Encouraging Students’ Social Presence in Online Forums William Ashton BB instructor

Outline Some theory – Social Presence Some theory – Social Presence A few tools from my toolbox: A few tools from my toolbox: Talk Softly Talk Softly Carry a Fast Stick Carry a Fast Stick Pep Talk Pep Talk Collaborative Project Problems Collaborative Project Problems Scaffolding Collaborative Assignments Scaffolding Collaborative Assignments

Rourke, Anderson, Garrisson & Archer (1999)

Student Social Presence Affective Affective Expressions of emotion Expressions of emotion Interactive Interactive Responding to another post, asking a question or complimenting Responding to another post, asking a question or complimenting Cohesive Cohesive Referring to members by name, referring to the group, speech with a social function Referring to members by name, referring to the group, speech with a social function

Hughes, Ventura & Dando (2007)

Low and High Presence

Tool #1 – Talk Softly An, Shin & Lim (2009) – Social Presence An, Shin & Lim (2009) – Social Presence Students rarely voluntarily respond to other students Students rarely voluntarily respond to other students Instructor posting negatively related to student posting Instructor posting negatively related to student posting Students responded to instructor not to other students Students responded to instructor not to other students Best: required posts and follow ups with minimal instructor posting Best: required posts and follow ups with minimal instructor posting Negatively related to student satisfaction Negatively related to student satisfaction

Tool #1b – Carry a Fast Stick Low stakes, pass/fail credit Low stakes, pass/fail credit First post First post Follow up posts Follow up posts “For this assignment, please read all of the other posts from the first part of the assignment and then make at least 2 substantive posts. What's a substantive post? Asking a question of a poster for clarification, answering a question from another student, trying to tie information together, pointing out things which will help everyone in your group understand the article and help them design new research ideas. Each substantive post is worth up to 1 point for a total of 4 points (this means that 2 points are extra credit). ” “For this assignment, please read all of the other posts from the first part of the assignment and then make at least 2 substantive posts. What's a substantive post? Asking a question of a poster for clarification, answering a question from another student, trying to tie information together, pointing out things which will help everyone in your group understand the article and help them design new research ideas. Each substantive post is worth up to 1 point for a total of 4 points (this means that 2 points are extra credit). ” Grade on time! Grade on time!

Tool #2 – Pep Talk Cognitive Process in College Cognitive Process in College Metacognitive thinking Metacognitive thinking Encouraged by discussion and collaboration Encouraged by discussion and collaboration

Pep Talk, II Making an original post Making an original post Example good & bad Example good & bad Making a follow up post Making a follow up post Examples on: Examples on: ng/ ng/

Tool #3 – Collaborative Project Problems Free Riders Free Riders Instructor Feedback Instructor Feedback Individual/Group Work Blog Individual/Group Work Blog Peer evaluation Peer evaluation Discharging members Discharging members The divide-and-conquer problem (another pep talk) The divide-and-conquer problem (another pep talk)

Individual/Group Work Blog Frequency Frequency Groups should post a new group posting every Monday. Groups should post a new group posting every Monday. Before the next group activity blog is due, each member must post a comment to the group's blog. Before the next group activity blog is due, each member must post a comment to the group's blog. Format Format Group - the group blog should be simply a list of planned activities, who they are assigned to and when they are due completed. Individual - the individual blog should be simply a list of activities completed between group blog entries (e.g. between last week and this week’s group blog). Group - the group blog should be simply a list of planned activities, who they are assigned to and when they are due completed. Individual - the individual blog should be simply a list of activities completed between group blog entries (e.g. between last week and this week’s group blog). Do-dads Do-dads Post the individual blog entries in the comments for the group's entry. Post the individual blog entries in the comments for the group's entry. Please do not discuss issues in this blog. This blog is for lists of planned and completed activities. Discuss in the group discussion forum. Please do not discuss issues in this blog. This blog is for lists of planned and completed activities. Discuss in the group discussion forum. Besides the grade, this information will be used when discharging a group member. Besides the grade, this information will be used when discharging a group member.

IGA Blog

Peer Evaluation Point Value Outstanding 5 Good 3 Developing 2 Beginning 1 Participation Participates actively. Helps direct the group in setting goals. Helps direct group in meeting goals. Thoroughly completes assigned tasks. Actively participates in helping the group work together better. Participates in group. Shows concern for goals. Participates in goal setting. Participates in meeting goals. Completes assigned tasks. Demonstrates effort to help the group work together. Sometimes participates in group. Shows concern for some goals. Participates marginally in goal setting. Participates in meeting goals. Completes some assigned tasks. Participates minimally. Shows a little concern for goals. Watches but doesn't participate in goal setting. Completes assigned tasks late or turns in work incomplete. Communication Shares many ideas related to the goals. Encourages all group members to share their ideas. Listens attentively to others. Empathetic to other people's feelings and ideas. Freely shares ideas. Listens to others. Considers other people's feelings and ideas. Shares ideas when encouraged. Allows sharing by all group members. Listens to others. Considers other people's feelings and ideas. Does not share ideas. Watches but does not contribute to discussions. Does not show consideration for others.

Tool #4 – Scaffolding Collaborative Assignments Research Methods Research Methods Writing intensive Writing intensive In-class writing - low success In-class writing - low success Szuchman assignments Szuchman assignments Non-online version Non-online version No feedback No feedback No long term use No long term use Busy work Busy work

Online Individual Assignment Individual Assignment By Friday 6pm each week, students should post on the discussion board their answers to the exercises. The format of the answers is below. By Friday 6pm each week, students should post on the discussion board their answers to the exercises. The format of the answers is below. Over the weekend (between Friday 6pm and Sunday 6pm), group members should review and comment upon the quality of the answers. You will be graded on the quality of your individual answers and your contribution to the discussion. Over the weekend (between Friday 6pm and Sunday 6pm), group members should review and comment upon the quality of the answers. You will be graded on the quality of your individual answers and your contribution to the discussion. Weekly Facilitator Each week one student will facilitate the discussion of the examples and be responsible for editing the wiki. This student is to facilitate, not do all of the work. The facilitator should consult with the other students (and the other students should help decide), the facilitator should edit the wiki, but other students should proofread, comment, and edit. The wiki entry should be finished by Tuesday 6pm. Weekly Facilitator Each week one student will facilitate the discussion of the examples and be responsible for editing the wiki. This student is to facilitate, not do all of the work. The facilitator should consult with the other students (and the other students should help decide), the facilitator should edit the wiki, but other students should proofread, comment, and edit. The wiki entry should be finished by Tuesday 6pm.