EMBRACE AND MANAGE
ONLINE TEACHING
METHODS
AAFCS Annual
Conference
Research-toPractice
Session
June 27, 2013
INTRODUCTION
 Paula J. Tripp, Ph.D., CFCS
 Clinical Associate Professor, FACSED Coordinator
 Department of Human Development and Family Science.
College of Human Sciences
 Stillwater, OK
 Taught online since 2007: 2000 -level Consumer Education;
3000-level Family Relationships; 4000 -level Resource
Management; 5000-level Seminar in FCS Research, Needs of
Aging Populations and Their Families (coordinator of team),
Evaluation Techniques, Family Resource Management
 Consultant to faculty for online course needs
YOUR INTRODUCTION
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Name
Institution
FCS content area(s)
Experience with online course(s)
SESSION OBJECTIVES
 Compare online and on-campus teaching methodology
dif ferences.
 Study dif ferent methodologies used to teach online courses.
 Investigate the incorporation of Second Life into coursework.
 Analyze the appropriate teaching methodologies for specific
online needs.
RESEARCH FINDINGS
 Students have multiple roles as student, family member,
worker, friend. Online coursework can help them complete
their degree on schedule.
 Top concerns for students: clear instructions, well -organized
content
 Task-oriented rather than clock -oriented
 Flexibility is relative
BEST PRACTICES: COURSE HOME
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From “sage on the stage” to “guide on the side”
Syllabus
Instructor introduction: print with picture, video
Technical requirements
Help Desk, technical assistance
Virtual of fice
Student introductions
Announcements
Tegrity/remote proctoring
BEST PRACTICES: CONTENT
 Organization: chapter number, title, week, module
 Introduction page for each unit: objectives, where to find
materials, due dates
 PowerPoint files
 Chapter notes
 Virtual field trips
 Group work
 Supplementary materials: articles, video links
BEST PRACTICES: ASSIGNMENTS,
GENERAL
 Tests, quizzes, projects, papers, discussions, etc.:
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Policy for late work
Posting: where, how long
Clarity: purpose, specific instructions and expectations, format
Due dates: on the assignment and match Syllabus
Grading rubric
Where to submit
Reminder to submit
Grade what is submitted
Timely grading and feedback
 Include due date and points available on unit introduction page
BEST PRACTICES: TESTS AND QUIZZES
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Open and close dates and times
Where located
Amount of time available; consequence of too much time
Number of questions and points available
Take once or multiple times?
Random generation of questions
Display grade, answers?
Gradebook review
QUIZZES AND EXAM
3 Quizzes
 10 questions to
student, 20-30 in
test bank
 Random
 10 minutes
 Closes
 Electronic grading
and posting
Final Exam
 50 questions to
student, 128 in test
bank
 Random
 1 hour
 Closes
 Electronic grading
and posting
BEST PRACTICES: DISCUSSIONS
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Due date
Number of posts required
English usage
Students reply to dif ferent students
Consider multiple deadlines for posts
Requires explanation, justification to situation or question
posed by faculty. Or, topics can be generated by students.
Promote critical thinking
Consider “chunking” (bite -size pieces) – provide a short video,
a reading, then a discussion
Apply posts to current events
Give kudos and challenges to discussions
DISCUSSION 8: ECONOMIC RESOURCES
T H I S A S S I GN M E NT I S D U E BY O C TO BE R 1 0 AT 1 1 : 5 9 P M , A N D I S WO R T H 4 0 P O I NT S
T O TA L . F O R E A C H P O S T, 8 0 % O F Y O U R G R A D E W I L L B E B A S E D O N Y O U R C O N T E N T A N D
20% ON ENGLISH USAGE. THE ASSIGNMENT WILL NOT BE ACCEPTED AFTER OCTOBER
10.
 1 . Fir st post: Envision that you have been asked to present an hour long session to 10 engaged couples on the topic of financial
management. Not a ver y long time for this impor tant topic, but at
least they'll hear some information that will be critical to their
relationship! Based on information presented in the text, the
PowerPoint notes, and the related ar ticles and video that are posted,
bold the 5 main topics you would cover; i.e., what do these couples
need to know about and discuss as a couple to successfully manage
their finances? Use at least 10 sentences to discuss the 5 topics (a
minimum of 10 total, not 10 for each of the 5 topics!) you would cover
and include a justification for the topics you selected. In your
justifications, indicate any specific information you would target by
gender (based on information from Chapter 7). This discussion is
wor th 20 points.
2. Second post: In at least 5 sentences, respectfully respond to a
classmates' post regarding their selection of topics and/or their
justifications. You can refer to cour se materials and/or per sonal
experiences. This post is wor th 10 points.
3. Third post: In at least 5 sentences, respectfully respond to a
dif ferent classmates' post regarding their selection of topics and/or
their justifications. You can refer to cour se materials and/or per sonal
experiences. This post is wor th 10 points.
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DISCUSSIONS: SECOND LIFE
BEST PRACTICES: NAVIGATION
 Consistent organization
 Tabs match Syllabus titles
 Announcements tell where to find materials
BEST PRACTICES: OTHER
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Of fice hours
Contacts with students
Graders
Financial matters
CONTACT INFORMATION
 Paula J. Tripp, Ph.D., CFCS, CFLE
 Clinical Associate Professor, FACSED Coordinator
 Department of Human Development and Family Science,
College of Human Sciences
 Oklahoma State University
 233 Human Sciences
 Stillwater, OK 74078-6122
 Phone 405-744-8355
 Email paula.j.tripp@okstate.edu