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B UILDING C OMMUNITY IN AN O NLINE C OURSE D R. D ONNA P ETHERBRIDGE #OLC15 # REALPERSONONLINE

A BOUT YOUR PRESENTER ● Presenter: Dr. Donna Petherbridge, Associate Vice Provost, Instructional Technology Support & Development, DELTA and Teaching Assistant Professor, Leadership, Policy, Adult & Higher Education - NC State University, Raleigh, NC ● Contributor: Dr. Diane Chapman, Director, Office of Faculty Development and Teaching Associate Professor, Leadership, Policy, Adult & Higher Education - NC State University, Raleigh, NC

Which of the following best describes you? a.Instructor/Faculty b.Staff/Support Staff c.Graduate Student d.Administrator/Manager e.Multiple roles f.Other Twitter #realpersononline and your response a-f I NTERACTION T IME !

What are you hoping to learn today? a.Some real, tangible things I can do to create community and engagement in my online class b.How to increase scores on my teaching evaluations c.About some of the research in this area d.All of these Twitter #realpersononline and your response a-d I NTERACTION T IME !

Other topics you wish to discuss? Twitter handle & hashtags: #OLC15 #realpersononline I NTERACTION T IME !

Real Person Bingo Play online here: Twitter handle & hashtags: #OLC15 #realpersononline I NTERACTION T HROUGHOUT !

Community: a group of individuals linked together with a common purpose Social presence: The degree of feeling, perception and reaction of being connected to other intellectual entities in online classrooms. “Learners must perceive an appropriate degree of social presence before feeling comfortable in interaction with others.” (Wei, C.; Chen, N. & Kinshuk, 2012). W HY B UILD S OCIAL P RESENCE ?

I am a real person in this time and space with you. In everything you do, your message is....

“Evidence shows that instructors need to maintain substantial involvement in online courses... [and]... relationships with students in these remote environments.” (Crawford-Ferre & Wiest, 2012) I NSTRUCTOR I NVOLVEMENT

●Welcome LetterWelcome Letter ●Creation of Inviting Space (can an LMS such as Moodle look good?) (can an LMS such as Moodle look good?) ●Introductions that show your personality (faculty welcome video)faculty welcome video I NVITE S TUDENTS TO C LASS

●Especially at the start of course, be very present ●Respond to within a defined time period C REATE “I MMEDIACY ”

●Inviting ●Involvement ●Immediacy ○What are some ways that your course is inviting, that you get involved, and that you create a sense of immediacy to get students comfortable/build community? ○#OLC15 #realpersononline and your response T HE I’ S H AVE IT

●Planning Interaction Strategies - Important! ●“Learning environments with quality interaction strategies are associated with high levels of student satisfaction and retention” in an online course. (Hoskins, 2012, p. 52). ●Quality interactions = better student reviews (DE program coordinator’s note) B UILD I NTERACTION S TRATEGIES

●Asynchronous interaction strategies - discussion ○Personalize the discussion forum (question choice) ○Model effective discussion posts ○Summarize discussions throughout the course (Bart, 2010). A SYNCHRONOUS I NTERACTION

●Synchronous interaction strategies ●Students perceived that classes with synchronous communication as having higher instructional quality than those that only used asynchronous communication methods. (Ward, Peters & Shelley, 2010). B UILD I NTERACTION S TRATEGIES

Icebreakers ●Upload a map as your opening slide and have students drop a location pin ●Give students open access to the whiteboard tool with a directive OR a question... ●Write your name in your favorite color. ●Name an object you can see. ●Share an image from your computer. Office Hours, Content Session S YNCHRONOUS I NTERACTION

●Accountability ●Visibility (instructor awareness of participation) ●Assigned vs. Select S TUDENT I NTERACTION : T EAMS

●Discussion choices ●Deliverable choicesDeliverable choices ●Learning contractsLearning contracts I NTERACTION WITH C ONTENT

●Interaction ○What are some ways that your course is interactive (student - student; instructor - student; student - content?) ○#OLC15 #realpersononline and your response T HE I’ S H AVE IT

I am a real person in this time and space with you. In everything you do, your message is....

“Students... defined a “good” instructor as someone who is “accessible,” “flexible,” and provides individualized feedback” (Boling, et.al, 2012). B UILDING C OMMUNITY : E VALUATION

●Midterm and not just final ●suggestion box/informal (with points attached) ●anonymous (department) ●Be ready to respond to feedback (e.g. how and when will you take action?) I TERATIVE E VALUATION : C OURSE

●Poor practice: a grade and a few comments (“it is only a sentence at the end, not very helpful”) ●Good practice: (“feedback given to students should help them to address the gap between what they know and what is expected of them”) (Hernandez, 2012). E VALUATING S TUDENT W ORK

●Give individualized feedback ●Comment on papers and assignments [Notability - POODLL]NotabilityPOODLL ●Give clear direction on how students can do better next time ●Pre-submission G IVE M EANINGFUL F EEDBACK

●Evaluation ○What are some ways that you provide your students feedback? ○#OLC15 #realpersononline and your response T YING UP L OOSE ENDS...

I am a real person in this time and space with you. In everything you do, your message is....

●Inviting, Involvement, Immediacy, Interaction, Iterative ●Evaluation ●Community “I before E except after C” to “Some I’s with an E will get you to C” S UMMARY : B UILDING C OMMUNITY

Thank you! Questions? #OLC15 #realpersononline Contact: follow

●Baran, E., Correia, A., and Thompson, A. (November, 2011). Transforming online teaching practice: critical analysis of the literature on the roles and competencies of online teachers. Distance Education. 32 (3): ●Bart, M. (February 8, 2010). A Checklist for Facilitating Online Courses. Faculty Focus: Higher Ed Teaching Strategies from Magna Publications. Retrieved from facilitating-online-courses/ facilitating-online-courses/ ●Boling, E.C.; Hough, M.; Krinsky, H.; Saleem, H.; Stevens, M. (2012). Cutting the distance in distance education: perspectives on what promotes positive, online learning environments. The Internet and Higher Education, 15 (2): ●Hernandez, R. (January, 2012). Does continuous assessment in higher education support student learning? The International Journal of Higher Education Research R EFERENCES

●Hoskins, B. (February 29, 2012). Connections, Engagement, and Presence. The Journal of Continuing Higher Education, 60: ●Kelly, R. (October 17, 2013). Tips for Humanizing Your Online Course. Faculty Focus: Higher Ed Teaching Strategies from Magna Publications. Retrieved from education/tips-for-humanizing-your-online-course/. education/tips-for-humanizing-your-online-course/ ●Lepi, K. (November 12, 2013). How 3 Teachers are Shaking up Online Learning. Edudemic: connecting education & technology. ●Ragan, L.C. (June, 2009). 10 Principles of Effective Online Instruction: Best Practices in Distance Education. Faculty Focus: Higher Ed Teaching Strategies from Magna Publications. Retrieved from teaching-best-practices-in-distance-education/ teaching-best-practices-in-distance-education/ R EFERENCES

Ward, M.E., Peters, G., & Shelley, K. (2010). Student and faculty perceptions of the quality of online learning experiences. International Review of Research in Open and Distance Learning, 11(3), Wei, C.; Chen, N.; Kinshuk (February, 2012). A model for social presence in online classrooms. Educational Technology Research & Development. Wiest, L. (2012). Effective online instruction in higher education. The Quarterly Review of Distance Education, 13 (1): R EFERENCES

● - eye cliparthttp:// ● - world map with pinshttp:// ● - other imageshttp://openclipart.org A DDITIONAL A CKNOWLEDGEMENTS