Module Description: College Success Skills for Hybrid Learning
My module topic will teach college students academic success skills in hybrid courses. First semester freshmen will enroll in this course. Most first year students do not register for hybrid courses until their second semester; therefore, they should enroll in this module in the first semester to better understand what blended learning is at VCU, and develop methods that will support academic achievement in those learning environments. My module will consist of 5 lessons. The first lesson will be an introduction of blended learning. Students will take a pre-test to determine target areas for online learning. The development areas will also serve as goals for the 90 day action challenge. At the end of the semester students will take a post-test to measure growth. In my second lesson, I will make them aware of the online platforms they may use and teach them how to search properly online. The third lesson will address goals and motivation. Students will complete a 90 action plan for blended learning. Students will share their action plans with the group and regularly blog/journal about their progress. The fourth lesson will focus time management, which will address self-directed/independent learning skills. Students are required to have a planner for this course and maintain a weekly to do list as part of the 90 day challenge. The fifth lesson is the post-test and a virtual presentation of their 90 day academic plan. Students are required to regularly blog after each lesson using rampages, a connected learning community for VCU students. Students will be paired into groups of 3 (blog buddies) for guided peer reflection. Blog buddies will answer specific questions provided by the instructor.
The main Content (C) of this lesson is improving performance in online learning and hybrid college courses.
The main Pedagogy (P) of this lesson is students sharing their thoughts with their peers after each lesson, especially their 90 day action plan, in order to gain constructive feedback and alternative perspectives for academic success.
The main Technology (T) of this lesson is an online asynchronous peer review system that will house the written contributions of the group.
Pedagogical Content Knowledge (PCK)
The sharing of peers’ thoughts, opinions, and perspectives to assist freshmen in identifying, developing, and implementing the necessary college skills required to be a successful online learner at VCU.
Group discussion allows students to acquire, check, develop, and improve ideas, which develops social and cognitive presence (COI Survey).
Technological Content Knowledge (TCK)
Asynchronous online discussion allows students to participate in thoughtful group conversation according to their own schedules and availability, and allows students to develop well thought, well written contributions and responses.
Online or web-based communication is an excellent medium for social interaction because they are engaging in thoughtful, meaningful dialogue with one another versus synchronous discussion that limits the time needed for critical reflection (COI survey)
Technological Pedagogical Knowledge (TPK)
Students will be able to easily share constructive feedback that may include links to other online resources. More importantly, students new to online discussion may be slow to interact or offer constructive guidance, especially 18 year olds whose cognitive thinking is still maturing. Kevin Wilcoxon (2011) states that “Interaction and collaboration are not intuitive for many adult learners who were educated in a predominantly lecture-based environment. Initially, these students may be more comfortable in a passive role and will need guidance and opportunities to become involved.” The instructor will have to engage learners in the conversation by asking structured yet thoughtful questions and prompts that will help students think about what they want to offer in group discussion. The online discussion through blogging will make it easier to track who has participated in a conversation.
Students are allowed to get to know one another provides a sense of belonging in the course and accountability to stick to their 90 day action plan. Online discussions help students develop a sense of collaboration. (COI survey)
Technological Pedagogical Content Knowledge (TPACK)
The content, method, and technology I’ve selected to use in this lesson are an ideal fit because students are learning to use the same online platforms for group discussion they may use for other blended learning courses. Therefore, they will be comfortable in online group discussion when it’s time to enroll in blended learning courses. Students will be honing their academic success skills, like time management, that are necessary for any course, but are of crucial importance to the success of online learning. Students will be equipped with appropriate resources and tactics necessary to reach a goal and be successful. Therefore, their sense of self-efficacy (or belief in themselves) will increase as a result of this lesson. Lastly, students will understand the value in alternative perspectives; through collaborative online dialogue students will develop deeper connections that can last beyond the classroom and apply to a variety of academic and nonacademic situations.
Brainstorming and finding relevant information helps students resolve content related questions (COI survey). Online learning communities are more engaging than traditional instruction (Wilcoxon, 2011). “Developing a schedule that designates specific times to log in to and participate in class and carry out other course-related activities such as reading and doing research promotes a student’s success as an online learner” (Roper, 2007).
Arbaugh, B., Cleveland-Innes M., Diaz, S., Garrison, R., Ice, P., Richardson, J., Shea P.,and Swan, K. (2008). COI Survey. Retrieved 23 June 2016 from https://coi.athabascau.ca/coi-model/coi-survey/
Guess, Andy. (2007). Learning 2.0. InsideHigherEd.com. Retrieved 23 June 2016 from https://www.insidehighered.com/news/2007/11/13/blended
Roper, Alan. (2007). How Students Develop Online Learning Skills. Educause Quarterly (1), 62-65. Retrieved 23 June 2016 from http://er.educause.edu/articles/2007/1/how-students-develop-online-learning-skills.
Wilcoxon, Kevin. (2007). Building an Online Community. Retrieved 23 June 2016 from http://www.learningsolutionsmag.com/articles/761/building-an-online-learning-community