Distance Education Classroom Management

Team B:

David Obiora, Belinda Garcia, Pleshetta Williams, & Lynn Black

CUR532

May 30, 2016

Melinda Medina

Managing Online Programs

• Lack of fully

developed STEM

courses

• High attrition and

low performance• Self-Efficacy

• Internet/

Technology

Mastery

Teacher Instruction and Instructional design

Designing and developing useful E-learning tools

Overcoming mistakes

Staying abreast of technological

changes

Crafting the Art of Communication

• Effective communication

• Visually and verbally

• Remembering the 7 C’s

Lack of support misconceptions

Adaptability struggles

eLearning offers no support

Technical Issues

Real-world implications

Self-motivation

Facilitator Strategies-Confronting the Issue

• Confront the issues and managing the controversy

– Talking with students about the problem to get a clear understanding

• Encourage communication between students

– Always discussing with parties the issue on hand will help relieve the

tension between students

• Encourage students to set team expectations.

– Allow student to write up an agreement of expectation from each

other

– Have students sign an acknowledge the agreement

» Seo, K. K. (2007)

Avoid Controversy

• Communicate with students immediately who may have some concerns

• Effective communication involves consistent and feedback

• Seek an understanding of he entire issue before making assumptions

Confront the Issue

Encourage communication

Set expectations

Be supportive Be honest and ready to help

Seo, K. K. (2007)

Student Success in Online

Courses

0.32

0.18

0.25

0.1

0.19

0.10.12

0.19

Failure/ Withdraw Rates

Online

Face-Face0.06

0.12

0.04

0.08

Face-to-Face Online

Withdrawal Rates for High & Low-Performing Students

F-F <3.0 F-F >3.0

WHAT WE KNOW ABOUT ONLINE COURSE OUTCOMES

CCRC, 2016

Student Self-Efficacy

(Bandura, 1993; Vilkas & McCabe, 2014)

Sources of Self-Efficacy

(Vilkas & McCabe, 2014)

Factors that Affect Self-Efficacy

Self-efficacy is a key concept in social cognitive theory that leads

students‟ perception about their own ability to successfully solve a task or

to learn an activity or to perform behaviors at desired levels. Early

research evidence shows that there are factors that influence self-efficacy,

namely; mastery experience, vicarious experience, verbal persuasion and

psychology arousal.

The two factors discussed in this presentation are:

• Mastery experience.

• Vicarious experience.

Bandura, A., (1986)

Mastery experience

The most influential is mastery experience, or interpreted result of one’s previous

performance. Students engage in tasks and activities, interpret the results of their

actions, use these interpretations to develop beliefs about their capability to engage in

subsequent tasks and, or activities, and act in concert with the beliefs created. It is the

single greatest contributor to students' confidence.

Adult leaners bring a wide variety of past experiences with them when they enter your

classroom. Some of these experiences have been positive, others have not. How students

interpret their past successes and failures can have a dramatic impact on their self-

efficacy. If students believe their success in a particular area is the result of the skills

they developed (their ability), they are much more likely to be confident about future

success in that area. Just like with the old adage, “Nothing breeds success like success”

certainly is true when it comes to developing self-efficacy.

Bandura, A., (1993)

Vicarious Experiences

The second source of creating self-efficacy is through observational experiences

provided by social models. With vicarious experiences, students obtain information

about their own capabilities by observing others, especially peers who offer suitable

possibilities for comparison.

The vicarious experience of observing can have a strong influence on self-efficacy ;

especially when students observe others like themselves perform tasks, they make

judgments about their own capabilities. For instance, by observing others like

themselves perform tasks, individuals make judgments about their own capabilities. If

a student sees a friend publish a book, he/she might believe they can also have one

published. On the other hand, people with little mastery experience or those who are

uncertain about their capacities, are more sensitive and more likely to fall short, hence,

under estimate themselves and perform poorly/below expectations.

Bandura, A., (1993)

ARCS Model

(Chang, Liu, Sung, Lin, Chen, & Cheng, 2014)

Conclusion

Effective Online

Teacher Preparation

&

Instructional Design

Effective Administration

Effective Online Communication

Conflict Resolution

Self-Efficacy

Student Success

References

Bandura, A., (1986). Social foundations of thought and action. A social cognitive theory. Englewood Cliffs:

New Jersey: Prentice-Hall.

Bandura, A., (1993). Perceived self-efficacy in cognitive development and functioning. Educational

Psychologist, 28(2), pp: 117-148. Retrieved from

http://vmarpad.shaanan.ac.il/efficacy/%D7%97%D7%95%D7%9C%D7%95%D7%AA%20%D7%A2

%D7%A6%D7%9E%D7%99%D7%AA/%D7%9E.

Chang, C., Liu, E. Z., Sung, H., Lin, C., Chen, N., & Cheng, S. (2014). Effects of online college student’s

Internet self-efficacy on learning. Innovations in Education and Teaching International, 51(4), 366-

377. doi:10.1080/14703297.2013.771429.

Community College Research Center (CCRC). (2013, April). What we know about online course outcomes.

Research Overview. Retrieved from http://ccrc.tc.columbia.edu/media/k2/attachments/what-we-know-

about-online-course-outcomes.pdf.

References (Cont’d)

Flowers, L.O. (2012, June). Exploring HBCU academic self-efficacy in online STEM courses. Journal of

Human Resource and Adult Learning, 7(2), pp. 139-145. Retrieved from

http://search.proquest.com.contentproxy.phoenix.edu/docview/1285154769?accountid=458.

Seo, K. K. (2007). Utilizing peer moderating in online discussions: Addressing the controversy between

teacher moderation and nonmoderation. American Journal of Distance Education, 21(1), 21.

Vilkas, B. & McCabe, C. (2014, May 20). Promoting students’ self-efficacy in the online classroom.

Retrieved from http://www.facultyfocus.com/articles/online-education/promoting-students-self-

efficacy-online-classroom.