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

Credit: Michael Allen

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

Credit: A. Sahid

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.

Credit: mindinbexley

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

Credit: C. Wilson

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.
Credit: Unknown

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.

Credit: Bekah Stinehour
@ 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? 

Credit: Tom Preskett

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

Credit: @govignonopinions 

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.

My Thoughts on Distance Education

It's really funny how our perspectives change so quickly. I have been teaching online courses at the college level for about 4 years. For a long time, I resisted teaching courses online. I really thought that online courses in any science or math field would be ineffective. I truly thought that there was no way to convey important information students needed to learn about the sciences online, especially when it came to the labs. It bothered me for a long time. The idea of online courses for the sciences in colleges and universities tend to be frowned upon by many science faculty (or at least that is my experience). It was not until I was asked by my college to teach one of my biology courses online, that I realized that science education in the online format was "doable".

Biology Word Cloud created on Wordle

Over the years, I have worked to improve my online science courses. I have learned that online science courses take much more time, attention, and patience than my face-to-face courses. All that time and effort, however, are well worth it. I have worked hard to improve all my courses, and my online courses are no exception. In effort to keep improving, I decided to complete a graduate program in online education and instructional design. I thought that the more I understood about instructional design, the better I would be at designing online courses for my students.

This fall, I started that graduate program and I am coming on the end of my journey of my first two courses. One of the courses is Foundations in Distance Learning. The course had an interesting set up. Each module related to a variety of "myths" about online education. Each module was a journey for us to understand and work our way through some of the misconceptions about online education. As I made the journey through these myths, I realized that the hesitation by faculty to offer online courses, especially in colleges and universities, was greater than I had thought. I did not realize the extent of the reach that some of these "myths" had on attitudes toward online instruction.

The biggest thing that surprised me in this foundations course is that a lot of the fear that instructors had were due to of lack of experience or training in online education. The fear seems to be in large part due to misconception and lack of experience in the technology. I guess I knew this going in to the course, but I was honestly surprised that the misconceptions were so widespread. While I will save the discussion on the particular myths I learned about in a later post (as well as the data for backing it up), I will say that a large misconception about online learning seems to be from fear of the unknown (which has a lot of components to  it, as mentioned above... such as training and experience). I think a big part of moving forward in online education, especially in the sciences is to make sure we educate our educators about how to teach material online.

Online Learning Word cloud by V. Holanda

One of the things I will take away from the course, is that online instruction is constantly changing and improving. In order to be an effective online instructor, you must constantly improve your courses and make changes to the course presentation as often as possible. New technologies are always being developed and we have to be willing to adapt to new technologies and apply them when we learn about them.

While my beliefs and attitudes about online education remained the same throughout the course, I will make sure that I spend as much time as possible on continuously improving my courses.

Gamification: A Reflection

In August, I started taking a course called Emerging Web and Mobile Technology for professional development in an Online Teaching and Instructional Design graduate program. When I first learned the course was set up as a game, I laughed. I had never heard of gamification and my first impression was shock. Was this really a graduate level course? I am a college professor and thought that this was just another way to dumb down education. Okay now... don't be too harsh on me for my initial critique of the course set up. I realized that I was wrong after just a few completed "quests" (otherwise known as assignments).

Image from 3D Game Labs
www.3dgamelabs.com

Once I learned a little about gamification, I realized it was a pretty interesting way to set up and run a course. It's funny, after starting the course, I got really competitive about the assignments. I wanted to master all the material as fast as possible. Our course utilized a site called 3D game Labs. I continued to work through the "quests" and worked to get them complete. While I knew it was not a race, I keep on completing assignments every chance I got. I wanted to finish the course and win the game. ;)

A funny thing happened, as it turned out. I realized that I had learned a lot of information without even feeling like I was even trying. It was really a funny experience. I started using the technology in everyday life and in my biology courses I teach at the college without really thinking about it. I started having discussions about various ways to incorporate knew teaching ideas in the classroom without realizing (at least at first) that it was the information that I learned in the course. By using gamification, I was learning while playing a game. It is funny. I really did not realize how much I was getting out of the course until I was standing in front of my students teaching or in my office planning for something to do in my course. While doing the coursework, I felt like I was playing a game and trying to get enough points to get that ultimate grade of an A. I quickly came to realize that the game I had played in the course, actually had me learn many new ways of presenting information and working toward improving my courses. It is really amazing.

Image from S. Prasad @ datasciencecentral.com 

In a nutshell, gamification in education is a way for students to learn information in a course while they feel like they are playing a game. As in the definition, the course or the activity is set up like a game and the students are able to "play" the game and earn points, badges, and rewards. It reminds me a lot of standards based learning, because the students can play (or resubmit assignments) until they master the material. I had never heard of doing this in a course before, but think it is a interesting tool to use to help students learn. 

I will say, I will more than likely not use gamification as a way to set up my entire course. I will, however, use some aspects of it in order to incorporate it in my biology courses. I think I could make some virtual labs and turn them into a game (like in genetics) to help students understand the concepts better. I think students would have fun playing a genetics game. 

My take away from this course is that I feel like I can open up my mind to new ideas and new ways to teaching biology. I think this course has given me insight into new tools to use as well as new ways to teach information. I think in the long run, this class will help me improve my teaching. In fact, I have already seen that it has. 

By the way... I won the game!!! haha