Third+installment+if+needed

Please submit your third installment if you have less than six citations and suggestions during the first and second installment.

How will schools/universities deal with this change in roles and the student-instructor relationship? Changing roles of instructor and student in an on-line learning environment. ||< Palloff and Pratt, 1999 ||< p.73; 79-81;86 ||< 9/24/11 Mary Herring ||
 * < **Key Issue(s) and __Suggestions/Solutions__** ||< **Source Citation** ||< **Page Number(s)** ||< **Date/Contributor Name** ||
 * < //Example://

Some reasons why film was not integrated into classrooms is because teacher's lack of skills in using equipment and film, cost of films, equipment, and upkeep, inaccessibility of equipment when it is needed, and finding and fitting the right film to the class. You have to use film that will related to each lessons being taught. Ways films can be effective in learning is by allowing students to first to do readings about the film, if there is a book available. Then after reading and reviewing the book allow students to what the film about the book so they will have a visual of their readings. || Cuban, L.(1986) //Teachers and Machi////ne// || Page. 18. || 12/6/11 Johnika Bruce || There was lack in radio usage because of no radio receiving equipment, school schedule difficulties, unsatisfactory radio equipment, lack of information, poor radio reception, programs not related to curriculum, classwork more valuable, and teachers not interested as well as the students. Some think that using the radio is a good learning tool to enhance students learning, but I think it's something student's will lose interest in that are in middle in high school. But young children, such as toddlers, radio will be a great tool to use for their learning development. || Cuban, L.(1986) //Teachers and Machine// || Page 25. || 12/6/11 Johnika Bruce ||
 * Why were film and radio not integrated into education?
 * What are some reasons for the lack of radio usage in education?
 * What are the characteristics of successful students in distance educational programs?

They are open-minded about sharing life, work, and educational experiences as a part of the learning process. They are able to communicate through writing. They are self-motivated and self-disciplined. They are willing to "speak up" if problems should arise. They are able and willing to commit four to fifteen hours per week, per course. They are able to meet the minimum requirements for the programs (this is, this is not an easier way to meet degree requirements). They accept critical thinking and decision making as part of the learning process. They have access to a computer and modem (and at least some minimal ability to use them). They are able to think ideas through before responding. They feel that high-quality learning can take place without going to a traditional classroom. They are a "noisy learner" who is active and creative in the learning process. || Palloff and Pratt, 2007 || p. 8 || 12/7/11 Emily Keitel ||
 * What are great ways in which an instructor can create collaboration online?

Intergroup collaboration Resource sharing Collaborative writing Small-group assignments Research assignments asking students to seek out and present additional resource material to their peers Group work on case studies Simulations Shared facilitation Homework forums Asynchronous discussion of the reading and discussion questions Papers posted to the course site with mutual feedback provided Blogs, or online journals or Web Logs, where students can reflect and invite comment on those reflections Wikis or collaboratively created Web pages Jigsaw activities where students are either assigned or choose a piece of research puzzle and collaborate to bring the information together WebQuests, where teams of students are sent on an Internet-based scavenger hunt, the result being a comprehensive presentation or solution to a problem Learning cycles that allow students to progress through a series of activities resulting in increasing skill acquisition. || Palloff and Pratt, 2007 || p. 182-183 || 12/7/11 Emily Keitel ||
 * Why did teachers rarely use machines (technology) in their classrooms since 1920?

Teachers and principals are hostile or indifferent to the march of modern technology. Clogged bureaucracies that stifled even the most persistent innovator. Accessibility of hardware and software to schools and teachers for classroom use. The manner in which the innovation was adopted and implemented (top-down, bottom-up mandates). The classroom and school learning setting/physical arrangement, time allocated, rules, and organization all play a role in this). The nature of the teaching profession (teacher selection, training and experience and the beliefs of teachers hold combine to produce a deep-seated conservatism, a reluctance to alter prevailing practices and use mechanical devices in classrooms). -Analysis of Teacher use of Machines- Constancy and change in teacher practice (elementary is more likely to implement the use of innovations daily, where as in middle and high school, innovations tended to be used sparingly). Some teachers believe that certain innovations enhance textbook readings and worksheets; others see critical skills that innovations address/improve; and some see innovations as solutions to the problem of student energy loss in the afternoon. Inadequate teacher training is another reason why teachers would not use machines in their classrooms (since 1920). || Cuban, 1986 || p. 51-70 || Emily Keitel ||
 * “The online environment can be a lonely place. Students and faculty alike report feelings of isolation when working online.”

This feeling of isolation can be overcome by creating a sense of community in the online classroom, between the students and the instructor. The instructor can help create this sense of community by integrating more collaboration into the coursework. Examples of collaboration can be this wiki, or a threaded forum where each student is expected to contribute and respond to their peers. || Palloff, R. & Pratt, K. 2007 || p. 158 || Andy Smith ||
 * "...to achieve collaborative learning, an important addition to the process of getting to know each other is the sharing of expectations for the course."

As a student, this can often be a very difficult idea to wrap one's mind around. When asked to do this for this class, I honestly had no idea what to expect. More often than not, that seems to be the case for most required courses. To help students with this, I would be sure to have the reference the syllabus (after an introduction lecture where the syllabus is discussed). That way, students can have an idea about what will be taught in the class, and can then form an idea of what they want to get out of the class in the end. || Palloff, R. & Pratt, K. 2007 || p. 162 || Andy Smith ||
 * Palloff & Pratt believe that the traditional face-to-face classroom will not disappear due to the increase use of virtual classrooms. (Palloff & Pratt, p. 235) Would it be good if face to face classroom instruction disappeared and everything was done in a virtual classroom?

I do not think it would be good if face-to-face instruction completely disappeared. Many subjects would be better taught in person. For example, a speech class is meant to give students more confidence talking in front of a crowd. If this class was done online, it would be difficult for students to build their confidence with public speaking in a virtual classroom. I think the virtual classroom is beneficial for some topics, but it shouldn't wipe out face-to-face instruction.

"Students should bring in additional knowledge from the internet, other materials, or personal experience [in online classrooms]"

Today, students have a lot of opportunities to get information from a lot of different sources. If they apply this to their learning in a virtual classroom, they can enhance their learning environment for themselves and their peers. However, it is extremely important that the educator verifies the accuracy of this information. With all the access students have to information, the student and the educator need to make sure this information is accurate. If the information isn't accurate it can negatively effect the environment.

"The development of a learning community in the distance education process involves developing new approaches to education and new skills in its delivery."

This is an important statement. An online environment is completely different than a face-to-face environment. Because of this large difference, educators need to take a new approach when they are instructing in a virtual classroom. They will not be able to bring in all of their approaches they use in a general education classroom. This may require addition training for the instructor to maximize the instruction in a virtual environment. It is extremely important that the educator spends a decent amount of time at the beginning of the class allowing you and the students to get to know you and each other. || Palloff, R. & Pratt, K. 2007

Palloff, R & Pratt, K. 2007

Palloff, R & Pratt, K. 2007 || p. 235

p. 250

p. 231 || Katie Pruiksma

Katie Pruiksma

Katie Pruiksma ||
 * Why is transformative learning so important in the online learning community?

Palloff & Pratt emphasize the importance of transformative learning in an online learning community. Transformative learning, according to Jack Mezirow (1990, 1991, 2000) refers to "learning that is based on reflection and on the interpretation of the experiences, ideas, and assumptions gained through prior learning," (Palloff & Pratt, 185). Transformative learning's goal is to help us understand why we see the world in the particular way that we do, and to eliminate the constraints of perspectives that we have carried with us into the learning experience, those that may limit us in furthering our learning in the current experience. Self-reflections is an important process for students //and// teachers to go through, both in face-to-face //and// online classrooms. When we take the time to think about how we have evolved or developed in our thinking or knowledge throughout an experience, we may find that interesting patterns have occurred, and that we are very different (hopefully more knowledgeable about a topic and ourselves) than we were when we started. Palloff & Pratt mention that participants in an online classroom "engage with and reflect on the course content," (185), and that parallel processes should be employed so that students can have a chance to consider and realize the learning that has come out of the online engagement. "Participants should explore not only how learning in this medium is different but also how engaging with the medium and the machine allows them to learn something about the technology itself," (185-186).Transformative learning is important in the online learning community because it allows for participants to learn more deeply about the content, the medium, and the self. || Palloff, R/ & Pratt, K. 2007 || p. 185-186 || Alison Leytem || <span style="font-family: 'Times New Roman',serif;">"Distance learning will not replace the traditional classroom. However, it continues to appeal to growing numbers of nontraditional, and now traditional, students for a number of reasons, the main one being that the structure and confines of the traditional classroom simply do not work for many." (Palloff & Pratt 2007, p.227) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Traditional and face-to-face classrooms has their own syllabus that may not be applicable to the online or distance learning. Online learning is a different system of learning and teaching that need its own need analysis and Syllabus. There are variety of activities that could be used in online learning to make it beneficial. Many people believe on the teacher-student's eye contact in the face to face classroom and that it will keep students pay attention to the content, however it sometimes lost even in face to face classroom when there is more teacher's talk (Monologue speech) in the class. <span style="color: #1f497d; font-family: 'Times New Roman',serif; font-size: 12pt;">Solution <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: There are variety of considerations to keep in mind when dealing with either system of learning. It's better for the online or distance learning to have a curriculum according to the course content and the possible activities that each individual/ group can have during the semester. On the other hand the teacher and syllabus designer should have enough knowledge of the online system that they are going to use, and how to use the online tools and activities to achieve the curriculum goals at the end of each sessions and at the end of the semester. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">We should keep in mind that each syllabus has been designed for its own specific situation according to the class time and activities therefore a syllabus for a traditional classroom is not applicable to the distance learning. || Palloff and Pratt, 2007 || p.227 || Maryam Rod || <span style="color: #1f497d; font-family: 'Times New Roman',serif; font-size: 12pt;">solution <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> : I believe group activities like discussions that are guided by the teacher could be the best example of collaborative learning. It means there are several issues that has been posted to everybody to think and research about. each individual will reflect his/her own idea in the discussion and other members can post their response/ evaluation to their classmate. on the other hand teacher would collaborate with the group work by expressing more questions and commenting and guiding their discussion until they can built their own knowledge. This type of learning is not only useful for each individual in case they will remember what they have learned for a long time since they have thought more deeply and discussed each issue, but also the group can read the classmate's reflection and think about it more analytical. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">Questions that could encourage learning and collaboration could be questions that encourage students to research the real life examples, "Questions posted in the online environment need to be the jumping-off point of a discussion promoting deep exploring of the topic and the development of critical thinking skills" (Palloff & Pratt 2007,p.171) || Palloff and Pratt, 2007 || p.165-171 || Maryam Rod || <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">"four potential physical risks to the developing child: visual problems, postural and skeletal problems, dangers of radiation, and the displacement of normal physical activities of childhood and adolescence" ( Healy 1998, p.112) <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">I believe none of the educational systems are perfect, we had some health problems in the face to face classrooms as well, as a result sitting in the classroom for a long time with a little or no permission to walk, move around. Being forced to attend the class in a specific time, while online learning let the student do the activities in a limited time permission but more chance to chose when or what time of the day to do it. or the other health problems however they are fact, but there are some ways to teach students and teachers avoid facing too much physical problem. <span style="color: #4f81bd; font-family: 'Times New Roman',serif; font-size: 12pt;">solution <span style="font-family: 'Times New Roman',serif; font-size: 12pt;"> :First of all it's important to know the probable problems both on the side of teachers and students, and then giving some advice, like how to sit behind a computer, how to limit the amount of on screen time to avoid headache, and some physical activities and exercises that could help prevent back ache and bad shape of the bones. || Palloff and Pratt, 2007
 * <span style="color: #1f497d; font-family: 'Times New Roman',serif; font-size: 12pt;">Issue <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: Can distance learning be replaced by traditional classroom?
 * <span style="color: #1f497d; font-family: 'Times New Roman',serif; font-size: 12pt;">Issue <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: In some group work activities, sometimes the majority of work is done by only one or two members, how could a group work activity be really collaborative in online learning, how could the activity be useful?
 * <span style="color: #4f81bd; font-family: 'Times New Roman',serif; font-size: 12pt;">Issue <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">: "When instructors begin to use technology in education, they experience a whole new set of physical, emotional, and psychological issues along with the educational issues, Many of these issues are related to the development of social presence. The new issues also include physical problems that can be experienced as the technology is used extensively, such as carpal tunnel syndrome, back problems, headaches and so forth" ( Palloff & Pratt 2007,p.6)

Healy 1998 || p.6

p.109-125 || Maryam Rod ||
 * “an online learning community cannot be created by one person. Although the instructor is responsible for facilitating the process, participants also have a responsibility to make community happen” (p. 42).

I agree with Palloff and Pratt. From taking this class I learned that an online learning community is made by multiple people working together and creating one. One person cannot create a thriving community; it takes the effort from everyone in the community to make it truly function. || Palloff and Pratt, 2007 || p. 42 || Mikael Rein ||
 * “Distance learning will not replace the traditional classroom. However, it continues to appeal to growing numbers of nontraditional, and now traditional, students for a number of reasons, the main one being that the structure and confines of the traditional classroom simply do not work for many” (p. 227).

I think that with the constant advances in technology and teachers that take time to create meaningful learning experiences one day distance learning might one day replace the traditional classroom. Specifically, the college courses. || Palloff and Pratt, 2007 || p. 227 || Mikael Rein ||
 * Issue: "One of the fears we frequently hear expressed by instructors as we present our workshops on teaching and learning online has to do with cheating. Instructors want to know how to monitor or eliminate cheating in the online environment." (p.208)

Solution: Cheating occurs online as frequently as it occurs in face-to-face classes. Most distance learners are adults and are uninterested in taking the work of others. Plagiarism and cheating in online courses occur normally because of the lack of knowledge about copyright and fair use regulations. || Palloff and Pratt, 2007 || p. 208 || Joe Johnson ||
 * Issue: "Academic institutions are wrestling with the issue of persistence in online courses and programs, have realized the need to reach out to students at a distance in ways that may be necessary on campus". (p. 236)

Solution: It is important for student service programs to expand online, so that the community and university can stay connected successfully. || Palloff and Pratt, 2007 || p. 236 || Joe Johnson ||