1. Online Questionnaire (Google forms/analytics) 1.Based on your experience, what are some reasons for your success in online classes? 2.Please describe one of the best learning experiences you have had in an online class. 3.Please describe your experiences with your online teachers. 4.Please describe your experiences with your fellow online class members. 5.What emotions do you often experience while participating in online classes? 6.What technologies in online classes do you find most important to your learning experience? 7.What information technologies do you use of for learning outside of online classes? 8.Based on your experience in adult online college classes, what improvements can you suggest? What Honor Students Say About Online College Classes Author: Harold Brakhage | Mentors: John Vinton, Mary Dereshiwsky, Steven Simpson, and James Stahley Research Inquiry What do honor students tell us about their experiences in online college classes? Community of Inquiry (CoI) framework Survey Questions Responses Hypothesis Honor Student expectations for online learning Online instructors should be actively present in online class discussions as encouraging fellow participants in the shared learning process. Fellow students should be actively present in online class discussions and do their fair share in collaborative assignments. The technologies and user interfaces in online college classes should be just as engaging and effective as the social media, online entertainment and Internet commerce technologies that we use for learning in our nonacademic day-to-day lives. Honor Student Recommendations for online classes Success in Online Higher Education – engagement with information through technology In a topic-centered classroom, the teacher’s central task is to give the topic itself an independent voice — a capacity to speak its truth quite apart from the teacher’s voice in terms that students can hear and understand (Palmer, 2010). “When the great thing speaks for itself, teachers and students are more likely to come into a genuine learning community, a community that does not collapse into the egos of students or teacher but knows itself accountable to the subject at its core” (2010, p. 120). References Today’s computer mediated adult online educational environments transcend the traditional paradigm of “ teachers and students exchanging information.” They allow the intentional consciousness present within the global information infrastructure to inform the cognitive development of all of the participants by engaging both their physical biological and their digital virtual selves. (Kurzweil, 2014). Emotional wordCountWeighted Percentage (%) frustration318.56 like154.14 stress154.14 anxiety133.59 emotions123.31 accomplishment61.66 emotion61.66 feeling61.66 good61.66 stressed61.66 busy51.38 difficult51.38 stressful51.38 think51.38 understand51.38 usually51.38 want51.38 able41.10 anxious41.10 content41.10 enjoy41.10 even41.10 excited41.10 expectations41.10 experienced41.10 first41.10 happy41.10 overwhelmed41.10 anger30.83 confusion30.83 great30.83 joy30.83 late30.83 love30.83 positive30.83 relaxed30.83 sure30.83 What emotions do you often experience in online college classes? Today, in online college classes, information technology is much more than just a “communication medium”... Critical inquiry in a text-based environment: Computer conferencing in higher education. (Garrison, Anderson & Archer, 2000) Brakhage, H. (2015). Customer experience in online higher education: A study of adult online college honor students. Available from Dissertations, Baker College http://pqdtopen.proquest.com/doc/1747438187 Garrison, D., Anderson, T. & Archer, W. (2000). Critical inquiry in a text-based environment: Computer conferencing in higher education. The Internet and Higher Education, 2(2–3), 87–105. Kurzweil, R. (2014, June). Ray Kurzweil: Get ready for hybrid thinking [Video file]. Retrieved from https://www.ted.com/talks/ray_kurzweil_get_ready_for_hybrid_thinking McCombs, B. (2000). Assessing the role of educational technology in the teaching and learning process: A learner centered perspective. Retrieved from http://tepserver.ucsd.edu/courses/tep203/fa05/b/articles/mccombs.pdf Palmer, P. (2010). The Courage to Teach: Exploring the Inner Landscape of a Teacher's Life. San Francisco, CA: Jossey-Bass Wiley. Source: http:// howtoonlinedegreeprograms.com Self-directed, playful, and non-linear actions may be more effective than repetitious, rote, and joyless activity in supporting deep and meaningful online learning (McCombs, 2000). Improve communication between online instructor and student Reduce question/answer time from days to minutes (or preferably seconds with text/chat) Use more FAQ’s (frequently asked question lists) to provide commonly requested answers Always provide feedback on any assignment before a subsequent one must be done Online discussion board practices Base participation grade on meaningful, authentic criteria (creativity and intellectual value) Eliminate arbitrary pseudo-measures such as number of posts per week Value original ideas and thoughtful questions from students in online discussions Ensure that the discussion questions create a rich context for dialog and learning Don’t ask for online discussion when it does not contribute to learning (in Algebra class?) Evolving role of technology for learning Never tolerate outdated textbooks and course materials Help and encourage students to explore the Internet with legitimate tools in order to contribute up-to-date information from scholarly sources to class Incorporate real life experiences, rich media, and the very best labs and simulations possible NVivo word frequency query against 93 honor student survey responses. Frequency >=3. (Brakhage, 2015). Cognitive Presence Social Presence Teacher Presence Technology Presence – digital brain enhancement Information Presence