2009 UNC TLT Conference

2009 UNC TLT Conference Discussion Board

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Distance Education Track

The Distance Education Track examines current issues and policies pertinent to online and distance instruction, instructional systems design, support of faculty and students, and student recruitment and retention.

Check here for discussions on Distance Education presentations.

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  • Providing Core Courses Online in the Small Rural High School: Collaborative Roles and Responsibilities [Asynchronous]
    How can small rural high schools counteract deterrents to achievement facing students in today’s economic crisis? With increasing staffing cuts it is time to embrace alternative educational formats, particularly in the distance learning and online arena. Core subject area courses are readily available for high school students online. Content of these courses follow designated curriculum guidelines designed by teachers within their professional disciplines. UNC systems and community colleges are eager to offer credit for courses successfully pursued online. School librarians and school counselors have a pivotal role to play in redesigning access to and delivery of education to the high school student through an online approach. Thus, this presentation will present practical suggestions for school counselors and school librarians for collaborative facilitation and delivery of online courses in the high school setting. These suggestions will be linked to the critical process of career planning for high school students.
    2 Topics
    7 Posts
    Last post by lana dotson View the latest post
    Mon Mar 16, 2009 5:50 pm
  • Transylwood County Virtual Health Department: An Expansion of WestHealth [Asynchronous]
    In 2004, Western Carolina University nursing and health informatics faculty collaborated to create WestHealth, an online, complex, virtual health care system set in an imaginary county in western North Carolina. The framework (WebCT) provides a familiar mode for students and faculty to access information for learning activities, showcase student projects, and archive electronic learning objects. WestHealth was presented at the 2005 UNC-TLT Conference. This presentation introduces the Transylwood County (Virtual) Health Department, designed to supplement clinical activities in Community Health Nursing for online RN-to-BSN students. Due to the nursing shortage, clinical sites are in demand. The virtual TCHD clinics combine available Web-based resources with student follow-up activities following the WebQuest model, with 12 clinics “open”, including epidemiology, jail & occupational health nursing, community assessment and travel clinic. Students will evaluate virtual clinics against the comparable real-world clinic experience. This project was funded by a UNC eLearning grant.
    1 Topics
    1 Posts
    Last post by blwstj View the latest post
    Fri Mar 13, 2009 9:12 am
  • Strategies and Tips For Teaching Non-Traditional Students via Distance Education [Asynchronous]
    Do you teach non-traditional students? If your answer is yes, then don’t miss this session. With the growth of online education, non-traditional students are seeking to continue their education while they remain gainfully employed. The presentation will cover the art of teaching non-traditional students in an online environment and how their needs are different from traditional students. In many cases, technology software such as Centra, Movie Maker, Camtasia and blogging are new to non-traditional students, but when utilized effectively in the classroom can empower the students to be successful at school and work. The presentation will cover how these tools will help non-traditional students succeed in a rapidly changing world and provide insight into teaching this population of students. Strategies and tips to successfully reach these students will also be shared.
    2 Topics
    5 Posts
    Last post by Melinda Doty View the latest post
    Tue Mar 17, 2009 11:46 am
  • Brief Online/Hybrid Workshops on Effective Teaching in an Online Environment [Asynchronous]
    We received a grant from the UNC E-Learning and Online Initiative to develop, disseminate and assess a minimum of ten (10) online faculty development modules, Brief Hybrid Workshops (BHWs), on a variety of topics related to teaching/learning in the online environment. A Brief Hybrid Workshop is an activity of approximately 15 minutes intended to help a group of people to learn how to do something useful to them. A BHW includes an Internet-accessible media clip, a reflective, active learning activity involving all participants, other resources for more in-depth exploration and other follow-up materials. We discuss the progress we have made in this project and conduct a BHW related to online discussion in an online course.
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  • Structuring Student Moderated Discussions [Asynchronous]
    Fostering discussions that take advantage of the “moral, political, and pedagogical promises” of discussion requires a strategic approach that blends an understanding of the desired learning outcomes, the capabilities of the technology available, and preparation of the students who not only engage in the discussion as participants but who also moderate the discussion and assess the final product. This session is designed to engage participants in the strategic process that can result in rich interactions that fulfill the promises of discussion as an effective learning experience.
    5 Topics
    8 Posts
    Last post by Donna View the latest post
    Wed Mar 18, 2009 12:40 pm
  • Developing an Online Course [Asynchronous]
    This session will present some points to consider when developing an online course. If you have not taught an online course, there are some important components of an online course that you want to make sure you include. If you are currently teaching an online course, the topics presented may help to enhance your course. The presenter will provide components of an online course and issues that arise when teaching online. If you are planning on teaching a course online, are currently teaching an online course or are providing online assignments to a class with which you meet, you want to consider the issues that are presented here. The presenter has taught online courses in College Algebra.
    3 Topics
    6 Posts
    Last post by rreo View the latest post
    Thu Mar 19, 2009 10:59 pm
  • Teaching and Learning Literature with Technology: An Innovative Approach [Asynchronous]
    The digital paradigm is changing the way how we transmit or create knowledge. That’s why at the UOC, an entirely virtual state university in Spain, it was necessary to reformulate and reorganize in a new way the relationship between sources, information or knowledge. Since the creation in 1996 we have developed a program in Catalan Studies with a large variety of courses in literature that were designed to meet different pedagogical and instructional goals depending of the course. At present, in our day-to-day work as virtual instructors, our teaching combines electronic materials, online resources, digital libraries, as well as a virtual workshop that is very well received by our students because it allows them to compare their exercises with those of their peers and to benefit from their feedback as well. The act of online learning using these digital resources means getting detached from acquired habits and it amounts to a transformation of communicative discourse techniques. This paper will discuss specific examples of how the communicative discourse techniques used in online literature classes differ from those in face-to-face classes.
    1 Topics
    1 Posts
    Last post by clarkec View the latest post
    Thu Mar 19, 2009 11:30 am
  • Delivering Courses to the Military in Remote Classrooms, on TDY, and at PCS'd Locations [Asynchronous]
    Fayetteville State University strives to be the premier provider of higher education to the military in North Carolina. This presentation discusses the opportunities and pitfalls of meeting the military's evaluation of courses within approved programs, i.e. 1. Content, 2. Context, 3. Modality, 4. Modularity, 5. Scalability, and 6. Efficacy. The presentation will include the perspectives of Students, Faculty, Staff, and Administration.
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  • Rich-media for Student Engagement in the Online Course: FS 201 - “Food Science and the Consumer” [Tuesday]
    Food Science is a broad discipline in which students must have a good understanding of chemistry, microbiology, and engineering, as well as business management and food product marketing. FS201, “Food Science and the Consumer” is a course designed to take the fear out of the needed science and show that learning (even about chemistry) can be interesting and fun. Filmed demonstrations, narrated presentations, podcasts, hyperlinks, recorded guest speakers, invited “personalities” such as Chuck Overboard, serious news commentator, Dirk Selzum, The Infommercial King, and Dr. Zuper-Brainy, mad scientist are all components of this DE version of a very popular face-to-face Food Science course. This presentation will explore the challenges and show the successes of capturing the teaching style of a dynamic teacher who uses many “personalities” in his face-to-face class. In addition, we will show how these various components were integrated together and presented using Moodle as the LMS.
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  • Evaluation of ROGI (Remote Observation of Graduate Interns) [Tuesday]
    As the online venue for teacher candidates continues to expand, consideration will have to be given to the way these candidates are observed. The Remote Observation of Graduate Interns (ROGI) is one solution to this concern. Using ROGI, teacher candidates are observed from a distance using live classroom software. The observer is able to ‘see’ the graduate intern and the students in the classroom real-time and conference immediately following the observation much like a traditional observation. In this session, you will see a demonstration of ROGI and learn the outcomes of the pilot study of ROGI. This pilot study compared the effectiveness of ROGI to that of traditional observation. You will hear what observers as well as graduate interns said about ROGI. Is it a viable means to observation of Graduate Interns? Can ROGI help to expand the outreach of many teacher education programs?
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  • Beginning Spanish Online: The Third Time's a Charm [Tuesday]
    With the adoption of a new text, we had the chance to create a third iteration of our beginning Spanish online course. Session attendees will be able to observe the various changes in the three different versions, each based on web casts, but each created using a different approach. Participants will learn how to create their own video-based online course using freely available tools, and with limited time and technology resources. We will discuss the many lessons we have learned over the last ten years of delivering the course via distance education. We will also present research data comparing the achievement, attitude and attrition rates of traditional and distance-based students. Conference attendees interested in developing their own distance course or in encouraging others to do so will find this session particularly valuable. Links to the presentation and the three courses will be available before, during and after the conference.
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  • Faculty Motivation Towards Online Distance Education: Implications for Administrators [Tuesday]
    The major purpose of the presentation is to discuss the motivational levels of faculty after participating in online course which was designed to increase faculty knowledge around topics for future online course creators. The panel will discuss which significant factors existed that inhibited or increased their participation in online learning (distance education). The panel will consist of early adopters of technology on campus, resistant faculty to technology, online program administrators, and administrators. Each panel member will discuss recommendations for increasing faculty motivation frm their unique prospective.
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  • The Feasibility of Using 3D Environments in Teaching and Learning in Nursing Education [Wednesday]
    This work highlights Second Life® (SL) as a virtual education environment that supports immersion and presence, allows real-time teaching and discussion, and enhances the mentor/mentee relationship. Distance education can be unidirectional and flat. Evolving technologies are beginning to promote social interaction in distance education through virtual environments. Unlike traditional distance and online asynchronous education, multimodal spaces such as SL provide synchronous communication. We developed and tested a 3D learning environment for nursing students in SL. We simulated learning environments to promote individualized and group learning and synchronous communication that is necessary for effective learning. We present lessons learned from teaching in SL as well as evaluative feedback from students. The results suggest that 3D learning environments have the potential to bridge barriers such as isolation and foster interactivity and presence/immersion in online courses. Future work will focus on developing clinical scenarios to test procedural knowledge and critical thinking skills.
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  • Developing Interactive Components for an On-line Biology Laboratory [Wednesday]
    The Biology Department at NCSU has developed a 4-credit hour course in Introductory Biology that includes a laboratory and is offered via the Internet. Although it is not possible to recreate an entire “wet lab” experience on-line, we have developed a combination of video clips and simulations which stress concepts and introduce students to the use of basic laboratory equipment. In this session, we will demonstrate several laboratory exercises, with accompanying assignment sheets, in which students interact with virtual equipment to produce and analyze data and another in which students manipulate Zoomify™ to simulate the microscopic viewing of slides and electron micrographs. We will also show how the laboratory component coordinates with the main part of the course. Comments from the participants will be solicited and compared with those that we have compiled from student questionnaires and focus groups.
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  • Are DE Anatomy Laboratories as Effective Learning Tools as Live Laboratories? [Thursday]
    The current study was designed to determine if student performance for Anatomy laboratory exercises differs when taught by Distance Education compared to a traditional laboratory approach. Students in Anatomy of Domestic Animals were presented with laboratory materials either in distance education (DE) format or traditional live wet-lab. An initial survey was used to collect student demographics, including any prior experience with anatomy or distance education. Each week the laboratory lessons alternated between the DE format and the wet-lab format. The DE format included videos, self-tests, group work and textual information, presented using Adobe Dreamweaver and Vista. The wet-lab format consisted of introductory presentations followed by dissections on select organs and/or the students learning various skills (ex. Taking blood pressure). Results of the laboratory practical exams given twice during the semester will be compared to determine if DE is as effective as the use of a traditional laboratory setting.
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  • Supporting Digital Humanities: Collaborative New Media Projects in Distance Education [Thursday]
    Collaborative work, experiential learning, and digital literacy are fast becoming the cornerstones of coursework in higher education. Team work is an essential component of many jobs, students learn better when they are actively involved in their education, and though many "digital natives" are adept at navigating social networking sites on the web, few are well versed enough to harness the creative powers of computers and the internet to produce content. This presentation will demonstrate how to plan a new media or multi-media project in a fully online environment. It will cover how to actively teach students to work in groups and how to support them through the collaborative process. Topics covered will include: breaking larger projects into smaller steps; supplementing the collaborative tools in a course management system with wiki's, blogs and collaboration tools such as GoogleDocs; training students to use freeware; and finding a place to publish student work.
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