Subject: [IFETS-DISCUSSION:929] 1st Discussion Summary
From: Brent Muirhead (bmuirhead@email.uophx.edu)
Date: Fri 19 Jan 2001 - 02:47:01 MET
From: "Brent Muirhead" <bmuirhead@email.uophx.edu> Subject: [IFETS-DISCUSSION:929] 1st Discussion Summary Date: Thu, 18 Jan 2001 20:47:01 -0500
Greetings IFETS Colleagues! I am sharing my first discussion summary for
"Practical Strategies for Teaching Computer-Mediated Classes."
January 15, 2001
Muhammad Betz explored the issue of fear and learning in online education.
Muhammad's remarks were directed toward the following discussion: What
criteria should be used when conducting online peer reviews of faculty
teaching? Brent has stated in his introductory paper,"educators should
reduce negative learning experiences by controlling (e.g. censuring their
remarks) those who interfere with class dialogue." This statement is made
while reviewing the results of a research study conducted by Burge (1994).
Brent also mentions later in the introductory paper that some instructors
face a problem of declining student involvement as on-line courses progress.
Is the reduction in student involvement due to fear of censure? This could
be so. If the on-line instructor distributes rules for discourse at the
outset of the course, the need for censure should be reduced, which in turn
could reduce student fear and/or intimidation and lead to the sustaining of
student participation throughout the course. End result: more learning.
Additionally, online peer reviews might consider the presence of clear
directions and rules for participation in discussions at the beginning of
the course as a positive characteristic and the presence of intimidating
censure during the course as a negative characteristic.
Janurary 16, 2001
Charles Adamson did raise a concern for Muhammad Betz's statement "if the
on-line instructor distributes rules for discourse at the outset of the
course, the need for censure should be reduced, which in turn could reduce
student fear and/or intimidation and lead to the sustaining of student
participation throughout the course. End result: more learning."
Charles notes that the situation a little more complicated than a simple
"more participation equals more learning"? Many students learn many things
better by observing or listening rather than discussing. Instead of a
blanket statement that more participation means more learning, He thinks
that we need to consider both the content of the course and the goals. For
example, consider a course in computer programming. Some students will
benefit from discussions, but others, the majority in my experience, will
not find this to be an efficient way of learning. They will benefit most
from reading (or listening to lectures) and then doing it themselves. The
only discussion necessary would be an occasional question. On the other
hand, a course where the teacher does not have all the answers, a literature
appreciation course, for example, would require a large amount of
interaction between students as they explored various ideas. Thus, we seem
to have a continuum with one extreme requiring participation for more
learning, but at the other extreme no participation at all.
Charles' academic expertise is language learning. He cites an example of how
class goals can influence the type of student participation in language
classes. Charles relates that he is not arguing against participation or
efforts to increase it. Rather, he stresses that we should be sure that it
is necessary before trying to increase it. It could be possible that
decreasing student participation is simply an indication that the students
are changing to a more effective teaching.
January 16, 2001
Brent Muirhead affirms comments made by Muhammad Betz makes about the
teacher establishing guidelines for student online interaction. As a teacher
at the University of Phoenix, Brent relates that it is important to
establish communication guidelines for sharing comments with the class. He
tries to share with students the five major purposes for online study of
groups.
1.Enhance your self-confidence as you learn to strengthen your
problem-solving skills
2.Learn to make decisions that distributes the work equally and effectively
among group members
3. Help you process the knowledge and workload of the class
4. Learn how to work under the pressure of deadlines and time constraints
5. Learn how to interact and cooperate with your peers
Brent reminds his students that it is important to interact with other
students online by reflecting on their observations and ideas. Their online
comments should make a significant contribution to the discussion and
that can be demonstrated in one or more of the following ways:
suggest alternative solutions,
identify potential or real problems,
explore new theories,
offer sound rationale from textbooks or articles when disagreeing when
someone's comments
share relevant work and research experiences/knowledge into the weekly
discussion.
January 17, 2001
Muhammad Betz observes that Charles Adamson's comment "Instead of a blanket
statement that more participation means more learning, I think that we need
to consider both the content of the course and the goals." Muhammad
acknowledges that Charles makes a true point here, but his statement is
taken somewhat out of context. He made the statement in reference to Brent's
paper, in which he decried declining participation in "on-line discussions,"
as courses progressed. Logically, if participation in on-line discussions
decreased, the learning that was to derive from structured discussions would
likewise decrease.
Muhammad cites a personal teaching experience involving students raising
questions in class. His example highlighted the idea that participation in
and of itself does not always result in learning. Rather, it is important
that teachers promote relevant participation that encourages real student
learning.
Brent Muirhead observed that Charles Adamson did raise an important point
that the online teacher must always strive to help students to develop
learning habits that foster a healthy academic independence. It is possible
to have too much class structure that restricts self-directed learning. He
recommends that teachers need to guard against being too proactive by
constantly posting comments before students have an opportunity to respond
to their classmates. Also, teachers must design creative assignments that
intellectually challenge their students but does not overwhelm them.
Brent commented about the need for adult learners need to establish a study
routine to successfully manage their course work. Students often struggle
with learning problems such as perfectionism and procrastination. The
students will sometimes complain about "open ended" written assignments
because it forces them to move out of their comfort zones. Yet, students
learn to handle their fears about term papers as they establish realistic
writing goals. Ultimately, students gain the confidence to take some
academic risks with their ideas and they take another step towards becoming
a self-directed learner (Gobbo & Shmulsky, 1999).
Reference
Gobbo, K. & Shumlsky, S. (1999). Helping students manage perfectionism and
procrastination. College Teaching, 47 (4), 148.
Brent Muirhead D.Min; Ph.D.
University of Phoenix Online
bmuirhead@email.uophx.edu
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