Observation_LM_800_2

Case Study #1
- Undergrad Psy Class (see syllabus) - Observe actual online class and compare the application of best practices - Examine class syllabus - Examine welcome message - Survey student and instructor perception on the application of 7 principles and learning effectiveness

Setting
Blackboard LMS Wimba environment (Virtual classroom) and tools (such as tracking number of people attending the class, feedback tools, commumication tools, desktop sharing) 1 instructor, [students: 68 (800am), 85 (815am), 83 (830am)] instructor displayed a picture of himself lesson title: ?? Displayed a different picture of himself

Class Proper
- chatting between students before class proper starts (discussing about the test they took last thursday. In fact, one student was surprised he did not get the expected score. One said she "studied alot and when i finished thought i was going to get an A but not." "i'm irritated because i did put a lot of time and effort into it and it did not reflect in my grade." ) - sound check and started on time - Use the archive function - list the agenda for the class (starts with going over the test questions conducted last thur before starting with the lesson proper) - turn off chat function when class proper starts - answer question when a student uses the "hand raise' function - uses annotation tools to highlight and emphasize key points on shared slides - activities?: - used chat function to get student to respond; turned off timely multiple times throughout the class. - used polling tool to survey student response; polling tool provides a quick summary of answers. - instructor thank student for participating in the polling. - instructor constantly inform the students what he was doing to the students e.g. (typing, changing slides, etc.) - relating new materials to content taught in previous class sessions. - constantly check student understanding on his instruction from activity to activity (students raise hand, type questions in the chat room) - Rely on various tools to support instruction (imply: instructor is fluent with the virtual classroom functionalitie i.e. annontation tools, polling, chat function for broadcast messages, feedback tools such as hand raise). - Remind students they can seek clarification from him after class through email and office hours. - Students were using feedback tools such as emoticons & hand raise [How often? and How many used it, a rough percentage should do it.] - encouraged students to participate on an online survey (SALG) to solicit their feedback on the course so far.

Class structure

 * 1) 1. review previous class notes (?? minutes; verbal with slides) -> #2. highlight what students need to focus for the next few classes (?? minutes, verbal with slides) -> #3. lesson intro (?? minutes; verbal with slides) -> #4. content presentation (?? minutes; verbal with slides) -> #5. Q & A (?? minutes, how long before instructor check understanding? uses hand raise and chat function) -> #6. activity (?? minutes; verbal with slides) -> #7. repeat #4 through #6 -> #8. conclusion (?? minutes)

made archive available within one hour after the class is over.

Add a Summary Here: What best practices of online teaching was demonstrated in this session? We'll then look for patterns after a few more observations.