someone is there supporting their journey. 

Other research supports these findings as well. According to Garrison, Baia, Canning, and Strang (2015), students need to feel the presence of the instructor and need the feel of a face-to-face component. Students in the study felt as if their needs would be meet in the online course if the instructors were more actively involved and if the instructors were engaged in the course activities themselves. This could be accomplished if the instructors actively post feedback and questions in the discussion forums and in the activities that are provided to the students. Students want to see feedback on what they are doing in the course. It helps them to feel like they are on the right track and learning the material they need to learn. Feedback and communication is essential to helping the students feel like they are in a community of support and learning. 

Engagement

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Engagement in the course was an important aspect of creating a community of learning in an online course. This includes the importance of the instructor being engaging and not just relying on students to be engaged on their own. It is essential that the instructor provide the foundation for that engagement. According to Giesbers, Rienties, Templelaar, and Gijselaers (2014), instructors who communicated with students in a variety of formats had students that were more actively engaged in the online classroom. This engagement could be achieved in different ways. The instructor could provide a synchronous component or provide varied activities that appeal to different types of learning styles. When the student feels like there is something in the class "for them" they are more likely to engage in all of the material. According to the same researchers, instructors who used synchronous methods had an increased participation in the asynchronous component. This seems to show that these two types of formats (asynchronous and synchronous) are linked in a successful online course, at least with regard to engagement.

Other research supports this theme as well. According to Canal, Ghislandi, Micciolo (2015), student engagement is essential for student success. It is also noted that student engagement is heavily tied to successful student completion. This means that it is essential for instructors to engage students through activities to get them active and involved. This leads to higher completion rate in the course and, in turn, in their program. It is essential for instructors to provide opportunities for students to get excited about the material. Assignments with multiple formats or options of completion can help the student be more active. Instructors must design and participate in a course with the students in mind. This will lead to a higher engagement in the course. 

Wrap Up

While there is a lot of research to be done, it is essential that instructors make changes to their presentation and involvement in their online courses. Students have expressed an overwhelming need for the instructor to be visible in the classroom and actively participating in the course. Asynchronous learning can be a wonderful learning model as long as instructors do their best to be present, give timely and productive feedback and encourage and promote engagement with all of the material in the course. 

Resources:


Canal, L., Ghislandi, P., & Micciolo, R. (2015). Pattern of accesses over time in an online asynchronous forum and academic achievements. British Journal of Educational Technology, 46(3), 619-628.


Garrison, G. D., Baia, P., Canning, J. E., & Strang, A. F. (2015). An asynchronous learning approach for the instructional component of a dual-campus pharmacy resident teaching program. American journal of pharmaceutical education, 79(2).


Giesbers, B., Rienties, B., Tempelaar, D., & Gijselaers, W. (2014). A dynamic analysis of the interplay between asynchronous and synchronous communication in online learning: The impact of motivation. Journal of Computer Assisted Learning, 30(1), 30-50.


Ice, P., Curtis, R., Phillips, P., & Wells, J. (2007). Using Asynchronous Audio Feedback to Enhance Teaching Presence and Students' Sense of Community. Journal of Asynchronous Learning Networks, 11(2), 3-25.


Shea, P., Li, C. S., Swan, K., & Pickett, A. (2005). Developing learning community in online asynchronous college courses: The role of teaching presence. Journal of Asynchronous Learning Networks, 9(4), 59-82.


Skramstad, E., Schlosser, C., & Orellana, A. (2012). Teaching presence and communication timeliness in asynchronous online courses. Quarterly Review of Distance Education, 13(3), 183.