Elza :
Thank you for submitting a proposal to the Conference on Higher Education Pedagogy.
Title: Using everyday tools, such as Microsoft Word 2010, screen capturing and e-mail, to foster
interactivity and personalize feedback in distance education.
Authors: Elza Cruz, Brian Moseley, Yavuz Samur,
Abstract: Virginia Tech
School of Education
Poster Session Proposal
By
Elza Cruz, Brian Moseley and Yavuz Samur
PhD Students in the IDT Program
Using everyday tools, such as Microsoft Word 2010, screen capturing and e-mail, to foster interactivity
and personalize feedback in distance education.
Isolation of distance learners and interactivity are the two of the major topics in most literature
concerning distance education and there are sounding reasons for that preference or need of research
in that field. Isolation is appointed as the number one cause of distance learners drop outs (Rogers,
1990; Peters, 1992).
The feeling of isolation derives from the distance learner™ psychological perception of detachment from
the instructor, peers, institution and resource materials. Often times the feeling of isolation is
determinant of the learner’s success or failure (Moore, 1989; Hillman, Willis & Gunawardena, 1994).
Great emphasis is given to the need to mitigate isolation issues by increasing the opportunities of
dialogue among all parties within the design and practice. Isolation decreases with the learner’s
perception of availability of instructor, peers, administrative staff and resources as well the degree of
connectedness (engagement) among them (Shin, 2003).
Luckily, the advances in technology and the use of appropriate media capabilities can easily mitigate
most issues regarding both synchronous and asynchronous interactivity.
The objective of this poster presentation is to show how instructors can make use of simple everyday
technology, such as Microsoft Word combined with screen recording software and the common email
communication to foster interactivity and personalize feedback to written submitted papers.
I am going to provide a practical example of the use of Microsoft Word 2010 review tools for adding
comments to text; comparing different versions of the same document; comparing documents from
different authors; restricting editing and protecting a document.
After the document is revised I am going to demonstrate how to add a voice comment to it in order to
personalize the feedback by bringing the communicating parties together in an asynchronous but still
interactive way. The final product will be one file that can easily be exchanged by email.
This type of asynchronous but intimate feedback fosters connectedness, and relationship. It is an
example of dialogue rather interaction that can prompt a psychological perception of transactional
presence. This perception of availability and connectedness can interfere in the learner’s sense of
achievement, satisfaction and persistence which are crucial for enhancing learning and retention
(Moore, 1991, 1993; Shin, 2002).
References:
Hillman, D.C.A., Willis, D.J., & Guanawardena, C.N. (1994). Learner-Interface Interaction in Distance
education: An extension of contemporary models and strategies for practitioners. The American Journal
of Distance education, 8(2), 30-42.
Rogers, P.H. (1990). Student Retention and Attrition in College. In R.M. Hashway (Ed.), Handbook of
Developmental Education (pp305-327). New york:Praeger.
Peters, O. (1992). Some Observations on Dropping Out in Distance Education. Distance Education,
Volume 13, Issue 2, pages 234-269.
Moore, M. (1989). Three Types of Interaction. The American Journal of Distance Education, 3(2), 1-6.
Moore, M. (1991). Editorial. Distance Education Theory. The American Journal of Distance Education,
5(3), 1-6.
Moore, M. (1993). Theory of Transactional Distance. In D. Keegan (Ed.), Theoretical Principles of
Distance Education (pp.22-38). London: Rpoutledge.
Moore, M., & Kearsley, G. (2005). Distance Education: A Systems View (2nd. Ed.). Belmont, CA:
Wadsworth.
Shin, N. (2002). Beyond interaction: The relational construct of “Transactional Presence―. Open
Learning, 17(2), 121-137.
Shin, N. (2003). Transactional Presence as a critical predictor of success in distance learning. Distance
Education, 24(1), 69-86.
We will be in touch with you again once your submission has been peer reviewed.
Sincerely,
Peter Doolittle
Director, CIDER
----------------------------------------------Center for Instructional Development and Educational Research (CIDER)
http://www.cider.vt.edu