TCC 2017 Proceedings

Permanent URI for this collectionhttps://hdl.handle.net/10125/69133

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STEMS2, Social Presence and Sense of Place in a Hybrid Distance Education Program
(2017) Yu, Waynele; Waynele Yu - University of Hawaiʻi at Mānoa
What happens when a program rooted in place-based education (PBE) is delivered via a hybrid model? This paper shares findings from a qualitative case study with the first cohort of students at the University of Hawaiʻi at Mānoa pursuing a Master of Education in Curriculum Studies with a concentration in STEMS2 (O’Neill, Ah Sam, Jumalon, Stuart, Enriquez, in press). The Community of Inquiry Framework developed by Garrison, Anderson and Archer (2000) with focus on Social Presence and sense of place is used to describe how a hybrid model combining face-toface and online instruction helped the students and instructors connect to the curriculum and each other.
Fostering a Community of Inquiry using the Flipgrid video response system – a Pedagogical Inquiry
(2017) Kannan, Jaya; Munday, Pilar; Jaya Kannan - Sacred Heart University; Pilar Munday - Sacred Heart University
Fostering a learning community via digital environments calls for innovative pedagogical practices using new learning technologies. This paper presents an instructor’s perspective on the use of Flipgrid, a video response system, as a means to build a Community of Inquiry (CoI). It makes a pedagogical inquiry by describing teaching scenarios and evaluating Flipgrid’s applicability for building and sustaining a learning community. Guidelines for task-design and implications for teaching conclude the paper.
Creating Environments to Set the Tone for Future Learning of Self-Regulation in Online Classes
(2017) Greiner, Dana; McDowell, Stephanie; Paskaitis, Vanessa; Dana Greiner - University of Phoenix; Stephanie McDowell - University of Phoenix; Vanessa Paskaitis - University of Phoenix
Research has demonstrated that self-regulation is necessary to learn effectively. Self-regulation refers to one’s ability to monitor one’s own behaviors, assess those behaviors based on their own standards, and provide punishments and reinforcements for those behaviors accordingly (Slavin, 2006). Research has also addressed specific strategies and tools to provide for students to help in this process; however, we believe before those skills can even be taught, an environment must be created that will foster the learning of those skills down the line. Thus, this paper will focus solely on creating an environment to foster the eventual learning of selfregulation skills. A classroom environment in which students feel comfortable, clearly understand expectations, and receive timely responses and quality feedback allows students to gain confidence and trust the instructor. This type of environment sets the tone for the instructor then to share, model and shape specific strategies in students leading to improved self-regulation.
Using Diigo to Engage Learners in Course Readings: Activity Design and Formative Evaluation
(2017) Dennen, Vanessa; Cates, Michelle; Bagdy, Lauren; Vanessa Dennen - Florida State University; Michelle Cates - Florida State University; Lauren Bagdy - Florida State University
This paper discusses the design and initial formative evaluation findings of a learning activity focused on social bookmarking using Diigo. The activity purpose was twofold, to teach a new tool and to use the tool to facilitate interactions surrounding some of the required cognitive course content. During this activity, students shared and tagged relevant resources with their classmates and, engaged in collaborative article annotation. Findings show that in general most students were active participants and had a favorable reaction to the learning activity. Several students indicated that they already had or planned in the future to use Diigo either individually or collaboratively for both personal and professional purposes. Students who did not have a favorable reaction to the activity tended to have problems in the technology or focused solely on the technology component of the activity. For future semesters, greater emphasis will be placed on the content that students share and annotate, with the tool de-emphasized as a means to an end.
Taking the Pulse of the Online Classroom: A Data-based Approach for Faculty Self-assessment of Student
(2017) Conrad, Peter; Peter Conrad - University of Phoenix
A potential area for improvement in online classroom instruction arises from the ability of the online instructor to see and facilitate changes in the way students engage with course materials, peers, and the instructor, while the class is running. This paper proposes that instructors can look more closely at classroom interactions by examining student data to note patterns in each student’s engagement in classroom discussions. Instructors can then take the opportunity provided by the asynchronous online environment to thoughtfully adjust messages to bring about changes in student behavior as they engage in classroom discussions. This allows instructors to take more immediate action than current metrics allow. A simple method of collecting data for this purpose is suggested.
Visualizing Learning in College-level Science Courses: Using Concept Mapping as Note Taking Strategy
(2017) Baylen, Danilo; Duckett, Erin; Arellano,Elvira; Parker, Runeshia; Danilo Baylen - University of West Georgia; Erin Duckett - University of West Georgia; Elvira Arellano - West Visayas State University; Runeshia Parker - University of West Georgia
Most undergraduate students take an introductory science course during their first two years. For higher education science faculty, one of the challenges of teaching an introductory science course is the reality that many undergraduate students are not prepared to be self-directed learners. Given recent high school experiences, many students expect to earn a grade of A or B. However, the failing results of the first exam can be disappointing, if not frustrating, to these students. Not only do the students not develop mastery of the science content they studied, they had more difficulties retaining and recalling key and relevant information. During the Fall 2015 semester, the researchers assigned approximately 139 students within a Principles of Biology I (BIOL 1107) lecture course to one of the three note taking category identified for this study -- 1) Traditional note taking, 2) Concept mapping, and 3) Visual mapping. Findings, based on quantitative data, showed no significant differences between and among note taking strategies and exam averages. However, using descriptive statistics, researchers found that students with a prior GPA of < 3.0 before taking the class (i.e., C and below) and using the traditional note taking strategy seemed not to be performing well on unit exams. Qualitative data, overall, suggests that the students found their specific note taking strategy to be beneficial, especially when it came to preparing for the cumulative final exam.

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