a presentation based on Polloff and Pratt's beyond the looking glass, talking about the importance f training for Online successful course for both students and faculty.

1. Beyond the Looking Glass
What Faculty and students need to be successful Online
Rene M. Palloff
Keith Pratt
Presenter: Evelyn Lin
2010.11.24

2. 1. Introduction
宣示
企劃的背景
Outline
E v e l y n L i n
2. Working with faculty to develop a new pedagogy
3. Training to support the transition
5. Learning to learn Online
4. Developing new techniques
6. Changing Roles and Relationships
no.01
7. Life on other side of the looking glass

3. Introductionno.02
About the author http://www.xroadservices.com/home/bestpractices.html

4. Administrator
Student
Faculty
•Increase flagging enrollment
•Extend the reach of the institution
•Maximize profits and attract new students
More convenient way to go to school
Easy way to get credit
Given the responsibility to develop and teach online courses
However, might not see online education in such a positive light.
Introductionno.03
E v e l y n L i n

5. Working with faculty to develop a new pedagogyno.04
E v e l y n L i n

6. Introductionno.05
E v e l y n L i n

7. Introductionno.06
E v e l y n L i n
Faculty are rarely provided with training in the pedagogical
skills which they need to be successful Online teachers.
Faculty are rarely provided with training in the pedagogical
skills which they need to be successful Online teachers.

8. Working with faculty to develop a new pedagogyno.07
E v e l y n L i n
•White and Weight (2000) noted that teaching techniques that work in face-to-
face classroom may not work online and that faculty are asking for additional
support for effective teaching, it is clear that pedagogical training is lacking.
•Milam, Voorhees, and Bedard-Vorhees (2004) noted that “the online paradigm
holds that learning itself may be different in the online environment.”
•White and Weight (2000) noted that teaching techniques that work in face-to-
face classroom may not work online and that faculty are asking for additional
support for effective teaching, it is clear that pedagogical training is lacking.
•Milam, Voorhees, and Bedard-Vorhees (2004) noted that “the online paradigm
holds that learning itself may be different in the online environment.”

9. Working with faculty to develop a new pedagogyno.08
E v e l y n L i n
•Research into
retention in online
courses shows
upward of 50%
dropout rates (Carr,
2000). Many faculty view
online learning as
a poor and inferior
stepchild of higher
education.

10. Introductionno.09
E v e l y n L i n

11. Working with faculty to develop a new pedagogyno.10
E v e l y n L i n
Students often bypassed
online lecture material and
went directly to the
discussion board, where they
were able to interact with
the instructor and their peers
about the subject matter.
(Feengerg,1999; Palloff &n
Pratt, 2001,2005,2007).
Students often bypassed
online lecture material and
went directly to the
discussion board, where they
were able to interact with
the instructor and their peers
about the subject matter.
(Feengerg,1999; Palloff &n
Pratt, 2001,2005,2007).
Attention needs to be paid
to promoting interactivity
and the development of a
sense of community within
the student group to
achieve successful learning
outcomes.

12. Working with faculty to develop a new pedagogyno.11
E v e l y n L i n
Eom (2006) noted that when students receive
individual attention from instructor in an online
course in the form of e-mail messages and
feedback on work and assignments, their
satisfaction with the course increase as does
achievement of learning outcomes, again,
emphasizing that instructor presence is critical to
the online learning process
Interaction between
1. Students and students
2. Students and instructors
are the keys to success in the online classroom.

13. Working with faculty to develop a new pedagogyno.12
E v e l y n L i n
Can be taught, but are often overlooked when faculty are trained to teach
online.-- Questions that need to be addressed as faculty learn about online teaching --
1. What does it really mean to be a “guide on the side” or a “learning facilitator” rather
than an instructor?
2. How does an instructor successfully make the transition required to teach online
course so that students become empowered learners and take charge of the learning
process?
3. Is it possible to develop every instructor into a good online instructor?
4. How can institutions discern the difference between those who will do well online
and those who will not, be they faculty or students?

14. Working with faculty to develop a new pedagogyno.13
E v e l y n L i n
Not all faculty are suited for the online environment , and academic institutions are making
some serious mistakes when they make their decisions about who should teach.
Choices about who should teach online
are often based on faulty criteria
A content
expert
A content
expert
An entertainer in
the face-to-face
classroom
An entertainer in
the face-to-face
classroom
The experts know their subject
matter well, but they might
not have been taught the
facilitative skills required
for online teaching.
The experts know their subject
matter well, but they might
not have been taught the
facilitative skills required
for online teaching.
Brookfield (1995) noted that
often the most popular
faculty, who get the best
course evaluations, are the
ones who are able to
entertain.
Brookfield (1995) noted that
often the most popular
faculty, who get the best
course evaluations, are the
ones who are able to
entertain.

15. Working with faculty to develop a new pedagogyno.14
E v e l y n L i n
Research by one of the authors reveals that it is the introverted student who does well
online (Pratt, 1996), which is believed that this finding generally applies to introverted
instructors as well.
Research by one of the authors reveals that it is the introverted student who does well online (Pratt, 1996), which is believed that this finding generally applies to introverted in
Introverted V.S Extroverted students
- Asynchronous
Introverted V.S Extroverted students
- Asynchronous
Facial and body language
Time
Self-consciousness

16. Working with faculty to develop a new pedagogyno.15
E v e l y n L i n
In the online environment, facial and body language cues are removed from
communication. The introvert appears more extroverted online and becomes
verbal and interactive.
In the online environment, facial and body language cues are removed from
communication. The introvert appears more extroverted online and becomes
verbal and interactive.
The ability to take time, reflect, and present himself or herself through text
serves the introvert well
The ability to take time, reflect, and present himself or herself through text
serves the introvert well
Self-consciousness diminishes when the instructor is out from under the physical
scrutiny of students.
Self-consciousness diminishes when the instructor is out from under the physical
scrutiny of students.
Facial and
body
language
Time
Self-
consciousness
Introverted V.S Extroverted students - AsynchronousIntroverted V.S Extroverted students - Asynchronous
The asynchronous online environment ,with the absence of immediate feedback, can
be frustrating to the extrovert.
The asynchronous online environment ,with the absence of immediate feedback, can
be frustrating to the extrovert.
The extrovert, who establishes presence quickly through verbal and social
connection, may have more difficulty in the text-based online environment.
The extrovert, who establishes presence quickly through verbal and social
connection, may have more difficulty in the text-based online environment.
Introvert
Extrovert
Introvert
Extrovert It is more difficult—but not impossible – for extroverts to interact this way,
perhaps they because they have less need to.
It is more difficult—but not impossible – for extroverts to interact this way,
perhaps they because they have less need to.
Introvert
Extrovert

17. Working with faculty to develop a new pedagogyno.16
E v e l y n L i n
Participation and interaction online equates with successful course
outcome.
•Both instructors and students need to be able to present
themselves as real people in the online classroom.
•Social presence is positively link to student satisfaction with online
learning as well as successful achievement of learning outcome
(Garrison, Anderson, & Archer, 2003; Gunawardena & Zittle, 1997;
Picciano, 2002; Rovai & Barnum, 2003)
•Picciano (2002) asserted that “ Students who feel they are part of
a group or “present” in a community will wish to participate
actively in group and community activities.”

18. Working with faculty to develop a new pedagogyno.17
E v e l y n L i n
•They are able to empower their learners and build a learning community.
 Learner-focused instructors.
•Huba and Freed (2000) noted that in a learner-centered paradigm, students
construct knowledge by gathering and synthesizing information together by sing
Problem
solving.
Inquiry
Communication.
Critical
thinking

19. Working with faculty to develop a new pedagogyno.18
E v e l y n L i n
•The instructor’s role is to facilitate the process and instructors and
students together assess learning.
•The instructor who is willing to do the followings is a good candidate for
teaching online.
The open and flexible instructor needs support to make the transition to
the online classroom successful.
•Allows for personal interaction
•Brings in real-life examples
•Builds reflective practice into teaching

20. Training to support the transitionno.19
E v e l y n L i n
•Pankowski (2004) noted that only 56% of faculty who teach online have
taken an online course themselves.
It is very difficult to teach in a medium in which one has
never experienced learning.
Faculty are asked to
facilitate a course they did
not develop and do so
with a large of students.

21. Training to support the transitionno.20
E v e l y n L i n
With online training supportWith online training support
• In an online training course, the best practices involved in
online teaching can be demonstrated, not technology itself.
•The course should be long enough so that faculty can be
encouraged to develop the skeleton of a course.
•Pankoski’s study felt that without the support of a more
experienced colleague to guide them, they would most likely
discontinue their involvement with online teaching beyond their
first course.

22. Training to support the transitionno.21
E v e l y n L i n
The university of Central Florida has established a comprehensive faculty
development program that addresses four key areas of readiness. (p.376)

23. Developing new techniquesno.22
E v e l y n L i n
Content can be presented without the use of lectures. (p.379)

24. Learning to learn Online (p.381)no.23
E v e l y n L i n
Students generally enter an online program with the expectation that a
course will be more attuned (comprehensive) to their needs as learners.
Distance The course is more convenient for them due to
distance or work and family demands.
Classroom
size
They do not like large classroom situations and
prefer the potential for increased instructor-
student interaction.

25. Learning to learn Online (p.381)no.24
E v e l y n L i n
We must pay attention to the online teachers and online learners.
Because teaching and learning are both
virtual.

26. Learning to learn Online (p.381)no.25
E v e l y n L i n
Online Student TrainingOnline Student Training
Regardless of the means by which the training is conducted, the following should be
included in a student orientation to online learning.
The basic of logging onto the Internet, including

27. Learning to learn Online (p.381)no.26
E v e l y n L i n
Online Student TrainingOnline Student Training
Understanding what is required to become a successful online learner

28. Learning to learn Online (p.381)no.27
E v e l y n L i n
Online Student TrainingOnline Student Training
The differences between a face-to-face course and an online course

29. Learning to learn Online (p.381)no.28
E v e l y n L i n
Online Student TrainingOnline Student Training
Interaction Feedback
How to give
feed back to
other students

30. Learning to learn Online (p.381)no.29
E v e l y n L i n
Online Student TrainingOnline Student Training
Appropriate interaction and communication
The rules of netiquette
Netiquette is a term referring
to good behavior while
connected to the Internet.
Netiquette is mainly referring
to behavior while using
Internet facilities such as
individual Web sites, emails,
newsgroups, message boards,
chat rooms or Web
communities.
Ttyl – talk to you later.
cu - See You
 imo - In My Opinion
 bbl - Be Back Later
 btw - By The Way
 g2g/gtg - Got To Go
 n00b - New User
 imho - In My Honest Opinion

31. Learning to learn Online (p.381)no.30
E v e l y n L i n
Orientation courseOrientation course
•Hold a face-to-face, hands-on orientation, if possible, to show students the
course site and discuss online learning.
•Provide an orientation to the course on the course site or as a first discussion item.
•Provide students with a list of frequently asked questions and responses to those
questions.
•Place basic information about how to navigate the course site on the welcome screen
or course home page.
•Send an e-mail message to each student enrolled in the course containing orientation
information. (Palloff & Pratt, 2001,p. 43)

32. Changing Roles and Relationshipsno.31
E v e l y n L i n
Today’s student is likely to be adult returning to school to obtain the
knowledge and skills needed to compete and advance in the workplace.
•Noel-Levitz noted that only 19% of online learners are
younger than age 24.
•When asked to rank reasons for enrollment an online
program, convenience came out on top.
The adult student is more
likely to be a lifelong learner
embarking on the beginning
of what may be a learning
process that results in the
pursuit of multiple degrees,
courses, or certifications.
(Bates, 2000)

33. Changing Roles and Relationshipsno.32
E v e l y n L i n
In the online classroom, the most effective means of achieving
learning outcomes is the use of active learning and collaborative
techniques that encourage students to become empowered learners.
A feeling community and connectionamong learners and instructor contributepositively to leaner satisfaction.( Gunawardena & Zittle, 1997; Picciano,2002; Rovai & Barnum, 2004).
Incorporating collaboration into online
courses enhances the achievement of
learning outcomes and reduces the
potential for learner isolation online
(Palloff & Pratt, 2005)
The likelihood of successfully
achieving course learning
outcome and competencies
increases significantly through
collaborative engagement.

34. Changing Roles and Relationshipsno.33
E v e l y n L i n
•The way in which can be used online is limitless

35. Life on other side of the looking glassno.34
E v e l y n L i n
-- When courses are designed and delivered with interactivity in mind, a shift occurs.

36. Life on other side of the looking glassno.35
E v e l y n L i n
The resultant excitement about
learning helps to stimulate new
creative approaches to online
teaching and demonstrates that
there is , in fact, the possibility
that life beyond the looking glass
is not a dream ,but a reality with
great potential.

37. Life on other side of the looking glassno.36
E v e l y n L i n

38. no.
E v e l y n L i n