ENGAGING STUDENTS IN VIRTUAL
CLASSROOM SPACES:
USING BLACKBOARD COLLABORATE
FOR TEACHING & LEARNING
Eileen O’Shea, DNP, RN
Mar y Murphy, APRN
Mar y Kleps
PRETEST SURVEY
Please take 5 minutes to complete the
following survey!
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OBJECTIVES
Define the nontraditional learner
Apply Moore’s Transactional Distance Theory
Enhance faculty awareness of interactive
technology in meeting unique needs of the
nontraditional student
Experience how Blackboard Collaborate allows
for real time communication between faculty
and student and student-to-student.
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EXPECTED OUTCOMES FOR SESSION
PARTICIPANTS:
Participants will demonstrate a change in
perceptions as evidenced by difference in pre
and post survey, related to potential
Collaborate use within their future course
work.
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NEEDS OF THE NONTRADITIONAL STUDENT
National Center for Education Statistics:
 73% of all undergraduates
Content-laden lectures with new concepts and
vocabulary delivered in few sessions
High value to students
Innovation – technology, virtual classroom, &
archive of screencast
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MOORE’S TRANSACTIONAL DISTANCE
THEORY
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FOSTERING STUDENT COLLABORATION
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VIDEO CAPTURE & ARCHIVE
Plan & deliver complex concepts
Review high value information to learn,
absorb, & retain information
All information directly from instructor
Learner hears the concept more than once
Shortly after lecture
Few days before an exam
English as second language (ESL)
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STUDENT LEARNING OUTCOMES
Qualitative Results from Nontraditional Student Focus Group
“This was the first time using something like collaborate. Real time video/audio was ver y nice .”
“I found collaborate to be ver y helpful with my learning. I was
able to concentrate more and found that people didn’t go off
tangent.”
“Collaborate was great for people that have a long commute to
Fairfield. Use more collaborate .”
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IN CLASS SESSION USING COLLABORATE
Let’s simulate an interactive Collaborate
teacher/student session!
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COMMUNICATION IN PEDIATRIC PALLIATIVE CARE:
PREPARING FOR SENSITIVE CONVERSATIONS
Objectives:
By the end of this lesson, learners will be able to:
 State 1 myth of communication
 State 1 phrase to avoid when responding to a sensitive
conversation related to end-of-life issues in the pediatric
setting.
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POLLING
① Communication is deliberate process
② Words mean the same to both the speaker and listener
③ Nonverbal communication is the primary method of
communication
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METHODS OF COMMUNICATION
Verbal
Nonverbal
Written
Play
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CHAT ROOM: TEXT RESPONSE
WHAT DOES THIS IMAGE MEAN TO YOU?
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INTERPERSONAL SKILLS FOR GOOD
COMMUNICATION
Encourage Conversation
 Don’t anticipate what may be said; LISTEN ATTENTIVELY
 Achieved by:
 Gestures/Body Language: Nodding, leaning forward, eye contact,
sitting being with the patient
 Comments like: “Tell me more”
 Open ended questions: “What does this mean to you?”
 Reflection: “If I understand what you are saying, you are feeling…”
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INTERPERSONAL SKILLS FOR GOOD
COMMUNICATION
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COMMUNICATION GUIDELINES:
DIFFICULT CONVERSATIONS
 Helpful phrases
 Phrases to avoid
LANGUAGE
Helpful
 May I just sit here
with you?
 Is there anyone I
can call for you?
 How can I be of
help?
 Would you like me
to talk with your
other family
members, or be
there with you
when you talk with
them?
ELNEC, 2012
Avoid
 You have other
children to think
about.
 I know how you
feel.
 This will make you
a better/stronger
person.
 It was a blessing…
COMMUNICATING WITH PATIENT/FAMILY
Never say:
 “There is nothing more we can do.”
 Leads to loss of hope
 Feelings of abandonment
Instead say:
 “We can’t cure your child, but we can provide care to
make them as comfortable as possible until death.”
 Provides definitive treatment plan/goal
 Gives hope for quality of life/limited suffering
 ELNEC, 2012
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WHITE BOARD EXPRESSIONS
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END SESSION
Elisabeth Kubler-Ross:
“I say to people who care for people who are
dying, if you really love that person and want to
help them, be with them when their end comes
close. Sit with them – you don’t even have to talk.
You don’t have to do anything but really be there
with them.”
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FACULT Y CHALLENGES/LEARNING
• Browsers
• Collaborate Launcher
• Plug-ins
• Java
•
Student Accessibility
• Mics and Speakers
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FACULT Y CHALLENGES/LEARNING
Be Proactive!
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FACULT Y CHALLENGES/LEARNING
Prior Planning Prevents Poor Performance!
•
•
•
•
•
Practice, Practice, Practice!
Use a script
Preload content
Run through the Audio Wizard
Create a practice session
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POST TEST SURVEY
Please take 5 minutes to complete the
following survey!
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REFERENCES
 Brotherton, J. A., & Abowd, G. D. (2004). Lessons learned from eClass: Assessing
a u t o m a t e d c a p t u r e a n d a c c e s s i n t h e c l a s s r o o m . Tr a n s a c t i o n s o n C o m p u t e r – H u m a n
i n t e r a c t i o n , 11 ( 2 ) , 1 2 1 - 1 5 5 .
 C o p l e y, J . ( 2 0 0 7 ) . A u d i o a n d v i d e o p o d c a s t s o f l e c t u r e s f o r c a m p u s - b a s e d s t u d e n t s :
P r o d u c t i o n a n d e v a l u a t i o n o f s t u d e n t u s e . I n n o v a t i o n s i n E d u c a t i o n a n d Te a c h i n g
International, 44 (4), 387-399.
 D e y, E . L . , B u r n , H . E . , & G e r d e s , D . ( 2 0 0 9 ) . B r i n g i n g t h e c l a s s r o o m t o t h e w e b : E f f e c t s o f
using new technologies to capture and deliver lectures. Research in Higher Education,
50(4), 377-393.
 ELNEC - Core Curriculum, in: AACN (Ed.), End -of-Life Nursing Education Consortium.
AACN. (2012)
 http://www.aacn.nche.edu/ elnec
 F e r n a n d e z , V. , S i m o , P. , & S a l l a n , J . M . ( 2 0 0 9 ) . P o d c a s t i n g : A n e w t e c h n o l o g i c a l t o o l t o
facilitate good practice in higher education. Computers & Education, 53 (2), 385-392.
 Jones, N. & Lau, A. M. S. (2010). Blending learning: widening participation in higher
e d u c a t i o n . I n n o v a t i o n s I n E d u c a t i o n & Te a c h i n g I n t e r n a t i o n a l , 4 7 ( 4 ) , 4 0 5 - 4 1 6 .
 Moore, M. G. (1993). Theory of transactional distance. In D. Keegan (Ed.) Theoretical
P r i n c i p l e s i n D i s t a n c e E d u c a t i o n . N e w Yo r k : R o u t l e d g e .
 S c h u e t z e , H . G . , & S l o w e y, M . ( 2 0 0 2 ) . P a r t i c i p a t i o n a n d e x c l u s i o n : A c o m p a r a t i v e a n a l y s i s
of nontraditional students and lifelong learners in higher education. Higher Education, 44,
309-327.
 Soong, A. S., Chan, I. K., Cheers, C., & Hu, C. (2006). Impact of video recorded lectures
a m o n g s t u d e n t s . I n L . M a r k a u s k a i t e , P. G o o d y e a r, & P. R e i m a n n ( E d s . ) , W h o ’s L e a r n i n g ?
W h o s e t e c h n o l o g y ? ( p p . 7 8 9 - 7 9 4 ) . S y d n e y, A u s t r a l i a : S y d n e y U n i v e r s i t y P r e s s .
 Ve e r a m a n i , R . , & B r a d l e y, S . ( 2 0 0 8 ) . U n i v e r s i t y o f W i s c o n s i n M a d i s o n o n l i n e - l e a r n i n g s t u d y :
Insights regarding undergraduate preference for lecture capture. Retrieved March 15, 2014
f r o m : h t t p : / / w w w. u w e b i . o r g / n e w s / u w - o n l i n e - l e a r n i n g . p d f
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QUESTIONS?
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CONTACT INFORMATION
Eileen R. O’Shea, DNP, RN- Associate Professor
eoshea@fairfield.edu
Mary Murphy, APRN- Assistant Professor
mmurphy@fairfield.edu
Mary Kleps-Instructional Support Specialist
mkleps@fairfield.edu
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