STAY in TOUCH
Online Collaborative Learning Communities
The concept of collaborative learning has been widely used in the traditional classroom setting to group students in a manner that allows for the exchange of ideas to increase knowledge and interest in a given topic. In the online learning environment, the advances in communication technologies within the last decade has now allowed educators to provide students with a method for engaging in a constructive dialog and exchange of ideas with their peers. As an instructor, this course provided valuable insight into the importance of creating an online learning environment that uses technology to nurture the development of social learning communities. The artifacts shown below are for an online “Fundamentals of Crisis Negotiation” Course and were developed to focus on providing students with social learning opportunities that promote the development of students higher-order thinking skills.
Online Development Tools
Tools for Developing Online Learning Communities
A learning community can provide students with a method of interaction the can greatly assist in the development of critical thinking skills in a manner that cannot otherwise be obtained from listening to traditional classroom lectures. In the online learning environment, the creation of a safe and supportive student community requires the creative use of technology to nurture the social connections necessary for effective collaboration between students, their instructor, and course content. However, in an online environment technology can only help improve teaching and learning when technological tools are effectively aligned with course goals, enabling objectives and assessment strategies.
The technological tools shown below provides a method of collaboration that could be used in the online “Fundamentals of Crisis Negotiation” Course that I developed as part of the “E-Learning and Online Teaching” Graduate Certificate Program from the University of Wisconsin-Stout. However, there are two prevailing issues associated with the selection of tools that I would include in any online course. First, students must not be overwhelmed with new and often unfamiliar online applications to the degree that they become more focused on understanding how to use technology than learning about the assigned topic. Second, the use of multiple applications that perform the same basic function should be limited to the extent practical so that students do not perceive a tool as the use of technology simply for the sake of using technology and, therefore. Regardless of what technology is ultimately selected, it is imperative that an instructor support the learning process by ensuring that students have the information on how to use a tool. For example, tip sheets, tutorials, links to video instructions, or other similar items.
The technological tools shown below provides a method of collaboration that could be used in the online “Fundamentals of Crisis Negotiation” Course that I developed as part of the “E-Learning and Online Teaching” Graduate Certificate Program from the University of Wisconsin-Stout. However, there are two prevailing issues associated with the selection of tools that I would include in any online course. First, students must not be overwhelmed with new and often unfamiliar online applications to the degree that they become more focused on understanding how to use technology than learning about the assigned topic. Second, the use of multiple applications that perform the same basic function should be limited to the extent practical so that students do not perceive a tool as the use of technology simply for the sake of using technology and, therefore. Regardless of what technology is ultimately selected, it is imperative that an instructor support the learning process by ensuring that students have the information on how to use a tool. For example, tip sheets, tutorials, links to video instructions, or other similar items.
Learner to Facilitator
Learner to Facilitator
Tool: Skype
Rationale: Students can interact with their instructor in a more personal manner beyond reading comments in an online learning management system or email. During video sessions, an instructor can better gauge a student’s comprehension of a given topic and the potential need for additional assistance.
Connection: Instructors can conduct video meetings with individual students to provide coaching for class assignments or discuss concerns. Group sessions can also be facilitated to introduce various course modules and activities. Students can easily collaborate on group assignments.
Tool: You Can Book Me
Connection: The “You Can Book Me” application provides an instructor with a method of allowing students to schedule a personal conference that is facilitated by phone, Skype or other similar conferencing tool. By identifying available periods that a student can schedule an appointment, an instructor can limit conflicts with their other work-related duties as well as personal issues.
The accessibility of an online instructor through specific time periods for scheduling meetings can help to provide a sense of presence in the minds of students. The need to provide a method for connecting with students is critically important to students in an online environment where face-to-face interaction is not possible in the same manner as a traditional classroom.
Learner to Learner
Learner to Learner
Tool: Wikispaces Classroom
Connection: Students can create and edit content as well as collaborate and comment on the work of their peers. An instructor can use a class wiki to organize activities and projects as well as monitor the content of student’s posting.
Rationale: Using a wiki application as a collaborative tool requires that students add content then respond and provide feedback to each other. Students can also continue to access their online content after a course has been completed.
Tool: Hoot Me
Connection: The HootMe tool interfaces with online learning platforms to provide an additional method of student interaction in the form of group chat sessions and file sharing as a manner of obtaining answers to their questions. Perhaps a more important feature for the development of a student learning community is that HootMe integrates with FaceBook to provide additional networking opportunities.
Rationale: Integration of HootMe with FaceBook provides a learning tool through an online setting that is already familiar to most students. This connection allows students to easily connect with their classes to obtain schedules, assignments and nurtures the sense of community in an online learning environment as well as foster relationships that can extend beyond the period of a given course.
Learner to Content
Learner to Content
Tool: JeopardyLabs
Connection: Jeopardy promote learning by engaging students in an entertaining activity. As a student response is given, the instructor can also provide additional content for discussion.
Rationale: Research identifies that the use of games as an informal learning tool can reinforce formal educational activities and enhance the development of student’s higher-order cognitive skills.(1)
Tool: Prezi
Connection: Prezi provides the capability of presenting content in a manner that allows students to explore according to their learning needs rather than flipping through sequentially ordered slides. An instructor can develop a presentation that shows the relationship between various course concepts of a course in an interactive and engaging manner.
Rationale: Prezi provides a secure environment for project development. Students can simultaneously view and edit a presentation as well as personal folders to store and share project documents, images, and video files. Finished projects can be presented in a collaborative manner as a team from different locations.
Initial Instructor Contact
Welcome Email
Subject: Criminal Justice Course - Important Information Needs Attention
Welcome to your online criminal justice course. My name is Daniel Durham, and I will be your instructor as we explore the fundamental concepts of the law enforcement crisis negotiation process. Our official start date is Monday, August 21, 2016. However, you can now access the university online portal to review specific information about our course.
Assignment Due Now: Your first assignment is to establish your presence in our course by: (1) Responding to this email through your school account; and (2) Changing the subject line to “Crisis Negotiation” with your first and last name. For example, my subject line would read “Crisis Negotiation – Daniel Durham.”
I encourage you to contact me with any questions that you may have. My contact information is located on the Instructor Information page and can be accessed by clicking here.
I look forward to our interaction during the next eight weeks.
Daniel C. Durham
Clemson, South Carolina
Welcome to your online criminal justice course. My name is Daniel Durham, and I will be your instructor as we explore the fundamental concepts of the law enforcement crisis negotiation process. Our official start date is Monday, August 21, 2016. However, you can now access the university online portal to review specific information about our course.
Assignment Due Now: Your first assignment is to establish your presence in our course by: (1) Responding to this email through your school account; and (2) Changing the subject line to “Crisis Negotiation” with your first and last name. For example, my subject line would read “Crisis Negotiation – Daniel Durham.”
I encourage you to contact me with any questions that you may have. My contact information is located on the Instructor Information page and can be accessed by clicking here.
I look forward to our interaction during the next eight weeks.
Daniel C. Durham
Clemson, South Carolina
Icebreaker Discussion Post
Icebreaker Discussion Post
With each passing day, an individual builds upon their system of values that, in a general sense, determine how they respond to various situations. When an individual is faced with a crisis, this sense of self-image can become a coping mechanism amidst the chaos of their current situation. More significantly, when an individual in a crisis state perceives that their beliefs are being threatened or challenged by others, they can react in an unpredictable, irrational, and often violent manner. A negotiator must strive to remove themselves as a threat to help a subject increase their ability to think more clearly and act in a non-violent manner. Accomplishing this goal requires that a negotiator use active listening skills to create an atmosphere of empathy and respect that is needed for the subject to become receptive to positive suggestions to safely resolve the current situation.
For your first assignment, is to learn more about your peer students and gain an appreciation for their beliefs.
Here is what you do:
Step 1: Answer each of the questions listed below without any explanation. Using the first item as an example, “Would you rather always get first dibs or the last laugh? – The Last Laugh.”
Item 1 - Would you rather always get first dibs or the last laugh?
Item 2 - Would you rather always have to say everything on your mind or never speak again?
Item 3 - Would you rather always lose or never play?
Item 4 - Would you rather be forced to tell your best friend a lie or tell your parents the truth?
Item 5 - Would you rather be stranded on an island alone or with someone you hate?
Item 6 - Would you rather get even or get over it?
Item 7 - Would you rather give bad advice or take bad advice?
Step 2: Copy and paste the questions and answers shown from Step 1 into a new discussion thread in the “Module 1 – Introductory Ice Breaker” Section. For this initial discussion posting, Place your first and last name in the topic line.
Step 3: Select one item from another student’s initial post. In the same thread, click “Reply” and provide a brief response in the mindset of a crisis negotiator that is intended to elicit more information about their belief.
Step 4: Select one different item from second student’s initial post. In the same thread, click “Reply” and provide a brief response in the mindset of a crisis negotiator that is intended to elicit more information about their belief.
Step 5: Respond to replies from other students by commenting on the inquire is designed to elicit more information and offer alternative suggestions.
Completion: While you initial discussion posting is not due until Sunday by midnight (Pacific Time), for this week, please try to post your initial answers to the ice-breaker questions as early as possible.
For your first assignment, is to learn more about your peer students and gain an appreciation for their beliefs.
Here is what you do:
Step 1: Answer each of the questions listed below without any explanation. Using the first item as an example, “Would you rather always get first dibs or the last laugh? – The Last Laugh.”
Item 1 - Would you rather always get first dibs or the last laugh?
Item 2 - Would you rather always have to say everything on your mind or never speak again?
Item 3 - Would you rather always lose or never play?
Item 4 - Would you rather be forced to tell your best friend a lie or tell your parents the truth?
Item 5 - Would you rather be stranded on an island alone or with someone you hate?
Item 6 - Would you rather get even or get over it?
Item 7 - Would you rather give bad advice or take bad advice?
Step 2: Copy and paste the questions and answers shown from Step 1 into a new discussion thread in the “Module 1 – Introductory Ice Breaker” Section. For this initial discussion posting, Place your first and last name in the topic line.
Step 3: Select one item from another student’s initial post. In the same thread, click “Reply” and provide a brief response in the mindset of a crisis negotiator that is intended to elicit more information about their belief.
Step 4: Select one different item from second student’s initial post. In the same thread, click “Reply” and provide a brief response in the mindset of a crisis negotiator that is intended to elicit more information about their belief.
Step 5: Respond to replies from other students by commenting on the inquire is designed to elicit more information and offer alternative suggestions.
Completion: While you initial discussion posting is not due until Sunday by midnight (Pacific Time), for this week, please try to post your initial answers to the ice-breaker questions as early as possible.
Moderated Discussion Forum
Moderated Online Discussion Forum
The online learning environment can often result in student’s feeling isolated without face-to-face interaction with their instructor and peers. This course activity provided an opportunity to research, compose and moderate a class discussion as an instructor in the Moodle (Modular Object-Oriented Dynamic Learning Environment) online course management System (CMS). As an instructor, I feel that it is important to facilitate online discussions in a manner that guides the learning process in a supportive and encourages critical reflection by students. Additionally, it is important for an instructor to respond to student posts by either asking a question, affirming something the student stated, redirecting if the student is off-topic, or providing a link to additional resources for the student to explore.
Moderated Discussion Topic in Moodle
Mirroring Techniques to Promote Critical Thinking
By Daniel C. Durham - Sunday, 25 October 2015, 2:26 PM
One of the more important aspects of the learning process is for students to develop critical thinking skills that allow them to function at a higher cognitive level. Encouraging the development of critical thinking skills often requires that an instructor use mirroring techniques to reflect a student’s words and feelings (Brookfield, 1987). However, mirroring techniques also requires that an instructor use active listening skills to ensure that they fully comprehend what a student is saying, rather than simply hearing spoken words.
In the traditional classroom environment, an instructor can observe students to gauge their comprehension of a given topic and use mirroring techniques as needed to promote critical thinking skills. This consideration leads to the following question for discussion:
How can active listening skills and mirroring techniques be used in an online learning environment to assist students in the development critical thinking skills?
Reference:
Brookfield, S. (1987). Facilitating critical thinking. In Developing critical thinkers (pp. 71-8). San Francisco, Calif.: Jossey-Bass
By Daniel C. Durham - Sunday, 25 October 2015, 2:26 PM
One of the more important aspects of the learning process is for students to develop critical thinking skills that allow them to function at a higher cognitive level. Encouraging the development of critical thinking skills often requires that an instructor use mirroring techniques to reflect a student’s words and feelings (Brookfield, 1987). However, mirroring techniques also requires that an instructor use active listening skills to ensure that they fully comprehend what a student is saying, rather than simply hearing spoken words.
In the traditional classroom environment, an instructor can observe students to gauge their comprehension of a given topic and use mirroring techniques as needed to promote critical thinking skills. This consideration leads to the following question for discussion:
How can active listening skills and mirroring techniques be used in an online learning environment to assist students in the development critical thinking skills?
Reference:
Brookfield, S. (1987). Facilitating critical thinking. In Developing critical thinkers (pp. 71-8). San Francisco, Calif.: Jossey-Bass
Student 1
Self Awareness
By Student 1 - Sunday, 25 October 2015, 8:33 PM
Mirror techniques allow us to develop critical thinking in other people by providing feedback and helping them become aware of the assumptions under which they are working. Allowing students to critically think and then providing them with suggestion and ideas allows them to view their motivations and actions and become more self-aware. “No matter how strongly we resolve to try to see ourselves as others see us, we are inevitably caught in our own well-worn frameworks of analysis and perception” (Brookfield, 1987). By conveying how people look and act to others, will help them reflect on their actions and be aware of their interactions with others. This will help create a nonjudgmental and an understanding environment that people have with other people. I have experienced a mirror technique, however it was more about body language. I tend to create a look of disgust when I am in deep conversation or listening during a meeting. The speaker or person with whom I was conversing with will stop talking and ask if I am okay. I always question, “Yes! Why?” and they always tell me my face looks concerned or misunderstood. I always have to apologize and talk to myself about body language. I have to really think about my facial expressions in a meeting and make sure that my face is relaxed and I’m in tune to the conversation. However, when I am approached by this misunderstanding I am always more aware of it happening and try to work on it until it fades away and I need another person to use this mirror technique to self-evaluate my interactions. Brookfield, S. (1987). Facilitating critical thinking. In Developing critical thinkers (pp. 71-8). San Francisco, Calif.: Jossey-Bass
By Student 1 - Sunday, 25 October 2015, 8:33 PM
Mirror techniques allow us to develop critical thinking in other people by providing feedback and helping them become aware of the assumptions under which they are working. Allowing students to critically think and then providing them with suggestion and ideas allows them to view their motivations and actions and become more self-aware. “No matter how strongly we resolve to try to see ourselves as others see us, we are inevitably caught in our own well-worn frameworks of analysis and perception” (Brookfield, 1987). By conveying how people look and act to others, will help them reflect on their actions and be aware of their interactions with others. This will help create a nonjudgmental and an understanding environment that people have with other people. I have experienced a mirror technique, however it was more about body language. I tend to create a look of disgust when I am in deep conversation or listening during a meeting. The speaker or person with whom I was conversing with will stop talking and ask if I am okay. I always question, “Yes! Why?” and they always tell me my face looks concerned or misunderstood. I always have to apologize and talk to myself about body language. I have to really think about my facial expressions in a meeting and make sure that my face is relaxed and I’m in tune to the conversation. However, when I am approached by this misunderstanding I am always more aware of it happening and try to work on it until it fades away and I need another person to use this mirror technique to self-evaluate my interactions. Brookfield, S. (1987). Facilitating critical thinking. In Developing critical thinkers (pp. 71-8). San Francisco, Calif.: Jossey-Bass
Mirroring in an Asynchronous Online Environment
By Daniel C. Durham - Monday, 26 October 2015, 2:35 PM
An interesting perspective based on your experience with the use of mirroring techniques and the incorrect interpretation of body language. You identified that, “By conveying how people look and act to others, will help them reflect on their actions and be aware of their interactions with others.” It appears that you have learned how easily it can be for an instructor to misinterpret a students body language. I could imagine that a synchronous online learning using video technology could easily lead to a similar situation. Have you considered how the use of mirroring techniques could be implemented in an online asynchronous learning environment?
By Daniel C. Durham - Monday, 26 October 2015, 2:35 PM
An interesting perspective based on your experience with the use of mirroring techniques and the incorrect interpretation of body language. You identified that, “By conveying how people look and act to others, will help them reflect on their actions and be aware of their interactions with others.” It appears that you have learned how easily it can be for an instructor to misinterpret a students body language. I could imagine that a synchronous online learning using video technology could easily lead to a similar situation. Have you considered how the use of mirroring techniques could be implemented in an online asynchronous learning environment?
Student 2
"What I Hear You Saying" Approach
By Student 2 - Monday, 26 October 2015, 3:03 PM
I think the long used method in conflict mediation, the implementation of communicating in the form of "What I hear you saying is..." could be useful in helping students to reflect on their thinking.
In some instances this could provide reassurance to the student that his or her point is getting across and then the instructor could perhaps challenge the student to consider alternatives.
In other cases the student may realize that his words may not really be expressing his thoughts thoroughly or accurately and the instructor can encourage him to expand on his ideas.
Brookfield (1987) states that "One of the keys to teaching critical thinking successfully is to simultaneously challenge students' old modes of thinking and provide structure and support for the development of new ones."
Reference:
Brookfield, S. (1987). Facilitating critical thinking. In Developing critical thinkers.p. 74. San Francisco, Calif.: Jossey-Bass
By Student 2 - Monday, 26 October 2015, 3:03 PM
I think the long used method in conflict mediation, the implementation of communicating in the form of "What I hear you saying is..." could be useful in helping students to reflect on their thinking.
In some instances this could provide reassurance to the student that his or her point is getting across and then the instructor could perhaps challenge the student to consider alternatives.
In other cases the student may realize that his words may not really be expressing his thoughts thoroughly or accurately and the instructor can encourage him to expand on his ideas.
Brookfield (1987) states that "One of the keys to teaching critical thinking successfully is to simultaneously challenge students' old modes of thinking and provide structure and support for the development of new ones."
Reference:
Brookfield, S. (1987). Facilitating critical thinking. In Developing critical thinkers.p. 74. San Francisco, Calif.: Jossey-Bass
Critical Thinking or Subject Knowledge
By Daniel C. Durham - Monday, 26 October 2015, 6:24 PM
Very interesting. I like your comment about using the “What I hear you saying is…” technique of mirroring. Only the speaker truly knows the intent of a given remark. Using this form of mirroring provides a method of ensuring that the receiver and the speaker agree on the actual meaning of what was said. You also commented on the statement by Brookfield (1987) concerning the development of critical thinking skills by challenging current ways of thinking. Transferring an individual's ability to identify new ways of accomplishing a task to the workplace, do you perceive that critical thinking is more important than a mastery of subject knowledge in a given area?
Reference:
Brookfield, S. (1987). Facilitating critical thinking. In Developing critical thinkers.p. 74. San Francisco, Calif.: Jossey-Bass
By Daniel C. Durham - Monday, 26 October 2015, 6:24 PM
Very interesting. I like your comment about using the “What I hear you saying is…” technique of mirroring. Only the speaker truly knows the intent of a given remark. Using this form of mirroring provides a method of ensuring that the receiver and the speaker agree on the actual meaning of what was said. You also commented on the statement by Brookfield (1987) concerning the development of critical thinking skills by challenging current ways of thinking. Transferring an individual's ability to identify new ways of accomplishing a task to the workplace, do you perceive that critical thinking is more important than a mastery of subject knowledge in a given area?
Reference:
Brookfield, S. (1987). Facilitating critical thinking. In Developing critical thinkers.p. 74. San Francisco, Calif.: Jossey-Bass
Student 3
Active Listening to Promote Critical Thinking
By Student 3 - Wednesday, 28 October 2015, 4:49 PM
With the end goal of assisting students in the development of critical thinking skills, instructors must further develop their active listening skills more for an online asynchronous learning environment. Brookfield discussed the importance of motivating students to think critically by nurturing that realization that different ways of thinking about a topic is possible. This approach is far easier to accomplish online than in the midst of a discussion in the classroom. In reading students’ posts, the instructor is able to tell how well each student grasps the fundamentals of the topic discussed. From there, instead of taking a “What I hear you Saying” approach, the instructor could nudge students in different directions with a “What is another way to look at this?” approach or presenting a contradictory example for students to consider how the application of the principles discussed in the topic could change.
Reference:
Brookfield, S. (1987). Facilitating critical thinking. In Developing critical thinkers (pp. 71-8). San Francisco, Calif.: Jossey-Bass
By Student 3 - Wednesday, 28 October 2015, 4:49 PM
With the end goal of assisting students in the development of critical thinking skills, instructors must further develop their active listening skills more for an online asynchronous learning environment. Brookfield discussed the importance of motivating students to think critically by nurturing that realization that different ways of thinking about a topic is possible. This approach is far easier to accomplish online than in the midst of a discussion in the classroom. In reading students’ posts, the instructor is able to tell how well each student grasps the fundamentals of the topic discussed. From there, instead of taking a “What I hear you Saying” approach, the instructor could nudge students in different directions with a “What is another way to look at this?” approach or presenting a contradictory example for students to consider how the application of the principles discussed in the topic could change.
Reference:
Brookfield, S. (1987). Facilitating critical thinking. In Developing critical thinkers (pp. 71-8). San Francisco, Calif.: Jossey-Bass
Comprehensive Online Discussions
By Daniel C. Durham - Wednesday, 28 October 2015, 7:58 PM
I especially like your comment about online discussion boards that “the instructor is able to tell how well each student grasps the fundamentals of the topic discussed”. Below is a link to a recent journal article that may be of interest concerning critical thinking in online discussion boards. In the article Hall (2015) identifies that online discussion boards can provide a student with a better opportunity to fully express themselves than in the traditional classroom. Obviously, a more comprehensive analysis in an online discussion provides an instructor with a means of gauging a student's knowledge of a given subject. What other ways do you feel that an online discussion board provides a better avenue for learning than a comparable classroom discussion?
Reference:
Hall, R. A. (2015). Critical Thinking in Online Discussion Boards: Transforming an Anomaly. Delta Kappa Gamma Bulletin, 81(3), 21. https://www.dkg.org
By Daniel C. Durham - Wednesday, 28 October 2015, 7:58 PM
I especially like your comment about online discussion boards that “the instructor is able to tell how well each student grasps the fundamentals of the topic discussed”. Below is a link to a recent journal article that may be of interest concerning critical thinking in online discussion boards. In the article Hall (2015) identifies that online discussion boards can provide a student with a better opportunity to fully express themselves than in the traditional classroom. Obviously, a more comprehensive analysis in an online discussion provides an instructor with a means of gauging a student's knowledge of a given subject. What other ways do you feel that an online discussion board provides a better avenue for learning than a comparable classroom discussion?
Reference:
Hall, R. A. (2015). Critical Thinking in Online Discussion Boards: Transforming an Anomaly. Delta Kappa Gamma Bulletin, 81(3), 21. https://www.dkg.org
Student 4
What is critical thinking?
By Student 4 - Thursday, 29 October 2015, 10:40 PM
Critical thinking is about asking and answering questions to help enhance one’s understanding of a certain subject. In an online environment the instructor has the opportunity to read what someone has written, take the time to understand what the student is trying to communicate, and then ask them who, what, where, when or why questions to help the student think more intensely about the topic. Summarizing what the student has communicated is a mirroring technique that can demonstrate that you’ve “heard” what they had to say.
By Student 4 - Thursday, 29 October 2015, 10:40 PM
Critical thinking is about asking and answering questions to help enhance one’s understanding of a certain subject. In an online environment the instructor has the opportunity to read what someone has written, take the time to understand what the student is trying to communicate, and then ask them who, what, where, when or why questions to help the student think more intensely about the topic. Summarizing what the student has communicated is a mirroring technique that can demonstrate that you’ve “heard” what they had to say.
Peer Led Learning
By Daniel C. Durham - Friday, 30 October 2015, 9:01 AM
I completely agree with your comment that an instructor in the online environment “can demonstrate that you’ve ‘heard’ what they (students) had to say.” Studies suggest that in many ways, an instructor in an online environment is more of a co-participant in discussion boards than similar activities in the traditional classroom (Schallert & Knox, 2015). Research of online learning completed by Hew (2015) also identifies that students may prefer the facilitation of online learning by peers to have the freedom to express their views. It is difficult for me to imagine an online degree program that is totally peer led and does not involve an instructor in some capacity. However, there is some consideration for allowing students to have greater ownership of the learning experience (Hew, 2015). What impact would you perceive that this would have on an instructor ‘s ability to mirror what a student has communicated?
References:
Hew, K. F. (2015). Student perceptions of peer versus instructor facilitation of asynchronous online discussions: further findings from three cases. Instructional Science, 43(1), 19-38. http://cmapspublic2.ihmc.us
Schallert, D. L. & Knox, M. (2015). Does it matter if the teacher is there?: A teacher's contribution to emerging patterns of interactions in online classroom discussions. Computers & Education, 82, 315-328. http://www.researchgate.net
By Daniel C. Durham - Friday, 30 October 2015, 9:01 AM
I completely agree with your comment that an instructor in the online environment “can demonstrate that you’ve ‘heard’ what they (students) had to say.” Studies suggest that in many ways, an instructor in an online environment is more of a co-participant in discussion boards than similar activities in the traditional classroom (Schallert & Knox, 2015). Research of online learning completed by Hew (2015) also identifies that students may prefer the facilitation of online learning by peers to have the freedom to express their views. It is difficult for me to imagine an online degree program that is totally peer led and does not involve an instructor in some capacity. However, there is some consideration for allowing students to have greater ownership of the learning experience (Hew, 2015). What impact would you perceive that this would have on an instructor ‘s ability to mirror what a student has communicated?
References:
Hew, K. F. (2015). Student perceptions of peer versus instructor facilitation of asynchronous online discussions: further findings from three cases. Instructional Science, 43(1), 19-38. http://cmapspublic2.ihmc.us
Schallert, D. L. & Knox, M. (2015). Does it matter if the teacher is there?: A teacher's contribution to emerging patterns of interactions in online classroom discussions. Computers & Education, 82, 315-328. http://www.researchgate.net
Student 5
Re: Mirroring Techniques to Promote Critical Thinking
By Student 5 - Friday, 30 October 2015, 10:02 PM
I think that the mirroring techniques that we studied are very valid for an online course. I recently took an online relationship coaching course and one of the techniques we used to communicate with our partner (or anyone else for that matter) was a "reflective conversation". In the reflective conversation, the first speaker describes how they feel and the partner mirror the feelings in their own words. Then they ask the first speaker if "there is something more"...and it goes on like this until the first speaker feels understood. This may not be a quick and dirty answer to your question, but in this experience I did feel that active listening was occurring and then the mirroring technique. I have felt this type of understanding from several of my online professors and it was beneficial to me being able to feel confident in the discussions we had. Therefore, I believe We can use these techniques in many and various aspects of our lives, not just online education and not just relationship communication.
By Student 5 - Friday, 30 October 2015, 10:02 PM
I think that the mirroring techniques that we studied are very valid for an online course. I recently took an online relationship coaching course and one of the techniques we used to communicate with our partner (or anyone else for that matter) was a "reflective conversation". In the reflective conversation, the first speaker describes how they feel and the partner mirror the feelings in their own words. Then they ask the first speaker if "there is something more"...and it goes on like this until the first speaker feels understood. This may not be a quick and dirty answer to your question, but in this experience I did feel that active listening was occurring and then the mirroring technique. I have felt this type of understanding from several of my online professors and it was beneficial to me being able to feel confident in the discussions we had. Therefore, I believe We can use these techniques in many and various aspects of our lives, not just online education and not just relationship communication.
Relationship Coaching
By Daniel C. Durham - Friday, 30 October 2015, 11:18 PM
I like that the use of mirroring by a professor was “beneficial” and you were “able to feel confident in the discussions we had”. It would seem to affirm the belief that a combination of mirroring techniques and active listening skills are an effective method of encouraging the development of critical thinking skills. It also appears that you are acutely aware of the active listening is an integral part of improving communication skills to avoid misunderstandings if all facets of life. For the online learning environment, effective communication skills by an instructor help ensure that students are capable of enhancing their critical thinking skills (Serdyukov & Serdyukova, 2009). How do you think that your experiences in relationship coaching could be used as an instructor to promote critical thinking in an online learning environment.
Reference:
Serdyukov, P., & Serdyukova, N. (2009, July). Effective communication in online learning. In Proceedings of the 9th WCCE IFIP World Conference on Computers in Education (pp. 27-30). http://www.ifip.org
By Daniel C. Durham - Friday, 30 October 2015, 11:18 PM
I like that the use of mirroring by a professor was “beneficial” and you were “able to feel confident in the discussions we had”. It would seem to affirm the belief that a combination of mirroring techniques and active listening skills are an effective method of encouraging the development of critical thinking skills. It also appears that you are acutely aware of the active listening is an integral part of improving communication skills to avoid misunderstandings if all facets of life. For the online learning environment, effective communication skills by an instructor help ensure that students are capable of enhancing their critical thinking skills (Serdyukov & Serdyukova, 2009). How do you think that your experiences in relationship coaching could be used as an instructor to promote critical thinking in an online learning environment.
Reference:
Serdyukov, P., & Serdyukova, N. (2009, July). Effective communication in online learning. In Proceedings of the 9th WCCE IFIP World Conference on Computers in Education (pp. 27-30). http://www.ifip.org
Group Activities
Online Group Activities
As compared with the traditional classroom setting, e-learning requires greater collaboration among team members and use of different teaching and learning strategies. Accordingly, it is imperative that instructors understand the key differences in how students learn and interact in an online learning environment. The blog site shown below was assigned as a collaborative effort to research formative assessment tools as well as reinforce the manner that teamwork can improve student engagement and learning in an online environment. You may also view the blog site in a new window by clicking here or pasting the following link into your browser: http://teammazkanata.tumblr.com
