First Introduction

Maryann .Jones reports that prospective employers consider application letters the first introductio

A Business Home Economist Gives Her Success Formula

Maryann Jones describes Mary I. Barber, who pioneered the first home economics department with a food manufacture

Departmental Leaders Recommend Variety in Electives and Activities

The more you extend the foundation of your education the further you can go in the future. advises Dean P. Mabel Nelson of the Division of Home Economics in the selection of elective courses and extracurricular activities. The choice of electives should be governed by what you want to do with them, but you should choose some things to do for the joy of your own soul. Electives need not all be chosen to support the major field. Dean Nelson suggests that girls take advantage of the numerous courses offered them to broaden their understanding

Humanizing and Establishing Presence in an Online Course: The Role of Introductory Videos in Distance Learning

Some faculty may find it difficult, if not impossible, to provide a similar classroom experience online as is provided typically in a face to face class. Faculty members can find it even more difficult to establish an instructional relationship with students in an online course as they do in a face-to-face course. Online learning is known to be more solitary and students report that they feel somewhat disconnected from the class when they take a course online. The challenge in designing online courses is for faculty members to establish their teaching presence by humanizing the online classroom experience for their students. The authors use the community of inquiry model developed by Garrison, Anderson, and Archer (2000) to examine the attributes of teaching presence in an online course. This study evaluates students\u27 perceptions relating to the significance of producing a video for an online course that introduces the instructor to students and see if a specific introductory video will help to establish the instructor\u27s teaching presence for the students

Students\u27 Perspectives on Humanizing and Establishing Teacher Presence in an Online Course

The challenge in designing and developing online courses is for faculty members to establish their teaching presence by humanizing the online classroom experience for their students. The authors use the community of inquiry model developed by Garrison, Anderson, and Archer (2000) to examine the attributes of teaching presence in an online course. This study then evaluates students\u27 perceptions relating to the significance of producing a video for an online course that introduces the instructor to students and see if a specific introductory video will help to establish the instructor\u27s teaching presence for the students. The data collected from this study, to date, states that students valued the online introductory video and the students prefer the use of an introductory video because of the teacher immediacy behaviors that were perceived. The students reported that with the introductory video used in this course, they were able to establish a foundation of the teacher/student relationship early in the course and their attitudes (affective learning) about the course were improve

Best Practices to Promote Learning Through Web Conferencing: Resources, Tools and Teaching Methods

Web Conferencing and synchronous learning have a specific place in online learning. In fact, Web Conferencing is recognized as a highly collaborative and social learning environment. Web Conferencing can support effect online pedagogy in a number of ways. First, Web conferencing provides tools that support communication between the student and the instructor enabling presence to be established and/or maintained throughout the course. Second, web conferencing provides a didactic communication between two or more users. This provides opportunities to interact and offer feedback on topics relevant to the course. Thirdly, web conferencing allows students to talk through issues or questions they face in the learning process. Finally, the web conference sessions can be recorded for students to review as needed. In order to teach effectively using Web Conferencing tools, faculty members would benefit from learning more about the various Web Conferencing software programs currently available as well as the best teaching practices associated with teaching in virtual classrooms. They also may benefit from understanding the various roles they will fulfill in a virtual classroom including serving as the teacher, the moderator, a participant, as well as the tech support for students during the session. Web conferencing, also known as virtual classrooms, is growing in popularity and offers many tools or resources related to methods of communicating and teaching including: •two-way audio •video •text-based chat •interactive whiteboards •application sharing •presentation delivery, and •feedback tools (such as surveys, polls or self-check quizzes). With these new tools and resources, faculty members and students need to be introduced to effective methods of communicating in Web Conference meetings and also need to be aware of web etiquette. In this session, the presenters will share five best practices associated with effective teaching practices using Web Conferences. The various roles the teacher plays in the Web Conference will be addressed. In addition, a summary list of web etiquette will be distributed. The attendees will receive information from two faculty members who have used two different Web Conferencing software programs (one is paid and one is an open source software). Attendees will also receive a summary comparison of Web Conferencing software that is based on current 2010-2011 reports. Finally, the attendees of this session will be able to participate in a question and answer segment where additional Web Conferencing resources and experiences will be shared

Using Web Conferencing to Promote Learning in Online Courses: Resources, Tools, and Methods. The Society for Information Technology & Teacher Education 23rd International Conference Proceedings and Presentation

This paper is a summary of research and experiences using Web conferencing tools to support students in under graduate and graduate programs in learning through web-based courses. The presenters will share best practices associated with teaching while using web conferencing software. The more popular Web Conferencing software will be compared. Two examples of how faculty members use programs such as WebEX (a paid service) and Any Meeting (an open resource) will be demonstrated. Additional free or open source web conferencing systems will be shared within this session

Offering Professional Development Opportunities for Faculty on Methods of Developing Critical Thinking in Online Courses

The purpose of this paper is to summarize the how one university created a successful faculty professional development program that offered training and support on how to develop student critical thinking skills. Selected literature related to building student critical thinking skills through online environments are reviewed. Participants attending this presentation will receive an overview of the professional development program and the incentives offered. In addition, information on the Paul & Elder model will be summarized, as it was used in the program. Furthermore, this report will provide at least 3 examples of instruction from online courses at one south-eastern university that reflect the use of the Paul & Elder model for developing critical thinking skills for both undergraduate and graduate level online courses. The participants will be able to use the examples presented for developing online instruction to build student critical thinking skills

Performance in a can: Considering recorded theatrical performance

Abstract not provided