Learning Team B

Laurie Lessing, Lisa Uselton,

Charles Watkins, & Robin Wright

CUR/532

June 21, 2015

Melinda Medina

Distance Education Classroom Management

3 types of online classroom environment Nature of an asynchronous online learning format Misinterpretation of text-based communication Relative anonymity

3 different strategies to manage controversy Expect controversy and set expectations Observe signs of conflict and discomfort Be supportive

Self-Efficacy Description Improving

2 Factors that affect an individual’s self-efficacy Experience of mastery Vicarious experience

Overview

“Controversy can erupt in any learning

situation, and knowing how to manage it is an

important skill for any instructor” (Kelly, 2013,

para 1).

Managing Controversy

Missed Conflict PotentialInstructor Facilitation GapCan Create Mistrust and Exclusion

Asynchronous Format

Lack of Gestures, Context and CuesMeaning Based on Receiver Experience and

Perceptions

Misinterpretation

Empowerment for Students Lacking Confidence

Potential to Create Hostile Environment by “Internet Thugs”

Anonymity

As a facilitator, it is important to open the lines of communication with your class. It is important to prepare your class that there will be topics being discussed that they are not comfortable with. As students understand this from the beginning it is imperative that the expectation is put into place as well. Informing your student to be attentive towards the words they choose and be thoughtful of how they express certain topics.

Expect controversy and set expectations

Not all signs of conflict are addressed online in the discussion forums by students. Instructors need to have the essential skills to distinguish when a student is showing signs of conflict and discomfort.

Observe signs of conflict and discomfort

Be supportive Email Phone Individual Forum Skype

“If you’re going to invite that controversy, you will have to deal with it when it comes knocking on your door” (Kelly, 2013, para. 11).

Self-efficacy is defined as “a person’s belief about his/her abilities to complete a specific action” (Vikas & McCabe, 2014).

In an online setting, the lack of self-efficacy may lead to controversies and disputes

Major factor towards a student’s approach to a challenge

Describe Self-efficacy 1

Focus on what the student does well

Give positive critical feedback

Personal & positive communication

Empathize with students

Take a proactive approach towards student learning

Improving Self-efficacy

(Vikas & McCabe, 2014).

Initial successPersonal introductionsPositive responsesCritical feedback

Experience of Mastery

Difficult for online classroomNo face to face interactionsPositive feedbackConfidential comments

Vicarious Experience

FERPA

(Adapting to College, n.d.).

Conclusion

Adapting to College. (n.d.). [FERPA image]. Retrieved from: http://scripts.pgcc.edu/~tutorials2/Tutorials/OwlSucc

essTrack/Owl_Success_Track/Owl_Success_Track_pri nt.htmlHaythornthwaite, C., & Andrews, R. (2011). E-learning

theory & practice. San Francisco, CA: SAGEKelly, R. (2013). Managing controversy in the online

classroom. Faculty Focus. Retrieved from http://www.facultyfocus.com

Vilkas, B. and McCabe, C. (2014) Efficacy in the Online Classroom. Faculty Focus. Retrieved from: http://www.facultyfocus.com/articles/online-education/promoting-students-self-efficacy-online-classroom/

References