Some Applications for Chickering and Gamson’s 7 Priciples In the Online Classroom

 

In 1987, Arthur W. Chickering and Zelda F. Gamson published their classic work entitled “Seven principles for Good Practice in Undergraduate Education.”  A. W. Bangert opined in a 2004 article that “The Seven Principles framework (Chickering and Gamson) offers solid, research guidance for the design and delivery of Internet courses.”

Principle 01: Encourages contacts between students and faculty.

  • Email response policy sets expectations for both student and instructor
  • Electronic office hours
  • Use a variety of communication tools in course (announcements, email, discussion, etc.)
  • Synchronous communication (chat, text, Skype, etc.)
  • Pictures or avatars for faculty and students

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Rick W. Burkett runs the John A. Logan College Teaching and Learning Center, teaches history, and heads an educational nonprofit. He publishes blogs on a wide variety of topics, including history, teaching and learning, student success, and teaching online.
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Special Report: Online Student Engagement Tools and Strategies

Faculty Focus Special Report Onlline Student Engagement Tools and Strategies

Faculty Focus has just released a Special Report on the topic of Online Student Engagement Tools and Strategies, which feature content from the Online Classroom newsletter.  The report contains 11 articles on topics ranging from teaching presence to course organization to synchronous communication.

A pdf file of the report is available here.

Rick W. Burkett runs the John A. Logan College Teaching and Learning Center, teaches history, and heads an educational nonprofit. He publishes blogs on a wide variety of topics, including history, teaching and learning, student success, and teaching online.
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Engaging and Motivating Students

This  video is from the University of New South Wales, College of Fine Arts (COFA.online Gateway).

Download the supporting PDF file for this episode http://bit.ly/ijlL3g from the Learning to Teach Online project website.

Engaging students in online learning is critical for success. In this episode, we speak with teachers and students about strategies for improving engagement and motivation in online learning environments. Effective facilitation, creating learning communities, strategies for motivating students, and encouraging and sustaining participation are discussed.

Rick W. Burkett runs the John A. Logan College Teaching and Learning Center, teaches history, and heads an educational nonprofit. He publishes blogs on a wide variety of topics, including history, teaching and learning, student success, and teaching online.
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Understanding Online Teaching Presence (Slideshare)

SlideShare deck by Alexandrea M. Pickett, Assistant Director, SUNY Larning Network, Paculty Developmente & Learning Design.

SLN’s adapted community of inquiry model and class community. Effective online practices.

Rick W. Burkett runs the John A. Logan College Teaching and Learning Center, teaches history, and heads an educational nonprofit. He publishes blogs on a wide variety of topics, including history, teaching and learning, student success, and teaching online.
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Using Asynchronous Audio Feedback to Enhance Teaching Presence and Students’ Sense of Community

Ice, Phillip, Reagan Curtin, Perry Phillips, and John Wells.  “Using Asynchronous Audio Feedback to Enhance Teaching Presence and Students’ Sense of Community.”  Journal of Asynchronous Learning Networks, volume 11, number 2 (July 2007): 3-25.

ABSTRACT: This paper reports the findings of a case study in which audio feedback replaced text-based feedback in asynchronous courses. Previous research has demonstrated that participants in online courses can build effective learning communities through text based communication alone. Similarly, it has been demonstrated that instructors for online courses can adequately project immediacy behaviors using text- based communication. However, we believed that the inclusion of an auditory element might strengthen both the sense of community and the instructor’s ability to affect more personalized communication with students. Over the course of one semester, students in this study received a mixture of asynchronous audio and text-based feedback. Our findings revealed extremely high student satisfaction with embedded asynchronous audio feedback as compared to asynchronous text only feedback. Four themes, which accounted for this preference, were culled out in an iterative, inductive analysis of interview data: 1. Audio feedback was perceived to be more effective than text-based feedback for conveying nuance; 2. Audio feedback was associated with feelings of increased involvement and enhanced learning community interactions; 3. Audio feedback was associated with increased retention of content; and 4. Audio feedback was associated with the perception that the instructor cared more about the student. Document analysis revealed that students were three times more likely to apply content for which audio commenting was provided in class projects than was the case for content for which text based commenting was provided. Audio commenting was also found to significantly increase the level at which students applied such content. Implications of this case study and directions for future research are addressed in the discussion and conclusions section of this paper.

The article is available at ERIC for free at this link.

Rick W. Burkett runs the John A. Logan College Teaching and Learning Center, teaches history, and heads an educational nonprofit. He publishes blogs on a wide variety of topics, including history, teaching and learning, student success, and teaching online.
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Karen Swan, Relationships Between Interactions and Learning In Online Environments

Swan, Relationships Between INteractsions and Learning In Online Environments

This document was originally published back in 2004 by the Sloan Consortium.  It covers the interaction of Social Presence, Cognitive Presence, and Teaching Presence.  It also has an excellent overview of the relevant literature and bibliography.

The PDF is available here: Swan, Relationships Between Interactions and Learning In Online Environments.

Rick W. Burkett runs the John A. Logan College Teaching and Learning Center, teaches history, and heads an educational nonprofit. He publishes blogs on a wide variety of topics, including history, teaching and learning, student success, and teaching online.
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Article – Shea, Pickett, and Pelz, A Follow-Up Investigation of “Teaching Presence” In the SUNY Learning Network

Shae, Peter J., Alexandrea M. PIckett, and William E. Pelz, “A Follow-Up Investigation of “Teaching Presence” In the SUNY Learning Network.” Journal of Asynchronous Learning Network, vol. 7, no. 2 (July 2003).

A PDF of the article is available here: v7n2_shea_1

Rick W. Burkett runs the John A. Logan College Teaching and Learning Center, teaches history, and heads an educational nonprofit. He publishes blogs on a wide variety of topics, including history, teaching and learning, student success, and teaching online.
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