Effective Evidence Based Coaching for Enhanced Engagement in a Virtual Classroom Lori K. LaCivita, Ph.D. Nancy S. Bostain, Ph.D. Baker College, Center

Effective Evidence Based Coaching for Enhanced Engagement in a VirtualClassroomLori K. LaCivita, Ph.D.

Nancy S. Bostain, Ph.D. Baker College, Center for Graduate

Studies

Learner Centered Approach in a VirtualClassroom

FACULTYLEARNERS

CURRICULUM

All elements affect the other – no one element creates the desired outcome aloneLori K. LaCivita, Ph.D. Nancy S. Bostain, Ph.D.

Baker College, Center for Graduate Studies

Effective Evidence Based Coaching for Enhanced Engagement in a Virtual Classroom - Assessment Debrief

• Learner –centered beliefs about learning, learners, & teaching (items:1, 4, 7,10,13, 16, 19, 22, 25, 28, 30, 32, 34, 35) =14

• Non-learner-centered beliefs about learners (items: 2, 5, 8, 11, 14, 17, 20, 23, 26) =9

• Non–learner-centered beliefs about learning & teaching (items: 3, 6, 9, 12, 15, 18, 21, 24, 27, 29, 31, 33) =12

• Add scores & divide by # of itemsLori K. LaCivita, Ph.D. Nancy S. Bostain, Ph.D.


Effective Evidence Based Coaching for Enhanced Engagement

in a Virtual Classroom - Assessment Debrief

• Standard deviation for each factor is: .40, .56, .49 respectively

• Instructors with learner-centered beliefs have a mean above 3.4 on factor 1 and below 2.0 on factors 2 & 3.

• Instructors with non-learner-centered beliefs have a mean below 2.8 on factor 1 & above 2.4 on factors 2 & 3.

Lori K. LaCivita, Ph.D. Nancy S. Bostain, Ph.D.


Learner-Centered Defined

….a focus on individual learners (their experiences, perspectives, backgrounds, talents, interests, capacities, and needs) with a focus on LEARNING (the best available knowledge about learning and about teaching practices that are the most effective in promoting the highest level of motivation, learning achievement for all learners) (McCombs & Whisler, 1997,p.9 ).



Learner Centered Psychological Principles

• Metacognitive & Cognitive– Nature of Learning: Learning is a natural,

active process of constructing meaning from experience, filtered through each person’s unique perspective

– Goals of Learning: With time & support the goal is to create meaning, regardless of quantity/quality of data available

– Construction of Knowledge: The new is linked with existing knowledge in unique ways



Learner Centered Psychological Principles

• Metacognitive & Cognitive (Con’t)– Strategic Thinking: using a repertoire of

thinking strategies may lead to complex learning

– Thinking about Thinking: Higher order thinking facilitates the development of creative/critical thinking & expertise

– Context of Learning: Learning is influenced by environmental factors including, culture, technology & instructional practices



Learner Centered Principles (Con’t)

• Motivation & Affective– What is learned is influenced by self

awareness & self-efficacy, clarity of values/goals, affect & state of mind, & motivation created by all

– Intrinsic Desire to Learn: creativity, higher order thinking, and natural curiosity all contribute to motivation to learn.

– Learning is influenced by relevant & appropriately difficult/novel learning tasks




• Developmental & Social Factors– Learners develop at different rates as a

function of internal/external factors. Learning is most effective when differential development within and across physical, intellectual, emotional, and social domains is taken into account.

– Learning is facilitated through social interaction in diverse (cultural & others) & flexible & adaptive settings




• Individual Differences– Individual Differences: Learners have different

strategies, approaches, and capabilities for learning that are a function of prior experience and heredity.

– Learning & Diversity: Learning is most effective when differences in learners' linguistic, cultural, and social backgrounds are taken into account.

– Standards & Assessment: Setting appropriately high and challenging standards and assessing the learner and learning progress-including diagnostic, process, and outcome assessment-are integral parts of the learning process.



Challenges to Creating Learner Centered Virtual Classrooms

• Questions for All:

– What are the challenges of creating a learner-centered classroom?

– How are they overcome? – What can we do?



Learner Centered Instruction: Create a Virtual Environment That:

• Emphasizes learning rather than information transmission.

• Uses multiple/varied teaching techniques appropriate for student learning goals/outcomes/styles

• Faculty & student co-create the learning process

• Faculty demonstrate respect /support for learners’ perspective & their ability to learn& self- reflect on the learning process

• Stresses importance of active engagement and social interaction/support between all (faculty/peers) in relation to the learners’ own construction of knowledge.



Learner Centered Instruction: Create a Virtual Environment That: (Con’t)

• Designs activities in which learners interact with the material, the faculty member and with each other

• Encourages critical/ creative thinking & sharing of tools, techniques and concepts for shared learning

• Inspires and encourages learner ownership of learning

• Creates a sense of discovery and enthusiasm that creates a virtual environment where learners integrate content and application, grounded in firm professional values and competencies

Morgan, C., & O’Reilly, M. (1999). Assessing open and distance learners. London, England: Kogan Page.

Palloff, R. M. & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual virtual classroom. San Francisco: Jossey-Bass



Bottom LineResearch results indicate that Learner Centered

Approach leads to:

• Increased learner engagement with the course content

• Increased student learning and long term retention

• Increased motivation for learning• Greater satisfaction with University and

Program• Unpredicted positive learning and commitment

to life long learning outcomes• Lower attrition and higher learner retention

ratesLori K. LaCivita, Ph.D. Nancy S. Bostain, Ph.D.


Some Examples of Learner Centered Approaches• Weekly Wrap-ups led by students• Use research literature-substantiate• Minimize text use & regurgitation• Create dialogue/conversations in the

classroom• Offer choices for assignments• Always ask: SO WHAT?• All need to challenge each other—each of

us is responsible for our learning • Seek public/private feedback from learners



Question….• So now the question arises…how do we develop faculty to gain the skills and insight to implement a learner centered approach?



Emotional Intelligence Factors

• Emotional intelligence has emerged as a key element in examining outcomes of academic achievement and employee success.

• Through the development of emotional intelligence, faculty and students form relationships that are fluid, thus creating a positive emotional climate.



• Evidence-based coaching to enhance emotional intelligence competencies can provide faculty with the skills and insight to engage students more effectively with positive academic outcomes. Through coaching for the development of EI skills, faculty will be better prepared to establish & promote a learner-centered virtual classroom.





Connecting EI to Learner Success…

C

L F



• Research supports the assumption that an emotionally positive academic climate facilitates learning and therefore enhances learners' academic achievement.

• Learners in academic environments in which they have a sense of belonging or relatedness yielded higher scores on measures of perceived academic control.



• Research has also noted that the learning process is most effective in conditions in which the individual feels safe.

• Sense of psychological safety-what is the outcome?

• Absence from fear=increased learning



• A learning environment that provides a safe and supportive emotional attachment between learners, instructors , mentors, peers and school is a vital link to academic success.

• A connecting approach designed to promote bonding between the learner, instructor and the institution promotes a sense of community that in turn can motivate learners to excel academically and remain enrolled at the college



However…

• Most people interested in E.I., focus on bringing emotional competence to others--students, co-workers, supervisors…



The Secret Revealed… • You can’t share with others what you don’t have yourself…

• Faculty as Models• Faculty as Learners

EQ-i Factors - The New EQ-I 2.0 Model:

Self-Perception (New) Decision Making (New)Self-Regard Problem Solving Self-Actualization Reality TestingEmotional Self-Awareness Impulse Control

Self-Expression (New) Stress ManagementEmotional Expression (New) Flexibility

Assertiveness Stress ToleranceIndependence Optimism

Interpersonal EmpathySocial ResponsibilityInterpersonal Relationships





Self-PerceptionWhat makes you think, act and feel the way you do?

• Self-Regard: Respecting oneself while understanding and accepting one’s strengths and weaknesses. Self-Regard is often associated with feelings of inner strength and self confidence.

• Self-Actualization: The willingness to persistently try to improve oneself and engage in the pursuit of personally relevant and meaningful objectives that lead to a rich and enjoyable life.

• Emotional Self-Awareness: Includes recognizing and understanding one’s own emotions. This includes the ability to differentiate between subtleties in one’s own emotions while understanding the cause of these emotions and the impact they have on the thoughts and actions of oneself and others.



Self-Expression• Emotional Expression: Openly expressing

one’s feelings verbally and non-verbally.• Assertiveness: Involves communicating

feelings, beliefs, and thoughts openly, and defending personal rights and values in a socially acceptable, non-offensive, and non-destructive manner.

• Independence: The ability to be self-directed and free from emotional dependency on others. Decision-making, planning, and daily tasks are completed autonomously.



Interpersonal

• Interpersonal Relationships: The skill of developing and maintaining mutually satisfying relationships that are characterized by trust and compassion.

• Empathy: Recognizing, understanding, and appreciating how other people feel. Empathy involves being able to articulate your understanding of another’s perspective and behaving in a way that respects others’ feelings.

• Social Responsibility: Willingly contributing to society, to one’s social groups, and generally to the welfare of others. Social Responsibility involves acting responsibly, having social consciousness, and showing greater concern for the greater community.



Decision Making• Problem Solving: Ability to find solutions to

problems in situations where emotions are involved. Problem solving includes the ability to understand how emotions impact decision making.

• Reality Testing: Capacity to remain objective by seeing things as they really are. This capacity involves recognizing when emotions or personal bias can cause one to be less objective

• Impulse Control: Ability to resist or delay and impulse, drive or temptation to act and involves avoiding rash behaviors and decision making.



Stress Management• Flexibility: Adapting emotions, thoughts,

and behaviors to unfamiliar, unpredictable, and dynamic circumstances or ideas.

• Stress Tolerance: Coping with stressful or difficult situations and believing that one can manage or influence situations in a positive manner.

• Optimism: An indicator of one’s positive attitude and outlook on life. It involves remaining hopeful and resilient, despite occasional setbacks.

Research Literature Supports EI Approaches

• Several studies support the view that building a learning community is a necessity for online learning to succeed (Hill, Raven & Han, 2002; Palloff & Pratt, 2007).

• A learning community contributed to learners being more satisfied and motivated to participate (Rovai, 2002).

• Kretovics (2003) found that a sense of connection is strongly tied to retention, completion, and satisfaction.

• Wilson, Ludwig-Hardman, Thornam, & Dunlap (2004) point to the value of learning communities to nurture learners’ sense of inclusion.

• A strong connection between learners, faculty and the university, promotes a sense of community that can motivate learners to excel academically and remain enrolled in their academic program (Rovai, 2002).

• A learning environment that provides a supportive climate and attachment between learners, faculty, peers and university is a vital link to academic success (Elias & Weissberg, 2000).

• Research results also indicate that positive emotional climates enhance the sense of community and provides the opportunity to work together toward mutual understanding and enhanced learning (Rovai, 2002).

These findings emphasize the need to develop effectives strategies to address learner retention and completion through the enhancement of emotional intelligence factors.



Research Literature Supports Learner Centered Approaches

• Researchers have demonstrated that a learner entered education helps students acquire competency in skill areas and creates lifelong learners (McCombs & Whisler, 1997).

• Learner centered is the perspective that couples a focus on individual learners (their experiences, perspectives, backgrounds, talents, interests, capacities, and needs) with a focus on learning (the best available knowledge about learning and how it occurs and about teaching practices that are most effective in promoting the highest levels of motivation, learning, and achievement for all learners). (p.9)

• According to Morgan and O’Reilly (1999), the purpose of student assessment is to provide support and feedback to enhance ongoing learning and report on what students have already achieved. By cooperating in assessment, learners reinforce their grasp of the course content and strengthen their own skills at self assessment. This in turn engages the learner in a learning process but also provides learners with the ability to improve that process for themselves and others through feedback and interaction with peers and the faculty member. When learners participate in assessment and provide reflection and feedback through the course, they are co-creating the course to meet their learning needs (Palloff & Pratt, 2007).



How Do We Combine EI & Learner Centered COACHING

• A coach is a professional who works with individuals in developmental transition and organizational forces to identify and tap into new energy and purpose, to shape new personal visions and plans, and to generate desired outcomes.



Coaching Exercise…

How Enhanced is Your Use Of Empathy?

• Am I able to put my ego in the background?

• Can I listen to someone without composing an answer in my head, and, at the same time remain aware of what I’m experiencing physically and emotionally?

• Can I make the distinction between empathy and sympathy?

• What do I feel when I picture a student (who is challenging and aggressive) or withdrawn and indifferent, or…what ?

• What is it about that student that provokes this feeling in me?

– Segal, J. (1997). Raising emotional intelligence: A practical guide. New Your, NY:: Henry Holt, Inc.



Emotional Intelligence (EI) Coaching

•Based on the theories that recognize emotions as organized responses, which adaptively direct cognitive processes

• Interaction of emotion and cognition bring about EI

•Solution oriented•Aligned with positive psychology



Emotional Intelligence Coaching Approaches

How can Evidence Based Coaching approaches enhance these EI competencies? Use of scientifically valid assessments to

facilitate an evaluation of client’s current emotional competency.

Development of a coaching plan that includes:• building on areas of identified strengths• enhancing areas of identified limitations



Emotional Intelligence: Positive Change

Coaches facilitate the change process– Emotions are a powerful way to bring about

change

– Emotions are fundamental to change taking place Move Through Emotions

– Go to the emotion(s)

– Go through the emotion(s)

– Identify mechanism of emotion that will move toward action and solution/goal



Reflection Exercise

• It is important to be aware of emotions that we experience in the classroom (workplace). These emotions often form the foundation for the messages we send to our students. If we understand our emotions as an Instructor, we have the greater tools to influence “classroom spirit”.

– Think about and write your response to the following questions...



Conclusion…

• Faculty development, based on emotional intelligence principles and application provides faculty with the ability to develop highly engaged, learner centered classrooms, providing a compelling methodology for individual faculty and organizational growth and change



ReferencesDennen, V. P. (2002). Cognitive apprenticeship in educational practice: Research on scaffolding, modeling,

mentoring, and coaching as instructional strategies. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology (2nd ed.). Hillsdale, NJ: Erlbaum.

Elias, J. & Weissberg, R.P. (2002). Primary prevention: Educational approaches to enhance social and emotional learning. The Journal of School Health, 70(5), 186-190.

Gaide, S. (2005). Learner centeredness the key to quality. Distance Education Report, 9(12), 5-7.

Hill J. R., Raven R., & Han, S. (2002). Connections in web-based learning environments: A research based model for community building. Quarterly Review of Distance Education, 3(4), 383-393

King, F. B. (2002). A virtual student: Not an ordinary Joe. Internet and Higher Education, 5, 157- 166.

Kretovics, M. (2003). The role of student affairs in distance education: Cyber-services or virtual communities. Online Journal of Distance Learning Administration, 6(3). Retrieved August 2, 2007 from http://www.westga.edu/~distance/ojdla/fall63/kretovics63.html.

Lorenzetti, J.P. (2003). Understanding adult learners: Key to successful programs. Distance Education Report, 7(23), 4-6.



http://www.westga.edu/~distance/ojdla/fall63/kretovics63.html

References (Continued)Lynn, A. (2002) The Emotional Intelligence activity book. New York: HRD Press

McCombs, B.L. & Whisler, J.S. (1997). The Learner-Centered virtual classroom and School. San Francisco: Jossey-Bass Publishers

Morgan, C., & O’Reilly, M. (1999). Assessing open and distance learners. London, England: Kogan Page.

Rovai, A. P. (2002). Sense of community, perceived cognitive learning, and persistence in asynchronous learning networks. The Internet and Higher Education, 5(4), 319-332

Palloff, R. M. & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual virtual classroom. San Francisco: Jossey-Bass

Wilson, B. G., Ludwig-Hardman, S., Thornam, C., & Dunlap, J. C. (2004). Bounded

community: Designing and facilitating learning communities in formal courses. The International Review of Research in Open and Distance Learning, 5(3). Retrieved August 2, 2007, from http://www.irrodl.org/index.php/irrodl/article/view/204/286



http://www.irrodl.org/index.php/irrodl/article/view/204/286

Click to add contact informationLori K. LaCivita, Ph.D. Nancy S. Bostain, Ph.D.


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Effective Evidence Based Coaching for Enhanced Engagement in a Virtual Classroom Lori K. LaCivita, Ph.D. Nancy S. Bostain, Ph.D. Baker College, Center