Return-Path: <nifl-aalpd@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j7MMNxG19432; Mon, 22 Aug 2005 18:24:04 -0400 (EDT) Date: Mon, 22 Aug 2005 18:24:04 -0400 (EDT) Message-Id: <BAY107-F2196841174C30D1D12A936CFB60@phx.gbl> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-aalpd@literacy.nifl.gov Originator: nifl-aalpd@literacy.nifl.gov Sender: nifl-aalpd@literacy.nifl.gov Precedence: bulk From: "Eileen Eckert" <eileeneckert@hotmail.com> To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:2240] Distance Education X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Type: text/plain; format=flowed Status: O Content-Length: 2464 Lines: 44 Hi all, I'd add another resource, the discussion of online professional development on this list in April 2004. Go to: http://www.nifl.gov/lincs/discussions/nifl-aalpd/aalpd.html. Though it's about PD rather than student learning, the discussion crossed boundaries and some may find it useful. I've used online courses and hybrid (online/classroom) instruction since 2000, mostly with adult students returning to college, many of whom are not prepared for college-level work (from experience, I'd say many were functioning much like intermediate to advanced ABE and GED Prep students). By chance, a colleague and I hit upon a method that worked really well, but I'm not sure how you'd apply it if you're using distance ed. to address problems of students dispersed across a large and remote area. We incorporated online learning into a regular class, with sessions on Blackboard as part of almost every regular class. The teacher was available to provide hands-on demonstrations and technical assistance in the lab. Online discussion was <the> most important part of the course; I developed guidelines for online discussion back in 2000/2001 and shared and reinforced their use with students. Regular feedback and support in writing effective postings for the course discussion site was important too. And students had to interact with each other, not just with the teacher. After 3 or 4 weeks students were ready to be more independent and work more from home. (I did a survey of their perceptions of the online component, got 50 responses, and can share results if anyone's interested; if not, I'm not going to take the time to type up a summary!) We know that students' connection to the class, teacher, and other students is crucial in their persistence and retention. Pure content, in the form of a software package or whatever, is likely to be successful only with the best prepared and most highly motivated students, the ones who could probably just buy a GED book and work on their own anyway. So, not just Katrina, but all who are interested: using your own experiences in the classroom, what techniques contribute most to positive relationships and connections, and how could those be fostered online? And using your online experiences, what features of online discussion help you to feel connected, make you want to continue to participate, and how can you incorporate those in a distance education program? Eileen
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