Kathy Cannon's List: Best Online Pedagogy

• Do the course's characteristics have an impact on performance and learner satisfaction? What are the implications of these findings for online instructors, and how could that affect their practices and approaches to retaining students in the future?
• motivated student
• opposite of a procrastinator
• Some of the ways that this self-regulation may be displayed is by seeking help when they lack understanding, believing in their own capabilities, rehearsing the material to be learned, organizing the material to be learned, and holding an intrinsic belief in the value of learning (Boekaerts, Pintrich, & Zeidner, 2000; Schunk & Zimmerman, 1998).

  • What does a motivated, self-regulating learner do differently?
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• High-quality course designs
• • connect new knowledge to prior learning
   
  • maintain collaboration and social interaction between students
   
  • promote a self-reflective environment
   
  • include current or immediate applications
   
  • advance self-regulated learning.

  • What are some key components of a high-quality course design?
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• deep learning as opposed to just surface learning
• reflective prompts
• specific and clear syllabi
• progressive calendar deadlines
• specific performance feedback on a timely basis
• setting challenging yet reachable goals
• modeling a response to the prompt, requesting clarification, reinforcing students' ideas, correcting misunderstandings, and asking for consensus within areas of disagreement

  • How does an instructor teach critical thinking to undergraduates?
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• approaches are 1) expository learning, 2) active learning, and 3) interactive learning

  • A cascade of learning depth for characterizing the learning that a particular teaching style or course design affords.
• information is given to the student
• learner having control
• learning develops from interaction with others
• a 24 hour "return policy":
• anonymously complete a survey
• asking students to complete course evaluations,

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• • Document makes a good introduction for higher ed administrators.
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• Learn what Chief Academic Officers in US Higher Education have to say about online learning. Staying The Course - Online Education in the United States, 2008 is now available as a free download

• students in online learning conditions performed better than those receiving face-to-face instruction.  However, these differences were not necessarily rooted in the media used.  In general, advantages for online learning reflected differences in content, pedagogy and learning time. The majority of the studies that directly compared purely online and blended learning conditions found no significant differences in student learning
• Often, blended delivery instruction (face-to-face and online) provided more opportunity for collaborative activities not received by students in control conditions.
• Best Practices:
  
  ▪ Online learning can be enhanced by giving learners control of their interactions with media and prompting learner reflection.
  
  ▪ Prompts urging students to reflect on their learning improved outcomes.
  
  ▪ Providing students instruction in how to self regulate learning yielded stronger learning results.
  
  ▪ A course instructor moderating discussion groups can be useful when students are given a scenario to which they must respond.
  
  ▪ "Social scripts" structuring how students interact with each other "have been found to influence the way students engage with each other."

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