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Anne RogalskiChanging Roles
The following is a summary table of the changing roles of teachers and students when computer conferencing becomes a major feature of the teaching-learning experience, (Berge, 1995):
Changing Instructor and Student Roles Changing Instructor Roles Changing Student Roles
From oracle and lecturer to consultant, guide, and resource provider From passive receptacles for hand-me-down knowledge to constructors of their own knowledge
Teachers become expert questioners, rather than providers of answers Students become complex problem-solvers rather than just memorizers of facts
Teachers become designers of learning student experiences rather than just providers of content Students see topics from multiple perspectives
Teachers provide only the initial structure to student work, encouraging increasing self- direction Students refine their own questions and search for their own answers
Teacher presents multiple perspectives on topics, emphasizing the salient points Students work as group members on more collaborative/cooperative assignments ; group interaction significantly increased
From a solitary teacher to a member of a learning team (reduces isolation sometimes experienced by teachers) Increased multi-cultural awareness
From teacher having total autonomy to activities that can be broadly assessed Students work toward fluency with the same tools as professionals in their field
From total control of the teaching environment to sharing with the student as fellow learner More emphasis on students as autonomous, independent, self-motivated managers of their own time and learning process
More emphasis on sensitivity to student learning styles Discussion of studentsí own work in the classroom
Teacher-learner power structures erode Emphasis on knowledge use rather than only observation of the teacherís expert performance or just learning to "pass the test"
Emphasis on acquiring learning strategies (both individually and collaboratively)
Access to resources is significantly expanded -
01 Oct 08
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our course through the session will be guided by you who attend the session, and most of what happens here will be in the form of responses to one another
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we will pose questions focused toward the scope of this presentation: teaching methods and techniques to foster interaction (process) and collaboration (product) among students and teachers online
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ask them to compare and contrast face-to-face teaching and online facilitation techniques and determine what is likely to be good practice in both venues.
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small groups and report on the following questions:
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brief introduction to computer conferencing,
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advantages and the disadvantages of the various "flavors" of computer conferencing.
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interaction in online learning environments, the changing roles of teachers and students and the role of the online conference tutor/moderator/facilitator.
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subsumes computer based instruction, informatics and human-to-human communication in the form of email and computer conferences
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in its role as interpersonal communication device, used synchronously or asynchronously to connect human beings to each other
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transactions are carried out asynchronously by electronic mail that arrives in, and is sent from, the participant's mailbox.
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participants must be present online at the same time in order to interact and when many people do so, the text on the screen can scroll along at a furious pace, with the discussion having much of the flexibility of the spoken word.
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his medium favors those who can read and absorb information quickly, hold multiple discussion threads in their heads at the same time, type with some accuracy and speed and be present, despite the difference in time, across national and international time zone
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Participants do not have to be online at the same time in order to interact
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students do have time to think and reflect on their responses, if that is their chosen learning style.
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This may cause difficulties if, for instance, the participant has to travel or has other situations arise that cause absences from their studies. They can lose their place in the discussion and become discouraged.
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interacting at a distance with other students and the instructor, rather than studying alone.
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virtual community
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Guest "lecturers"
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independent of time
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independent of distance
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reliable access
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Learning curves and time investments
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echnical support
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Computer conferencing is text-based in all but a few experimental virtual reality forms.
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social context cues are absent
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isunderstandings can arise quickly
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upplement face-to-face instruction,
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eplace the face-to-face classroom entirely.
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student individually interacting with content
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social activity
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a student interacting with others about the content
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Both types of interaction are necessary for efficient, effective and affective learning
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increasingly possible for students to interact with one another, even when geographically and temporally separated (Moore, 1989).
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Interaction takes different forms:
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Regarding social interaction, it is our assumption that a goal of distance teaching is to create an environment that both fosters trust among learners and the instructor and seeks to promote a cooperative and collaborative environment, allowing students to learn from course materials, the instructor and each other.
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Hand-in-hand with the principle of interaction is the assumption that learning is a social activity.
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Thus, interaction among learners or instructor can be independent of time and geography.
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Computer mediated communication
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asynchronous setting that is independent of both time and distance and yet can provide valuable interaction opportunities for students, both with the instructor and among themselves
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computer mediated communication is interaction stripped of social context cues and human "presence",
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Scaffolding for students interaction and meaning-making activities must be provided by the online instructor
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metaphors and analogies
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first realize some of the basic differences between teaching face-to-face and facilitating online interactions, become themselves adept at the use of the computer conferencing technology and be aware of various teaching and facilitation techniques that are, and are not, suitable for online classrooms.
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model effective teaching and accept "the responsibility of keeping discussions track, contribute special knowledge and insights, weave together various discussion threads and course components, and maintaining group harmony"
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critical skill
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Most current instructional design models don't fit the online teaching environment especially well and directly translating a place-based course into one delivered by computer conferencing may not be possible.
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The result was a course designed as a learner-centered system based on dialogue and cooperation among students (1992, p. 61).
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Such a move engenders a radical shift in the power and interaction structures in the classroom as the students must accept the responsibility for their own knowledge creation, and the instructor must relinquish a certain amount of control over the process.
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Changing Instructor and Student Roles Changing Instructor Roles Changing Student Roles From oracle and lecturer to consultant, guide, and resource provider From passive receptacles for hand-me-down knowledge to constructors of their own knowledge Teachers become expert questioners, rather than providers of answers Students become complex problem-solvers rather than just memorizers of facts Teachers become designers of learning student experiences rather than just providers of content Students see topics from multiple perspectives Teachers provide only the initial structure to student work, encouraging increasing self- direction Students refine their own questions and search for their own answers Teacher presents multiple perspectives on topics, emphasizing the salient points Students work as group members on more collaborative/cooperative assignments ; group interaction significantly increased From a solitary teacher to a member of a learning team (reduces isolation sometimes experienced by teachers) Increased multi-cultural awareness From teacher having total autonomy to activities that can be broadly assessed Students work toward fluency with the same tools as professionals in their field From total control of the teaching environment to sharing with the student as fellow learner More emphasis on students as autonomous, independent, self-motivated managers of their own time and learning process More emphasis on sensitivity to student learning styles Discussion of studentsí own work in the classroom Teacher-learner power structures erode Emphasis on knowledge use rather than only observation of the teacherís expert performance or just learning to "pass the test" Emphasis on acquiring learning strategies (both individually and collaboratively) Access to resources is significantly expanded -
pedagogical, social, managerial, and technical.
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