1. Learning Team B Laurie Lessing, Lisa Uselton, Charles Watkins, & Robin Wright CUR/532 June 21, 2015 Melinda Medina

2. 3 types of online classroom environment Nature of an asynchronous online learning format Misinterpretation of text-based communication Relative anonymity 3 different strategies to manage controversy Expect controversy and set expectations Observe signs of conflict and discomfort Be supportive Self-Efficacy Description Improving 2 Factors that affect an individual’s self-efficacy Experience of mastery Vicarious experience

3. “Controversy can erupt in any learning situation, and knowing how to manage it is an important skill for any instructor” (Kelly, 2013, para 1).

4. Missed Conflict Potential Instructor Facilitation Gap Can Create Mistrust and Exclusion

5. Lack of Gestures, Context and Cues Meaning Based on Receiver Experience and Perceptions

6. Empowerment for Students Lacking Confidence Potential to Create Hostile Environment by “Internet Thugs”

7. As a facilitator, it is important to open the lines of communication with your class. It is important to prepare your class that there will be topics being discussed that they are not comfortable with. As students understand this from the beginning it is imperative that the expectation is put into place as well. Informing your student to be attentive towards the words they choose and be thoughtful of how they express certain topics.

8. Not all signs of conflict are addressed online in the discussion forums by students. Instructors need to have the essential skills to distinguish when a student is showing signs of conflict and discomfort.

9.  Email  Phone  Individual Forum  Skype “If you’re going to invite that controversy, you will have to deal with it when it comes knocking on your door” (Kelly, 2013, para. 11).

10. Self-efficacy is defined as “a person’s belief about his/her abilities to complete a specific action” (Vikas & McCabe, 2014). In an online setting, the lack of self-efficacy may lead to controversies and disputes Major factor towards a student’s approach to a challenge

11. Focus on what the student does well Give positive critical feedback Personal & positive communication Empathize with students Take a proactive approach towards student learning (Vikas & McCabe, 2014).

12. Initial success Personal introductions Positive responses Critical feedback

13. Difficult for online classroom No face to face interactions Positive feedback Confidential comments (Adapting to College, n.d.).

15. Adapting to College. (n.d.). [FERPA image]. Retrieved from: http://scripts.pgcc.edu/~tutorials2/Tutorials/OwlSucc essTrack/Owl_Success_Track/Owl_Success_Track_pri nt.html Haythornthwaite, C., & Andrews, R. (2011). E-learning theory & practice. San Francisco, CA: SAGE Kelly, R. (2013). Managing controversy in the online classroom. Faculty Focus. Retrieved from http://www.facultyfocus.com Vilkas, B. and McCabe, C. (2014) Efficacy in the Online Classroom. Faculty Focus. Retrieved from: http://www.facultyfocus.com/articles/online- education/promoting-students-self-efficacy-online- classroom/