Gunter, G. A. (2007). The Effects of the Impact of Instructional Immediacy on Cognition and Learning in Online Classes. International Journal of Social Sciences, 2(3).
Summary :
The impact of instructional immediacy in online classes article talked about identifying specific instruction immediacy behaviors (Gunter, 2007). This study talked about the immediacy behaviors and how we are to build close relationships and immediacy among teachers-students, students, and student-content (Gunter, 2007). In this article immediacy can be correlated with the lack of physical interaction in online classes. The article also talked about the social cognitive theory and how it is used to examine the behaviors of the online classroom. The ideology of the social cognitive theory is based on the notion that we learn about behaviors from social groups. This however is different in the E-learning world because more value is placed on instructor’s communication with students. Immediacy is more important in the E-learning world because of the lack of physical and visual interaction.
The study that the article overviewed found that:
1) Online classes have a higher level of drop out rate than traditional classrooms.
2) Online classes and comments help increase undergrad student’s cognitive learning and help them stay encouraged.
3) Posting comments also help create a feeling of connection among classmates in the online community world.
4) Social online interaction must occur to help students not drop out of classes.
5) Many participates in the study stated that they had gained a better understanding, confidence and knowledge of the E-learning world.
6) Many students also felt that one of the important aspects of an online class was the incorporation of digital media and technology.
Future implications of this study might include the levels of resistance felt by students. The study would follow students who previously viewed technology just as a source for social networking and not for learning. The study would ask their opinions as they did the coursework for an online class.
Review:
Social Cognitive theory is a fascinating theory to me especially because we see it often in the communication world. Since E-learning and communication go hand and hand it is no surprise to see this theory in this article. It is no surprise because of the technology advancements of our society and how we are becoming a more E-learning culture. As the need for E-learning classes and degrees continue to grow the need for instructors to find ways to effectively communicate with the students increases as well. As stated earlier the drop out rate of an online class is more than that of a traditional classroom. This is partially due to students lack of connection with the teacher both physical and visually. By increasing effective immediacy, whether it be through comments or emails, the instructors hold the power to encourage students and course work.
Loveland, K. (2007). Students Evaluation of Teaching (SET) in Web-Based Classes: Preliminary Findings and a Call for Further Research. The Journal of Educators Online, 4(2).
Summary:
This article followed a study done on a group of 250 students at a Midwestern college. One of the purposes of this study was to tell the difference between Student Evaluation of Teaching (SET) online and the traditional face to face coursework evaluation. Much coursework set up for instructors to learn how to teach online course work is mostly set up based on technology. There is little information based on setting up classroom behavior and effective communication.
Overview of the article:
1) The number of students taking an online course has increased to over 35% in the education field.
2) The decision to take on an online class course is a daunting one for instructors because of the coursework and the lack of student interaction.
3) Student Evaluations of teaching help instructors know the need of the students and help them to receive feedback.
4) Since the high increase of online classes have been implemented in the last decade the (SET) has been neglected in the online world.
5) This study followed the reactions of over 250 students in a mid-western college and their opinions based on the (SET).
6) Results from online classes based on the (SET) were considerably lower compared to the traditional face to face classroom setting.
7) One reason why scholars think that the (SET) rates lower compared to the traditional face to face classroom evaluation is because the (SET) is not set up for online classes and for online coursework.
Review:
I found this article to very insightful. One of my long term goals include the hope at being an instructor at the community college level. I found it interesting and true that often times we are so focused on the technology aspect of E-learning that we often fail to realize the importance of setting up good practice for classroom behaviors. I also think it would be helpful for me as an instructor to distribute evaluations before actually starting the online class. The evaluations would determine the student’s knowledge of technology as well as determine how often they function online. In the closing of the class I would also distribute an evaluation and would have them rate me on how well they thought I was an instructor. Sometime students my not relate to the teacher because they have never meet them or heard their voice. That is why I have enjoyed participating in the Talk Shoes sessions because it has given a voice with the photos.
Stover, M., & Kelly, K. (2005). The Effects of the Impact of Instructional Immediacy on Cognition and Learning in Online Classes. Distance Teaching and Learning. Retrieved May 15, 2011, from http://www.uwex.edu/disted/conference/Resource_library/proceedings/02_73.pdf
Summary:
Plagiarism and cheating can be hard to define because it includes so many different facets. Plagiarism may included another student writing another’s ones paper or maybe simply defined as not citing a source properly. However, cheating on exam with full intent is different. Culturally some believe that plagiarism is equal to breaking one of the commandments such as stealing or adultery. This study found a shockingly high number of undergraduate students reported cheating in the last four years of their college careers. These numbers are similar to those taken in the sixties where 60-80 of the students had polled reported cheating on a test. This article covers different ways to avoid plagiarism. These different tools include turnitin.com. This site informs the teacher of how much of the student’s paper is originally theirs and how much is from another sources. Other tools to help avoid plagiarism are online services that teach students how to sources properly. Also online learning centers are offered to students who are taking online classes. These centers also offer tutorials and real people to help in writing term papers.
The article overviewed that:
1) 40-60 percent of undergraduate students have reported that they have cheated or plagiarized at least one time in their 4 year education careers.
2) Graduate students believe that they are more ethical than their undergraduate counterparts.
3) According to the California Department of Education 75% percent of high school students admitted that they have cheated on a test.
4) Sites such as turnitin.com have helped aid with the plagiarism crisis.
5) Library information classes also help students learn how to avoid plagiarism.
Review:
I found this article to be interesting because I too have struggled with correct citation of scholarly sources. I came from an institution where emphasis was not placed heavily on the proper citation of sources. Different education institutions place value on different areas and it was a cold shock to see how much value was placed on proper citation in the graduate program. I have learned a lot from practice and other online resources such as the “The Owl” that Purdue puts out. Sites such as turnitin.com have helped instructors learn how much of a student content of a paper is originally theirs and also how much is from other sources. As we have learned from our Talk Shoes session it is also a good idea for students to turn in drafts of papers. This helps to ensure that they will not buy them online. Many sites that offer papers for sale do not supply multiple drafts just the final copy. Future studies may include a longitudinal study of those who had cheated in their undergraduate education. This study would also follow the success of their careers compared to those students who had not cheated as undergraduates.
Stanford-Bowers, D. (2008). Persistence in Online Classes: A study of Perceptions among Community College Stakeholders. MERLOT Journal of Online Learning and Teaching, 4(1).
Summary:
Students are drawn to online course because it allows them the flexibility to work at their own pace more so than a traditional face to face class would allow. Though other problematic factors are included in taking an online class that is not face to face. Because students do not meet consistently with the instructors students may feel the need to procrastinate on assignments. This may result in the high drop out levels of the online class community. Instructors also need to know how to gauge their online class and what work best for that particular classroom. In this study students were given an assessment before the online class so they would know what the online class entails them to do. Communication is also vital because of lack of physical contact with the instructor and with the students. In an online classroom setting instructors need to communicate with students because of the lack of visual contact.
Overview of the article:
1) Online learning allows students more flexibility compared to the original tradition classroom setting.
2) Problems in online learning included holding the retention of the students.
3) Many students who register for online courses end up dropping the class because of lack of participation.
4) As classmates are more involved with the online experiences the more likely they will stay enrolled in the course.
5) E- Learning allows students to make connections that they might not have in a traditional face-to-face classroom.
6) Every class is different and this does not excluded online classes. This is also hard for instructors to establish relationships with the students.
7) To help keep students involved it is a good idea for them to be engaged with a group so that the student feels like they are apart of a community.
Review:
One thing that I liked about this article was that it suggested an assessment of student’s E-learning knowledge before and after the course. This information would help aid the instructor on what would work best for the class. I also like the suggestion of making a list of contacts in case the students had any questions about course work or material that they would have a list of numbers or emails from other classmates so they would be able to contact them and get help.
Steinweg, S., Trujillo, L., Jeffs, T., & Hopfengardner Warren, S. (2006). Maintaining the Personal Touch in a Growing Program: Strategies for Establishing Social Presence in Online Classes. Journal of the Research Center for Educational Technology, 2(2), 15-23.
Summary:
This article covers the necessity for instructions to implement different strategies in online E-Learning. These different strategies are important because they help establish a social network that help the students stay motivated to learn the course material. Different strategies were implemented in this study. Emphasis was placed on the importance of encouraging students to participate in online class discussion to increase activity. Also by increasing activity it helped the students learn the course work and helped them learn how to communities well with others.
Overview of the article:
1) Different strategies are important for established a community in the E-learning world.
2) In using different strategies an instructor can help establish a social repertoire with the students online.
3) Most courses that are considered to be distance are considered hybrid courses or totally online.
4) The need for online courses is important to help assistance and educate those individuals that live in rural areas.
5) As the need for online classes grows so does the importance of the quality of instruction for future teachers.
6) How students rate the class is important to help receive insight and to help improve online classes.
7) One of the many reasons why the need for online class has grown was based on the need for students to have flexibility in their schedules and in their coursework.
8) Some scholars have felt that online courses lack in impersonal connection between students and professors.
Review:
I particularly appreciated the aspect of this article that suggested it is a good idea to give students responsibility. By asking students to come up with new teaching material helps students learn the coursework. The most I have ever learned out of a chapter were chapters that I had presented in class. One must truly know the information before they can teach others. This article was interesting because it placed so much in the hands of the students including the idea to have students complete group assessments after group work. It is also important for professors to send personal emails to students to engage in personal conversation as well as to keep the student motivated in their studies during the semester.
References
Gunter, G. A. (2007). The Effects of the Impact of Instructional Immediacy on Cognition and Learning in Online Classes. International Journal of Social Sciences, 2(3).
Loveland, K. (2007). Students Evaluation of Teaching (SET) in Web-Based Classes: Preliminary Findings and a Call for Further Research. The Journal of Educators Online, 4(2).
Stanford-Bowers, D. (2008). Persistence in Online Classes: A study of Perceptions among Community College Stakeholders. MERLOT Journal of Online Learning and Teaching, 4(1).
Steinweg, S., Trujillo, L., Jeffs, T., & Hopfengardner Warren, S. (2006). Maintaining the Personal Touch in a Growing Program: Strategies for Establishing Social Presence in Online Classes. Journal of the Research Center for Educational Technology, 2(2), 15-23.
Stover, M., & Kelly, K. (2005). The Effects of the Impact of Instructional Immediacy on Cognition and Learning in Online Classes. Distance Teaching and Learning. Retrieved May 15, 2011, from http://www.uwex.edu/disted/conference/Resource_library/proceedings/02_73.pdf
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