24th Annual TCC | Online Conference | April 16-18, 2019

Sustainable Learning, Accessible Technologies, & Diverse Contexts

student engagement

RaW Sustainability: Synchronous Online Research and Writing Workshops for Interactivity and Community-Building

Session Description
In this session, we share an online workshop series designed to provide an interactive educational and community-building opportunity to online students. Interest and attendance in our live online workshop series, as well as enthusiastic participation from students, exceeded our expectations. The literature on online students talks about the role online workshops play in developing a sense of community for online students, which aligns with what we observed in our series. Scholarship on commuter and non-traditional students also points to the valuable role informal workshops can play to engage and retain these student groups. At this session, we provide lessons learned from our project on selecting topics, publicizing, selecting and working with the right tools, and working towards developing a community of online learners. During the 2018-19 academic year, we have focused on managing the workload to increase the sustainability of the workshops.
Presenter(s)
Natalie Perez
Natalie Perez, Honolulu Community College, Honolulu, Hawai’i, USA
Robyn Tasaka
Robyn Tasaka, University of Hawai’i-West O’ahu, Kapolei, HI, USA
Robyn Tasaka is a Tutor Coordinator in the No‘eau Center for Writing, Math, and Academic Success at the University of Hawai‘i-West O‘ahu.
Rebecca Carino
Rebecca Carino, University of Hawai’i-West O’ahu, Kapolei, HI, USA
Session Type
45-Minute Interactive Session
Audience
All Audiences

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Bring Your C.R.A.Y.O.N.S. to Class: Humor and Music in the Online Classroom

Session Description
There are many ways to infuse creativity and add some “color” into our online courses. In this session, participants will explore appropriate uses of music and humor in online instruction. Instructor creativity and imagination will be encouraged through dialogue, reflective activities, and the sharing of examples of resources.
Presenter(s)
Yolanda Harper
Yolanda Harper, Ashford University , San Diego, USA
Yolanda Harper, Ph.D. is an Associate Professor in the College of Health, Human Services and Sciences. Yolanda joined Ashford in 2013 and teaches classes in Applied Behavioral Sciences, Health & Human Services, Psychology, and Honors. Prior to coming to Ashford, she taught as a faculty member at public and private institutions. In addition, Yolanda has significant leadership experience in academic affairs and student affairs administration. Her academic interests include communication in the online course environment, inclusive excellence, testing and assessment, program evaluation, holistic health & wellness, and the psychology of music.
Session Type
45-Minute Interactive Session
Audience
All Audiences

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Creating a sense of community outside the classroom for online college students

Session Description
Online college students often struggle with issues related to isolation based on the inherent nature of online courses. There is extensive research on strategies to help create engagement within the online classroom to help students feel more connected. However, there is limited research on what can be done by faculty, in addition to the academic activity in the online classroom, to help their students feel connected and enhance the learning experience. Research indicates that education outside the online classroom and creating engagement opportunities beyond the classroom are essential to ensure growth for online students throughout their college career (Chapman, 2016).
The goal of this presentation will be to discuss and elicit participant interaction based on the following questions:

  1. What is the importance of creating a sense of community for online students outside of the classroom?
  2. What methods can be used to create this sense of community?
  3. What social media outlets are best suited for engaging online students outside of the classroom and what are the implications?

As part of this discussion, the authors will share some specific options for connection opportunities that faculty could incorporate, such as Facebook groups and an accountability partner program. In addition to faculty-initiated programs, they will discuss other strategies which could be part of a University-wide program including group study sessions, alumni mentoring programs, and internal avenues for networking and group discussions. As Full-Time Faculty at one of the largest distance education universities in the United States, the authors have researched this topic as part of an action research project connected to implementing opportunities for students to connect and engage outside of the online classroom.

Presenter(s)
Tracy Crawford
Tracy Crawford, University of Phoenix, Carlsbad, CA, USA
Tracy Crawford earned a Bachelor of Arts in Business at Illinois Wesleyan University in 1996. She also has a Master’s degree in Education – Curriculum & Instruction/Adult Education Distance Learning and completed a Post-Baccalaureate Teacher Education Program, where she earned her Elementary teaching certificate and English as a Second Language endorsement. Tracy taught at the Elementary level for several years before transitioning into higher education and has now been in the field of Higher Education for 15 years. Currently, Tracy is a full-time faculty member at University of Phoenix in the College of General Studies teaching a foundational skills for college success course and critical thinking for Associates and Bachelors students. Tracy also facilitates faculty trainings for the University of Phoenix.
Jennifer Romano
Jennifer Romano, University of Phoenix, Daphne, AL, USA
Jennifer Romano is a graduate of Auburn University, receiving her Bachelor of Arts and Master of Arts in Mass Communication. Upon graduating she became an adjunct professor at The University of South Alabama in Mobile, Alabama, followed by a full time instructor at Faulkner State Community College (now Coastal Community College) in Gulf Shores, Alabama. She taught communication and public speaking courses at both colleges. Then in 2007 Jennifer became a full time faculty member at Huntingdon College in Montgomery, Alabama, followed by Herzing University in Birmingham, Alabama; she was an instructor of mass communication, public speaking and humanities course. In 2013 Jennifer became a full time faculty member at University of Phoenix, where she is currently working as a full time instructor of General Studies and Humanities (critical thinking) courses. She has over 15 years of experience with online instruction and LOVES being an instructor at University of Phoenix!
Lauren Critchley
Lauren Critchley, University of Phoenix, Bonaire, GA, USA
Lauren Critchley earned her Bachelor of Arts in English at Brigham Young University in 1994 and her Master of Arts in English at University of North Florida (UNF) in 1997. While completing graduate school at UNF, Lauren taught developmental reading and writing at Florida Gateway College in Lake City, Florida. After graduating from UNF, Lauren accepted a full-time faculty position at the University of West Georgia. Lauren has since taught writing, speech, reading, and literature courses at Richland Community College in Illinois, Roane State Community College in Tennessee, and Brigham Young University in Idaho. In 2013, Lauren accepted a full-time teaching position with University of Phoenix where she currently teaches introductory writing courses along with college skills and critical thinking courses. Lauren has over 20 years of experience teaching in higher education with 8 of those years in online education.
Session Type
20-Minute Session
Audience
All Audiences

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