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Teaching Online: The
pCAT Approach
| Course Number |
LWL103 |
| Objectives |
At the end of this course, you will
describe, as it concerns
online learning, 1. the
approaches, 2. the place of objectives, 3. the components, 4. the interaction,
5. testing, and 6. special problems.
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| Credit Hours and Fee |
3.0 CE Credit Hours with a fee of $24.00 |
| Instructor |
Rudolf Klimes, PhD (Indiana University), MPH
(Johns Hopkins University);
Adjunct Professor at Folsom Lake
College, Folsom CA. |
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Outline of the Course
The pCAT Approach of Teaching Online, developed by Rudolf E.
Klimes, PhD, deals with People ( learners and teachers) who deal with Content
(the Web, my Web, texts) and Act together (through email and postings).
The level of learning is determined thou Testing (quizzes and examinations).
Thus pCAT stands for people, content, action and testing.
1. People: Students,
Teachers, Resource people.
2. Content: Learning objectives, the Web, my Web, Texts.
3. Action: Asynchronous and Synchronous, Teacher's actions, Student's actions.
4. Testing: Assessing if course objectives are met through quizzes and
examinations.
Introduction
ERIC_NO:
EJ584331,
Anatomy of an Online Course.,
Cooper, Linda,
1999
ABSTRACT:
Describes how to plan an online course based on experiences with a college
computer-science course. Topics include course layout, HTML (Hyper Text Markup
Language) conversion,
uploading files to the server and editing, online testing,
the initial class meeting, student course evaluations, a summary of student
perceptions, and course revisions. Source for all ERIC documents: www.askeric.org
Do
the following for self-study. Do not submit the answers.
In order to teach online, the instructor needs to learn HTML.
Instructors need to learn special skills in order to teach online.
BBS stands for local Bulletin Board System.
Online teaching often incorporates media.
World
Campus 101 Course: An Introduction to Online Learning Online
Learning Overview
1. People: Students, Teachers, Resource
people
Participants and instructors need to be skilled for online studies and
they need to actively interact. Participants need to be limited to 15-20 per
online class. They need to practice Internet etiquette. Instructors should
respond to participants within 48 hours. The resource team should include
competent available technical support.
Case Discussion: The Pros & Cons of Online
Education, by Greg
Kearsley, selected sections.
"The fact that online education allows intensive
interaction among students, as well as with the instructor, is probably the
single biggest benefit from an instructional perspective. Its difficult to
imagine how this could be accomplished in a traditional setting, except perhaps
with very small class sizes. Furthermore, it is easy to include others (such as
guest experts or students from other institutions) in an online class -- as well
as allow students to access resources and information anywhere in the world.
Online education really does remove the boundaries of the traditional classroom
Of course there are disadvantages to not having a physical
presence at an institution, such as being left out of meetings and other events
that involve on-site interaction. Futhermore, interaction with individuals via
online means restricts the bandwidth of communication -- which may result in
relationships which are less rich or sophisticated in nature. However, this is
another area where research is needed; the psychological and sociological
implications of electronic relationships are largely unknown."
Students need to be ready for online learning.
Teachers need to be ready for online teaching.
Resource people need to be ready for online help to learners and teachers.
2. Content: Learning objectives, the
Web, my Web, Texts
Online learning takes place in various forms on the Internet
but usually through accredited universities and colleges.
Learning objectives are specific
statements of what students will potentially be able to do, think or feel as the
result of a planned teaching/learning event. Not only do objectives specify the
content of the learning but also the level of attainment that is required. By
way of contrast the aims for a course or for a session are more general and
might consist of a statement about what you hope that course or session will
achieve, and perhaps a rationale.
Learning objectives provide overall structure for
the teaching/learning event and so are of benefit to both students and teachers
alike. Students appear to find them of value since they are statements of what
they need to know and the depth to which they need to know it. They serve as
"pointers" to what is of particular importance within a session. For
the teacher, clear learning objectives help with the detailed planning of the
session, with the selection of content and of suitable teaching/learning methods
for example, as well as acting as the basis for appropriate selection procedures
and processes.
Learning objectives are set by specifying behavioral
objectives that illustrate the type of behavior to be engaged in by the learner
in order to demonstrate that the required learning has occurred. This relates to
learning objectives as a basis for assessment. The usual format for presenting
these is:
"by the end of the session (course), the
student will be able to....."
The next word will be the "action verb" or
behavior. When writing learning objectives it is important to select behaviors
that are directly observable and therefore testable. This is because learning
objectives are often used as a basis for assessment. Some behaviors are not
directly observable and so there are some verbs and phrases which are not
suitable for learning objectives (for example, know, understand, have a working
knowledge of, appreciate etc). Verb choice will depend on whether the aim of a
session is to impart knowledge, develop a skill or foster an attitude.
Source: (MH)
The Web
My Web
Texts
Online Course
Content: 1) Centering on problem-based learning (like making
personal connections between 2-3 documents/data sets) that deals with realistic
life-like situations as at work or home. 2) Assignments of increasing complexity
that provide for the asking of meaningful questions to proceed. 3) Self-directed
learning where the teachers skillfully keep the learner on track and on
schedule. 4) Regular deep interaction between instructor and learners,
learners and learners, and learners and online resources. 5) Instructional
design to fit the learners who may also assist in the teaching.
ERIC_NO:
ED399596,
Going Online To Teach Journalism and Mass
Communication,
Arant, Morgan David, Jr.,
1996
ABSTRACT:
A study examined the use of online computer resources by students and educators
in journalism and mass communication programs. Heads of 200 journalism and mass
communication programs at member schools of the Association of Schools of
Journalism and Mass Communication were surveyed in February 1996. Of the 133
(67%) responding, the average enrollment was 409 students, 368 undergraduates
and 41 graduate students, with an average of 16 full-time faculty. Results
indicated that access to online resources, including email and the Internet, was
provided to professors in 96% of the journalism and mass communication programs,
with 87% providing access to the World Wide Web (WWW). Students had access to
these resources in 93% of these programs, with 90% giving access to email and
the Internet, and 80% to the WWW. Other online services include university
library catalogs, registration and class information, and networked software. A
home page on the WWW was reported in 71% of the programs and 50% of the
professors have WWW pages. Professors used computer online resources in teaching
classes in 88% of the schools and 72% communicate with students via email.
Online distance education was only offered in 23 of 133 programs (17%) and only
3 met in real-time. Findings revealed, however, that only about 60% of program
administrators reported that online resources had substantially changed how
these programs were taught. Although online teaching may not be as effective as
traditional classroom teaching, respondents suggest that it is a viable distance
learning method, reaching students who could not otherwise be reached.
ERIC_NO:
ED439873,
Designing an Online, Introductory Gifted Education Course.
Hull, Debra F.; Bull, Kay S.; Montgomery, Diane; May, James R.; Overton, Robert,
2000
ABSTRACT:
Rural teachers are often undertrained in the identification and education of
gifted students. This paper describes the principles and development of an
online introductory course in gifted education that could meet the need for
rural teacher training. Using the philosophy that learners construct their own
knowing, the system for developing an online course
must be consistent with the idea of authentic problem solving. Learners are then
able to transform information into knowledge. To promote active learning, the
instructional system contains primary source materials, support, and information
to manipulate. Content is presented from diverse perspectives via multiple modes
of representation. The teacher coaches and helps students analyze learning and
problem-solving strategies. Tasks are accessible to learners when they are ready
for them and have patterns that can be transferred to future tasks with
scaffolding. The design is holistic and spiral, allowing learners to return to
the content at successively higher levels of understanding. E-mail, a listserv,
and interactive databases encourage the development of a collaborative learning
community; 15 characteristics of such a community are listed. Course development
included development of the syllabus, with instructions and links to other
course components; a threaded discussion database for asynchronous student
interaction; a database of products and projects created as part of course
requirements; a multigenerational archive; and the home page.
Explore Online Learning with LearnWell:
www.klimes.org/ecollege.htm
3. Action: Asynchronous and Synchronous,
Teacher's actions, Student's actions
The instructor
provides online learning opportunities and organizes all into courses or
modules.
Asynchronous Learning: Anytime,
anywhere Teaching Tips:
http://www.hcc.hawaii.edu/intranet/committees/FacDevCom/guidebk/teachtip/teachtip.htm
Online education refers to learning/teaching that takes place via
a computer network. It can be a local bulletin board system (BBS), the WWW, a
local area network (LAN), or "computer mediated
communication" (CMC). There is also email, chats, and MUD/MOOs.
ERIC_NO:
ED439234, Achieving Quality with Online Teaching
Technologies, Fahy, Patrick J.,
2000
ABSTRACT:
Online teaching technologies still have three main disadvantages: cost,
complexity, and negative impacts on productivity. In many areas of Canada, cost
is still a major factor affecting ownership and use of computers and other new
technologies. Until online teaching technologies become as simple to use as
telephones and new cars, they will continue to fail to produce productivity
increases. The Internet illustrates how online teaching technologies have been a
mixed blessing. The Internet's potential advantages as a teaching tool stem from
the fact that it is engrossing and inherently interesting, incorporates
multi-sensory uses of media, provides enormous numbers of connections to other
sources of information and interaction, allows everyone an individualized
experience, and can both reflect and be a creation of teachers and learners.
However, these same characteristics also account for some of the Internet's
major weaknesses as a teaching tool. Any plan to use the Internet and other new
technologies as teaching tools must begin with a quality-oriented assessment of
the given technology's fitness for use as a teaching tool. Factors to consider
include whether the technology is directly related to the learning outcomes of
specific audiences of learners, affordable, readily accessible to local users,
and durable and long-lasting.
Problem-based
Learning
Course Components
developed by the teacher:
1. Objectives: Learner's
actions that are observable and measurable. Knowledge
(cognitive: identify, select, describe, etc), Skill, Attitude. For each hour of
CE learning, 2-3 objectives.
2. Outline: Based on objectives, I, A, 1, a.
3. Content: Based on outline. With Introduction
(and Assignment, where needed), Part I, II, etc., and Review.
4. References: Based on
outline. (Bibliography, Library): About 8-10 current web-sites, speeches
given within 2 years, articles published within 5 years or books produced within
the last 10 years.
5. Test: Multiple choice questions based on
objectives, 1-2 per objective. Recall questions, Reasoning questions.
Discussion Questions: 1. Where are the students going to
get the information they need in obtaining the learning objectives in an online
course? 2. Since we cannot see each other, it is hard to tell if you are
bashful, bored, or sarcastic. How do you communicate online? 3. Identify some
means of measuring learning outcomes. 4. Identify the steps in converting
an curriculum to an online curriculum. Why? 5. What value does synchronous
learning. Why? 6. What value does asynchronous activity have in online
learning. Why?
Discussion Topics: 1. What is a virtual
classroom? How do synchronous and asynchronous learning differ? 3. Where
can you find online resources for instruction, virtual communities and learning
communities, and basic technology tools. 4. Contrast online courses with
real-time courses with respect to student needs, interaction, grading,
participation, course materials and instructor involvement.
ERIC_NO:
ED435301,
The Online Teaching Guide: A Handbook of Attitudes,
Strategies, and Techniques for the Virtual Classroom.
White, Ken W., Ed.; Weight, Bob H., Ed.,
2000
ABSTRACT:
This book presents 14 papers that offer guidance to college teachers venturing
into online instruction. It is based on the experiences and ideas of faculty at
the University of Phoenix (Arizona) online campus, which has been offering
online courses since 1989. Chapters in the book discuss the importance of
interaction and feedback, learner control, access to directions and help,
consistency and organization, and assessment and recordkeeping. The papers are:
(1) "Face to Face in the Online Classroom: Keeping It Interpersonal and
Human" (Ken White); (2) "Taming the Lions and Tigers and Bears: The
WRITE WAY To Communicate Online" (Chad Lewis); (3) "Talking the Talk:
Humor and Other Forms of Online Communication" (Arlene Hiss); (4) "The
Story of One Learner: A Student's Perspective on Online Teaching" (Lorraine
Priest); (5) "Reshaping Teaching and Learning: The Role of Liberal Arts in
Online Education" (Bill Pepicello and Elizabeth Tice); (6) "The
Elements of Effective Online Teaching: Overcoming the Barriers to Success"
(Anita Bischoff); (7) "Managing Time: Developing Effective Online
Organization" (Marilyn Simon); (8) "Cooking Up a Successful Class:
Adapting Courses for the Online World" (Shelia Porter); (9) "Getting
Ready: The Syllabus and Other Online Indispensables" (Marilyn Fullmer-Umari);
(10) "Online Facilitation: Individual and Group Possibilities"
(Patricia Addesso); (11) "Keeping It Fun and Relevant: Using Active Online
Learning" (Al Badger); (12) "Dealing with Challenging Situations:
Communicating through Online Conflict" (Ken White); (13) "One Day Left
To Live: Teaching the Online Quantitative Course" (Jim Farrar); and (14)
"Making Sense of It All: Giving and Getting Online Course Feedback"
(Fred Schwartz and Ken White). An epilogue, by Bob Weight and Terri Bishop, is
titled "The Human Promise."
ERIC_NO:
ED436154,
Distance Education: Learner-Teacher Interaction and Time Spent by Teaching.
Mahesh, Veena; McIsaac, Marina Stock,
1999
ABSTRACT:
This qualitative study examined the structure and interaction in an online
course from the meaning-perspectives of the actors involved.
Participants were a teacher and teaching assistant who taught a graduate course
in distance education at Arizona State University, delivered through a computer
conferencing system. Data collected included interviews, observations, and
messages posted by participants to a virtual classroom environment. Findings
suggested that, while teachers conceded that they spent more time teaching an online
course than a traditional face-to-face course, they believed the
online teaching experience to be a worthwhile endeavor. In the context of an online
course, teachers felt that they were more present and available
for students than in a traditional course. Results of the study also suggest
that students displayed better commitment to their work in an online
course than a traditional course, because they have close
interaction with the teacher. This close interaction can offset the lack of
control the students may feel in a highly structured distance course. The
personality, emotions, philosophy, and educational background of the teacher
determine the structure and design of an online course,
including the amount of interaction and time the teacher spends on online
activities.
ERIC_NO:
ED418957,
Teaching on the Internet. Meeting the Challenges of Electronic Learning.
Teeter, Thomas A.
1997
ABSTRACT:
This paper examines how the University of Arkansas at Little Rock used Internet
resources in an introductory education course, American Education. During the
spring semester of 1996 and 1997, educators taught the course both via the
Internet and in classrooms. Teaching materials were located on the university's
website. The only difference between the online course
and the classroom course was the medium of information transmission. Course
objectives and assignments were identical. For the online course,
students read text and lectures online and participated in listserv discussions.
They took examinations in the computer lab and completed online assignments.
Students also had to find sites to visit via online contacts and interview
classroom teachers. Students had to serve at least 14 hours at the university's
neighborhood homework center located near campus, which helps inner city
elementary students with their homework. Benefits observed from the online
course included higher student motivation, exposure to extended
resources, and improved quality of discussion and written assignments. Drawbacks
included lack of technical support and extra time required of teachers and
students. Students in the online course did equally
well to students in the classroom course on four examinations. A list of
resources for Web teachers and a list of other resources are included.
Explore Online Assignments with LearnWell:
www.learnwell.org/assignments.htm
4. Testing: Assessing if course
objectives are met through quizzes and examinations.
The participant
demonstrates that he or she has mastered the required skills or content.
ERIC_NO:
ED428692,
Web-Based Testing: A Form-Based Template for Creating Multimedia Enhanced Tests.
MacDougall, Glenn; Place, Craig; Currie, Duane.
1998
ABSTRACT:
Acadia University (Nova Scotia) has completed year two of the Acadia Advantage
initiative, which involved 1,500 students and 170 faculty using IBM notebook
computers in the curriculum. By year 2000, all 4,000 students at Acadia
University will have notebook computers and will be taking part in
technology-enhanced courses. To assist faculty, the university developed a
modular Automated Courseware Management Environment (ACME) which allows an
instructor to easily create online courseware. The Online Testing
Module (OTM) is one of the most successful modules, allowing faculty to prepare
World Wide Web-based tests that include multiple choice, short answer, and essay
questions, incorporating formatted text, images, video, and audio. The module is
template-based, and users create tests that can be randomized, graded, and
results posted both to the students and instructor. The package has proved so
successful that more than 1,000 online tests are
taken and marked daily. Students using the testing package for tutorial
assessment have responded very favorably to the ease of access and the ability
to monitor their own progress. This paper describes access control and security,
test taking, creating and editing a test, question types, formatting a test,
test management and statistics, and programming.
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