A full range of tools are available to the online instructor to promote interactions between the student and instructor, the student and course content, and the student and peers. Online instructors should be familiar with a wide range of online tools and strategically match the appropriate tool with the objective, goal, assignment, or task. Such a strategy increases the opportunity for student interaction, enhancing the learning process. Show
Below are the most common asynchronous tools utilized in online education. The appropriate and effective uses of each tool will be discussed, along with its advantages and disadvantages. Email is the oldest collaboration tool and the most common method for communication in online learning. Private messages can be sent between the instructor and the student. It is reliable, inexpensive, and the most well-known. Email is often overlooked as a collaboration mechanism in favor of flashier, more
expensive, and less reliable mechanisms. (Horton, 2006, p. 424). Disadvantages: Students may begin to rely too heavily on the instructor for one-on-one instruction or for information about assignments and material already available on the course site. Therefore, it is important to set guidelines for email use within the course syllabus. In addition, set reasonable expectations for when you will respond to emails, for example within 24-48 hours. Figure 3.1 Email's Place on an Urgency Continuum (Horton, 2006, p. 425). Email Tool in Blackboard: From the Control Panel, select the “Course Tools” tab, select “Send Email.” A tutorial video on email functions can be found under the “Communication” tab in the Blackboard Support for Faculty course. Discussion Boards/Forums Discussion boards or forums are an asynchronous collaboration tool and a key element in learning management systems. Through discussion boards, the student interacts with the course content, the instructor, and other students. Generally, the instructor posts a topic or thread for discussion, and the student replies to the
instructor and responds to other student postings. Postings are archived allowing the professor to track participation and quality of student contributions. Bender (as cited by Repman et al., 2005, p. 61) notes other uses for discussion boards such as “role-playing, exchange of written work, debates, sharing of resources such as course-related Web sites, and interaction with guest experts.” Discussion Guidelines
Uses: Effective discussion boards are structured content discussions designed to pose insightful questions, inspire curiosity, and incite discomfort. Types of Discussion Boards: Structured Content Questions & Answers
Student Lounge Discussion Tool in Blackboard: To access the Discussion Board tool, select “Discussion Board” tab, “Create Forum” tab. Name the forum and provide a description. A tutorial video on how to use the discussion board can be found under the “Communication” tab in the Blackboard Support for Faculty course. Blogs/WeblogsA blog, also known as a web log, is an on-line journal that can be made public or private. Students can use blogs to create an online portfolio, post reflections, turn in projects or assignments and receive feedback from the instructor or other students. Postings are in reverse chronological order making themed discussions easy to follow. “They can serve as collaborative writing spaces where students share ideas and work together to jointly express ideas. Blogs have served as reader’s guides for literature study, as newspapers, or as project sites where students contribute the content” (Repman et al., p. 62). Advantages: Blogs provide a dynamic source of information rather than static information found in publications (Repman et al.). Blogs promote collaboration and allow the instructor to invite experts, community leaders, and others to review student literary works and projects. Ricardson (as cited by Repman et al.) found students were positively affected knowing they were writing for a community that extended outside the classroom. Blogs offer students the opportunity for self-expression and the potential to develop reflective and critical thinking skills (Mason et al., 2008). Disadvantages: There is still debate on the effectiveness of blogs as a learning tool. “The flexible, informal nature of blogs can be a disadvantage in terms of maintaining focus and fostering deep, critical thinking” (p. 62). Some students may be reluctant to share personal thoughts and feelings fearing scrutiny from peers. Careful course design is important to motivate students to participate and not just lurk (Mason et al.). Uses: There are many educational uses for blogs; the most significant is knowledge sharing in content areas. Blogs can provide opportunities for students to network with experts in their field of study (Anderson, 2008). Blogs can act as a learning management system where assignments can be posted and submitted, and announcements and links to others readings are made available. Blogs are used successfully in creative or reflective writing courses, and in courses that require journals or e-portfolios. And they also provide students with experience in real-world digital knowledge management, working with groups, and information sharing (p. 154). Blog Tool in Blackboard: From the Control Panel, select the “Course Tools” tab, select “Blogs” and “Create Blog.” A tutorial video on how to use the blog tool can be found under the “Communication” tab in the Blackboard Support for Faculty course. WikisWikis are a Web-based tool that allows the instructor and students (many authors) to work on projects together, share resources, and collaborate. Wikis have become “an effective tool for generating and sharing large amounts of complex knowledge” (Mason & Rennie, 2008, p. 105). The most noteworthy feature of wikis is the open editing function to allow users to co-create information and knowledge, supporting a constructivist, learner-centered perspective. This feature allows wikis to be “communally constructed and owned” (p. 105). Advantages: Wikis are free. Wikis can include sound, images, and text. Access to a site can be controlled with a password. Very little training or technical skills are required to participate in a wiki allowing the learner to focus on the content. Mason et al. (2008) also noted the following strengths of wikis: The ease and accessibility of the resource encourages wikis to be utilized for building common agendas, problem solving, brainstorming, and creating complex reference lists of hyperlinked information. In addition, the medium is ideal for creating group cohesiveness and commonly agreed definition or information sources among online communities (p.106). Disadvantages: Some experts contend there is a lack of source credibility and accuracy of the wiki content. Educators contend wikis provide an opportunity for students to learn to decipher for themselves the relevancy and accuracy of information. With so many authors contributing to a wiki site, it can possibly become difficult to navigate. Students new to the wiki environment may accidentally delete the work of other students. Uses: The valuable use of a wiki is group project work. Work within wikis must be authentic and problem-based. The intention should be to enhance critical thinking skills and work toward a common goal to solve complex problems. Because students may be lost when first working within a wiki, it is important to provide clear instructions and expectations. Below are suggestions for wiki etiquette (Murphy, 2010):
PodcastingPodcasting is broadcasting a series of audio and video files over the internet “using syndication feeds for playback on mobile devices and personal computers” (Mason et al, p. 92). “The term podcasting is a combination of iPod (Apple Computer’s portable media player) and broadcasting” (p. 107). Podcast aggregators such as iTunes or iPodder software are computer programs which subscribe to an RSS (Real Simple Syndication) feed through a hyperlink. The hyperlink checks for information germane to the subscriber (Anderson, 2008). RSS is heavily used for delivering news items, comments, descriptions, or images to subscribers, and enables the personalization of news items, by allowing a user’s computer to fetch information that is of interest, using their PC, notebook, PDA, or mobile phone. This information can be tracked and personalized, using RSS (p. 155). Audio files are in MP3 format, and frequently, the terms iPod and MP3 player are used synonymously. Podcasts offer a richer environment and a different modality of learning than just text. Advantages: Students can listen to course lectures several times and at their convenience. Podcasts are portable and can be listened to anywhere, while traveling or working out. Mason et al. notes “the spoken word can influence both cognition (adding clarity and meaning) and motivation by conveying directly a sense of the person creating the words” (p. 108). Disadvantages: Preparing a transcript of the audio for hearing impaired students increases the workload for the instructor. Audio is difficult to browse, and audio is not the best format for relaying comprehensive, complex information that requires focused attention and concentration. Copyright can become an issue. Uses: Gatewood (2008) suggests the following applications for podcasting in educational settings (p. 92):
E-PortfoliosE-portfolios, also referred to as e-folios, are collections of student work stored in digital format (Canada, 2002). E-portfolios provide “a means of collecting and maintaining evidence for assessment online” (Fee, 2009, p. 183). They often have a reflection aspect, similar to blogging, and can include podcasts. Thus, within e-portfolios is a convergence among several types of social networking media (Mason et al., 2008). Advantages: E-portfolios serve as a record of achievements, “a comprehensive resource on which to draw for job interviews and promotions” (Mason et al., p. 110). At the course level, learners are encouraged to reflect and find new ways to relate and integrate the course material. Most e-portfolio software allows different levels of access for the teacher, other students, and potential employers. E-portfolios allow students to assess their own work and the work of peers, which furthers student skill development in self-assessment and evaluating the work of others. Disadvantages: The primary challenge has been in motivating students to maintain their e-portfolio (Mason et al., 2008). The challenge is partly because of the tension between institutional control and student ownership of the e-portfolio. When the institution hosts the software and insists on its use for either assessment or accreditation, the student does not take ownership of the process (p. 109). Thus, it is important for educators to engage the learner to maintain their e-portfolios and understand their inherent value. If e-portfolios are used as the primary method of assessing the student, the student may view it as simply a course requirement and not a life learning tool. Another disadvantage of e-portfolios is that they can become repositories for “odd bits and student work,” not providing evidence of student learning (p. 111). Uses: Mason et al. (2008, p. 112) suggests key points for effective practice for e-portfolios:
Which of the following are ways in which teachers differentiate instruction?According to Tomlinson, teachers can differentiate instruction through four ways: 1) content, 2) process, 3) product, and 4) learning environment.
When using videos instructional teachers are advised to do which of the following?The simultaneous transfer of video, voice, and data from one computer to another computer is known by which of the following terms? When using videos instructionally, teachers are advised to do which of the following? Pause a video often to engage students in talking and writing about the material.
Which of the following statements reflects education reformer Alfie Kohn's beliefs about the role of standardized tests in schools?Which of the following statements reflects education reformer Alfie Kohn's beliefs about the role of standardized tests in schools? Standardized tests are not "objective" or neutral measures of student academic performance.
What word describes streaming media broadcasts of audio and video over the Internet?Essentially, webcasting is "broadcasting" over the Internet. The largest "webcasters" include existing radio and TV stations, who "simulcast" their output through online TV or online radio streaming, as well as a multitude of Internet-only "stations".
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