1. Online Options for Enhancing Teaching Dr. Diane Finley Prince George’s Community College Dr. Kenneth Gray College of DuPage American Psychological Society Annual Meeting Chicago IL May 27-30, 2004

2. What Computer Mediated Education Is Any education in which the computer is used for part of the learning process CME can be completely online at a distance or it can be a traditional classroom in which the computer enhances what is done face-to- face.

3. Online Psychology Courses Online learning is not a correspondence course delivered via the internet Online learning is an active learning environment in which the majority of the instruction occurs over the internet

4. Web Enhanced Classes Web content and exercises supplement traditionally delivered course. Hybrid course has reduced seat time –1 hour per week –Half-time being piloted next fall

5. The Seven Principles Seven Principles for Good Practice in Undergraduate Education American Association for Higher Education Chickering and Gamson, 1987 Guiding principles for undergraduate education

6. Principle One Good Practice Encourages Contact between Students and Faculty

7. Principle One - Online Contact is the most important factor in student motivation and involvement in the discipline and school Online courses promote interaction through easier access, discussions, space for interaction to occur, attenuation of perceived barriers

8. Principle One - Enhanced Electronic availability helps “break the ice” for quieter students. In one class, 80% of students were AIM users.

9. Principle Two Good Practice Develops Reciprocity and Cooperation Among Students

10. Principle Two - Online Learning is enhanced when there is a team effort and it is collaborative. Online courses facilitate student to student contact through a ready space for communication and the reduction of time and space obstacles

11. Principle Two - Enhanced Facilitates out-of-class group work –Online study groups –Virtual group meetings –Easy notification –Face-to-face time makes social pressure more effective Online discussion board –Mixed results

12. Principle Three Good Practice Uses Active Learning Techniques

13. Principle Three - Online In online courses that require active learning, students fare better than in passive courses. Active learning promotes thinking skills and touches on multiple learning styles. Online courses are tailored for active learning

14. Principle Three - Enhanced Example: comparison of popular and scholarly psychological information. –Find a claim and compare to peer- reviewed research.

15. Men and women need to talk about their feelings often, but for different reasons. Remember, 90% of what you are feeling at any given moment is likely reflective of your past experience. Only 10% is purely new.

16. Typical activities Coming up with operational definitions Effective searching of PsycInfo Reading and comparing Consulting with me and librarian

17. Principle Four Good Practice Gives Prompt Feedback

18. Principle Four - Online The online environment enables the instructor to give almost immediate feedback. There is no need to wait for the next class. Most CMS (course management systems) have gradebooks that enable the student to see grades without any Buckley worries.

19. Principle Four - Enhanced Ditto

20. Principle Five Good Practice Encourages Time on Task

21. Principle Five - Online Online courses can make time on task more efficient. Online courses makes it easier for the instructor to track student time on task and to remediate when necessary. Online courses record all participation so students can see what they are doing.

22. Principle Five - Enhanced I do not use course management software or “real” online courseware, so I cannot track time on task.

23. Principle Six Good Practice Communicates High Expectations

24. Principle Six - Online Online courses can more easily post expectations in terms of objectives, etc. Online courses make it easier for an instructor to highlight good work, thus giving other students examples of work that meets expectations. The same high expectations held for face-to-face students must be maintained for online students.

25. Principle Six - Enhanced Online objectives and materials Shift of responsibility to students Earlier principles –Rapid feedback on drafts –Electronic availability

26. Principle Seven Good practice respects diverse talents and ways of learning.

27. Principle Seven - Online Different students have different learning styles and talents. The online environment allows the instructor to tap into all of these. While it is primarily a visual element, it is possible to gear some aspects to auditory or kinesthetic learners. Assignments can be somewhat customized to tap into various strengths.

28. Principle Seven - Enhanced I give choices-- 8 hour assignment –Political Psychology linkslinks –Important to use and demonstrate in class

29. Online Resources MERLOT – http://www.merlot.com a free and open resourcehttp://www.merlot.com Hawaii Community College faculty site – http://www.hcc.hawaii.edu/intranet/committees/ FacDevCom/guidebook/teachtip/teachtip.htm A terrific site with innumerable resources http://www.hcc.hawaii.edu/intranet/committees/ FacDevCom/guidebook/teachtip/teachtip.htm

30. References Benjamin, L. T. (1991). Personalization and active learning in the large introductory psychology class. Teaching of Psychology, 18 (2), 68-72 Berge, Z.L. (2002). Active, interactive and reflective elearning. The Quarterly Review of Distance Education, 3 (2), 181-190 Chickering A. W. & Gamson, J. (1987) Seven principles for good practice. AAHE Bulletin, 39. 3-7 Clements, A. D. (1995). Experiential-learning activities in undergraduate developmental psychology. Teaching of Psychology, 22 (2) 115-118 Gamson, Z. & Chickering, A. W. (1992) Applying the Seven Principles of Good Practice for Undergraduate Education. San Francisco: Jossey-Bass

31. References, cont. Lesgold, A.M. (2001). The nature and methods of learning by doing. American Psychologist, 56 (11), 964-973. McKeachie, W.J. & Hofer, B. (2001). McKeachie’s Teaching Tips: Strategies, Research and Theory for College and University Teachers, 11 th ed.. Lexington, MA: D.C. Heath & Co. Rubin, L. & Hebert, C. (1998). Model for active learning. College Teaching, 46(1) 26-31

32. Contact Information Dr. Diane Finley Department of Psychology Prince George’s Community College 301 Largo Road Largo MD 20774 301-322-0869 dfinley@pgcc.edu Ken Gray College of DuPage 425 Fawell Blvd. Glen Ellyn, IL 60137 grayke@cdnet.cod.edu http://www.cod.edu/grayke