Week 6 Online Learning and Academic Integrity

Educators have a responsibility to foster and maintain standards of academic integrity, which requires engaging students in the development of moral reasoning (Jocoy & DiBase, 2006).  Academic integrity in the online learning environment is possible through the use of plagiarism detection software.  Unfortunately, dishonesty, whether intentional or accidental, occurs in virtually any learning scenario and online learning is no exception to plagiarism.  Educators have always been concerned with upholding standards of academic integrity among individuals engaged in a scholarly pursuit (Jocoy & DiBase, 2006).  Through the implementation of plagiarism detection software the task of identifying plagiarized work becomes more accurate and systematic.  Presently, instructors can use internet tools such as plagiarism detection programs such as Turnitin.com or the search engine Google to search for text that has been copied from other sources without providing proper credit. 

The manner in which assessments are designed can help to prevent academic dishonesty.  As stated in this week’s resources, academic integrity can be jeopardized by a lack of knowledge about plagiarism and through explicit instruction plagiarism can be avoided (Jocoy et al, 2006).  By having students complete assignments  that do not encourage just copy-paste information from the internet the rate of plagiarism would be likely to decrease.  Additionally, by contrasting assignments prepared by students with minimal plagiarism instruction to assignments completed by those receiving explicit instruction, the rate of plagiarism decreased (Jocoy et al., 2006). 

As an instructor and future facilitator of adult learners, I would design assignments that do not encourage the practice of copy and paste to complete assignments.  I would also include in my instruction academic integrity and the importance of giving the original writer credit for their work.  So many students are under the impression that citing another person’s work lessens their own work when in actuality including reliable sources to support your own ideas strengthens the writing.  As the instructor, I would establish my presence early and often, beginning with a brief course overview and a short biography.  By establishing my presence, the students will be able to identify with me (as a human) and not just think of the course as just an online course.  Also, when grading student assignments, I would use a plagiarism detection tool such as Turnitin.com  or Google to search for identical text.  Lastly, by designing assignments that require citations, students will learn the significance of providing credit to the original writer.

In an effort to deter plagiarism from semester to semester I would stagger or alternate assignments.  I would also include a variety of course assignments with a mixture of individual and group assignments.  Also, if I were able I would alternate the course material from semester to semester so that the students would not be able to use someone else’s papers from a previous semester.

Reference:

Jocoy, C., & DiBiase, D. (2006). Plagiarism by adult learners online: A case study in detection and remediation. International Review of Research in Open & Distance Learning, 7(1), 1–15.
Retrieved from the Walden Library databases. 

Week 5

In a world that is ever changing and advancing, the impact of technology can best be exhibited in our growing dependence upon it on a daily basis.  Society is becoming ever dependent on technology from cell phones to broad band mobile networks connecting users virtually round the globe.  The impact of technology on adult learning is just as profound.  Adult learners enjoy taking on the responsibility of their own learning, and when properly guided and prepared for a learning experience they are quite capable of achieving a high level of competency (Johnson, nd). With the integration of technology, those once inhibited by barriers preventing them from continuing their learning are now liberated and able to increase their learning opportunities.

Before incorporating technology into the online learning environment, online instructors have several factors to consider including the adult user’s comfort level with the necessary technology.  Prior  to the incorporation of technology, one should be familiar with the learner and their ability to access and benefit from it. As stated by EducationWorld (2013) most educational technology experts agree that technology should be integrated, not as a separate entity or as a once-in-awhile project, but as a tool to promote and extend student learning on a daily basis.  Online users should be given the time to gain experience in using and integrating technology.

For the adult learner participating in online classes, usability and accessibility of the necessary technologies is paramount to their continued success and attendance in such an experience.  It has been through my own trials and tribulations while taking online courses that I have discovered a wealth of sites as well as uses of technology that I otherwise would never have put forth the effort to learn how to use.  Currently, I am working on completing my third degree from an online school and have, through these courses, been exposed to a plethora of internet technologies. 

When first attempting to integrate the new technologies I was often frustrated and doubtful, which I now attribute to the learning curve as I was trying to learn and utilize these technologies all at the same time with little previous knowledge or hands-on practice.  Because of having to collaborate in a virtual environment to be successful in specific courses, I am now confident and comfortable in using the internet and tools such as Skype, Google docs., wikis, blogs. Additionally, I have learned the importance of integrating technology and teaching users how to use such tools and I incorporate technology into my lessons as much as possible so that the students I teach learn how to use the tools provided through practice and hands-on projects.

The one area I feel limited in is having students work in online collaborative groups as we meet daily face-to-face and several students do not have access to internet or a device to use to connect.  While in an adult learning setting, I can expect the learners to solve this by using the local library or school computer labs, my current students are only middle school age, and would have to rely on others to get to places so they could collaborate online.

EducationWorld (2013).  Integrating technology in  the classroom:  It takes more than just having computers. Retrieved from http://www.educationworld.com/a_tech/tech/tech146.shtml.

Johnshon, M. (nd).  Adult learners and technology:  How to deliver effective instruction and overcome barriers to learning.  San Jose State University.

Week 4 Games

Mezirow (2000) and Brookfield have both argued for a greater need in adult education to go beyond the normative challenges of helping learners engage in educational learning and one way to encourage this is through the incorporation of newer technologies in the classroom. Game based learning seems to be a large part of the future of educational learning with the facilitation of students who are accustomed to learning from games, either digitally or traditionally (Anderson, Anderson, & Taylor, 2009).  There are more hands-on and practical application-based approached to using games in education that could allow for more personalization of learning, self-directedness and team or group learning (Anderson et. al, 2009).  With the influx of learning on the go and mobile technology, the incorporation of gaming, virtual worlds and simulated learning are changing the way adults can approach the learning environment.

SplitWords

http://braingames1.aarp.org/splitwords.html

The game has various skill levels that help to train the brain in memory, attention, language, executive and visual-spatial functions.  I selected this game because of its ease of use.  In working with struggling readers, this game is beneficial as the purpose it is build words from word parts beginning with 2 word parts, becoming more challenging as the user progresses.  While this is not something that I would incorporate in a regular level college course, it is a game that I would have adult learners use to improve word recognition and vocabulary in a variety of categories.  Adult learners could also use this game on a mobile device during down time, further increasing their knowledge base.

Writing in the Stars

http://braingames1.aarp.org/writing_in_the_stars.html

This challenge word game provides practice with problem solving and using the skills of logic, mental visualization, working and short-term memory.  In the adult learning environment, this game challenges the learners to connect and overlap letters in words.  It provides both those proficient as well as those less proficient with language practice.  For the ESL or struggling language learner, this game is an excellent way  to practice and become more familiar with words.  It is also able to be accessed on mobile devices allowing learners to challenge themselves on the go, making learning barrier free.                                                                                                                                 

As an educator, my primary concern when incorporating multi-media, interactive websites, or gaming technology is the ability of the user to gain access and be able to use/learn from the sites provided.  Additionally, all learners may not have prior experience with experiential learning so as an instructor, one would need to be familiar with each student's knowledge level and experiences in order to introduce games or simulations in a manner thst will reduce the potential fo student discouragement (Conrad & Donaldson, 2011).

References:

Anderson, B., Anderson, M., & Taylor, T. (2009).  New territories in adult education:  Game-based learning for adult learners.  Retrieved from:  http://www.adulterc.org/Proceedings/2009/proceedings/anderson_etal.pdf.

Brookfield, S. (1994). Adult learning: Overview.  The international encyclopedia of education (2nd ed.) Vol. 1,163-168. New York: Pergamon.

Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass.

Mezirow, J. & Associates. (2000). Learning as transformation: Critical perspectives on a theory in progress. San Francisco, CA: Jossey-Bass.

Week 3 Effective Online Classes

When setting up an effective online learning classroom one must consider a variety of variables and factors that will ultimately determine the fate of the course.  Having participated in both face-to-face learning situations and online learning scenarios, it is essential to create a learning environment that creates a community, including all the participants.  Within this community the participants should be comfortable and feel respected so that each may share openly, without fear of embarrassment or condescending comments from other learners.  As stated by Boettcher and Conrad (2010) one of the best ways to start an online course on the right foot is to focus on social presence, getting to know each other in a three-dimensional manner.  As participants become more familiar with each other through social interactions, a level of trust is created and an understanding environment for reaching out and taking risks in content discussions begins to emerge. 

In an effort to set up an effective online learning experience there must be a positive social presence as well as teacher presence and  cognitive presence which is defined as “the extent to which the professor n the students are able to construct and confirm meaning through sustained discussion in a community of inquiry” (Boettcher & Conrad, 2010). In an effort to build this community of learners, the facilitator must be prepared and hit the ground running.  To conquer this task, the course instructor should have completed a course syllabus, course requirements, etc. so that the first week of class is not spent reiterating something that is accessible to all learners via  the class page. 

Equally essential is getting to know the students in the course either through online ice breaker activities and a brief biography or other form of introductory procedure.   In doing this type of introduction, both teacher and students will learn about each other which will open the lines of communication.  Teaching and learning are all about relationships nurturing the growth of a learner’s knowledge base (Boettcher & Conrad, 2010). 

It is necessary to communicate clear expectations to online learners because of the lack of face-to-face interaction.  In the online learning environment, learners can not “read” a person’s body language or gestures and require a clear expectations that can be followed throughout the course.  As most online learning is done without the assistance of others, having a syllabus that states clearly the course expectations helps to eliminate uncertainty  and feeling of helplessness.  Additionally, having the ability to contact fellow students as well as the instructor via a discussion board or email will aid in positive communication and interactions among the participants.

When creating an online learning course for the adult learner it is imperative to consider the diversity between the learners and to respect the individuality of the learners.  By creating an online learning platform that fosters individuality within a secure environment the adult learner will have the opportunity to share and learn. 

Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.

Week 2 Introduction to Course

 

      Welcome!  

I am Jane DeWitt, your facilitator for this course.  I live in Forked River, New Jersey, which is located in between two very popular summer resort locations; Seaside and Long Beach Island.  I am a special education instructor focused on continuing education and the adult learner.  I am an avid reader and writer that enjoys spending time at the beach with good friends and an interesting book. 

My professional time consists of research in the area of educational technology as well as Web site design and maintenance.   I earned my BA and teaching certification in the traditional brick and mortar Jersey City University and both my MS and Ed.S, utilizing the online learning environment of Walden University.  Since graduation from NJCU, over two decades ago, I have been involved in the area of education in one format or another and as a result have amassed a plethora of information and resources that I will be sharing with you throughout the course.   When I am not involved either teaching or researching, I am drawn to the ocean and find solace in the time I am able to spend there with my family.

My teaching experience started as a middle school special education instructor which evolved into my current position at the Community College where I am a full-time faculty member.  Depending on the term, I have taught all aspects of composition including teaching argumentative and persuasion classes for the college’s speech department.  Of the literature course, introduction to fiction and poetry, are a passion of mine.  I am one who is fond of words and what they do for us as humans in whatever form we find them.

Teaching is both a vocation and avocation for me and I value the connections made within the classroom.  I structure my teaching and interactions to afford my students the same enthusiasm of discovery that makes learning a life long journey for me.  Throughout this course, we will form connections with each other through active class discussions online in this virtual learning environment.

For those of you who have only taken face-to-face courses prior to this, welcome to the world of online learning!  I am hopeful that you will find this course intellectually challenging, informing, interactive, and fun.  If you have any questions, please contact me using either the email or number provided.  My virtual office hours are Monday-Friday 9:00 a.m. – 1:00 p.m. EST.   Additional conference time is available upon request. 

I look forward to getting to know each of you through your words and work in this class.  Please share with the class a brief, personal biography that will enable the class to better know you.  Feel free to include your personal and professional achievements and what you hope to accomplish from this course.   

This course aims to foster a sense of community, promote engagement in the curricular assignments, and to assist students in the development and application of critical thinking skills, and to help students continue to clarify their purpose and meaning utilizing the written language.  The goals and learning outcomes for this course were carefully formulated to ensure a relevant, sustainable and dynamic course design.  The learning goals and outcomes are tailored to meet the individual  needs of the students and to  strengthen the academic experience of the learner as well as  challenge the expertise of the instructor.  Please review the performance goals and learning outcomes for this course and then prepare performance goals that are specific to your academic endeavors.  Upon completion of your goals, post this information to the course discussion blog which is can be accessed with the following address:  www.course101blog.com.  Additionally, review the responses of your colleagues.

Goals and Learning Outcomes:

1.  Foster academic success

2.  Prepare students for responsible lives in a diverse, interconnected, and changing world

In an effort to assist each learner in their individual, educational journey it is helpful to know what your reasons for enrolling in this course and the context you intend to use the knowledge, skills, and perspectives obtained from this course. Provide a brief explanation of what you hope to achieve upon completion of this course and of where you see yourself in the next five years, the next ten, and the context of the changes you hope to incur. 

Looking forward to learning about you and beginning this class together.

   

Online Community Building

Online Community Building

Learning in an online environment can be challenging as well as rewarding. Similar to the traditional face-to-face classroom, online learners need to interact with each other, as well as with the facilitator to establish a meaningful relationship in which participants can respond openly and without judgment.  As Palloff and Pratt (2012) described, learning communities support one another in the learning process, co-construct knowledge, and professionally support and correct, or professionally give feedback to further enhance the learning.

 Online community building should begin as soon as the course begins with introductions including as personal biography to assist in each member being able to make a connection on a personal level with one another.  It is essential for the facilitator to include their introductory bio as well.  Having experienced courses in which the facilitator was actively engaged throughout and others where the teacher interaction was minimal, I feel as though I gained much more from those that were actively monitoring and participating. 

The significance of online learning communities and the impact on an individual’s learning and ultimate satisfaction with the education would seem to vary from learner to learner.  Palloff and Pratt (2012) discuss three main elements that come together to form the online community which include the people, the purpose and the process.  In order for online learning to be deemed successful, participants need to be able to exchange ideas and suggestions.  Without the actual face-to-face connection, online learners need to rely on human conditions and likenesses as evidenced by the dialogue that will build as each becomes more confident and trusting in the online interactions of the online learning classroom.  Even though interactions will take place in a virtual classroom, the human element is still an essential component to the continued success of the course.

Having experienced both positive, motivating online communications and others that were on the cusp of unprofessional or judgmental, I can empathize with those who become disengaged and lose sight of the purpose of the course.  In an effort to limit unproductive, negative interactions the facilitator must monitor and participate in class discussions as well as assist in the creation of guidelines or an online protocol that delineates acceptable interactions. 

Online communities can be sustained through communication and collaboration of the members.  In an effort to connect, members can create a wiki or blog that will provide a platform for discussion.  The integration of these must be done so as to not overwhelm the learner but rather in a manner that allows them to be comfortable with the technology.  As many learners are considered to be digital natives, many others have little or no experience with online learning or technology and will need additional time to become proficient.  For a facilitator who is involved in the course interactions, the ability to determine such things is easy and will benefit the progression and success of the course.

 

References:

Laureate Education, Inc. (Executive Producer). (2012). Online learning communities. Baltimore, MD: Author.

 

Online Instructional Strategies for the Adult Learner EDUC 6179

Introductory Post....

I am continuing on the same blog page as I feel that the information is similar enough to do so.  Upon completion of this journey I hope to teach adult learners in an online learning environment.  Becasue of my prior educational experience I tend ot connect much of my learning to struggling learners.