Dr. Heather A. Labansat, Tarleton State University
This "conversation" style presentation will allow the audience to engage and discuss experiences in online instruction and ways to implement strategies to build community, accountability, and deeper learning for students taking online courses. The presented study was a SoTL project that was conducted in an 8-week, online Social Psychology course. Students were split into 2 groups - a control group and an experimental group. The course was conducted identically, with the exception of the independent variable. IV: Students in the control group were given student-learning outcomes for each chapter covered, which were written in question format. Students were told these would help them focus as they read the chapter and help them prepare for the exam. Students in the experimental group meet up weekly on Zoom and discussed the questions together. The professor led the group and would read the questions and have students respond. Research Questions • *Did students achieve a deep learning stage (Moon, 1999) and acquire a sense of community within their on-line course?• *Did synchronous exercises built in discussion groups facilitate deep learning, measured on test questions designed to measure critical thinking, short answer essay (2 paragraphs). • *Did students, after participating in synchronous discussion groups, report a sense of community and report higher cognitive engagement, social engagement, and personal reflection? • *What is the effect of synchronous learning on Instructor/Student interaction tasks on both deep learning, perceived learning satisfaction & engagement for on-line students? The Quantitative &
Qualitative Results will be discussed. We will also discuss suggestions from students and author to make the experience more successful and effective.
