| 1. |
What could you do to "break the ice" or
set the tone to provide a comfortable atmosphere in online discussions?
|
| 2. |
Since we cannot see each other in the Virtual Classroom™,
it is hard to tell if you are bashful, bored, sarcastic, or just
kidding. What would you recommend as an approach to successfully
communicate online?
|
| 3. |
A husband and wife are taking the same course in
the same VC, and you are the facilitator. Does this present a problem
for you? The husband's messages to the VC are becoming heavily
influenced with the wife's thinking, and the husband is expressing
anger in the VC towards his wife, what are the issues and how should
they be dealt with?
|
| 4. |
In what way(s) does the facilitator's level of participation
in the VC affect a student's attitude? Can a facilitator participate
too much in the VC? Why or Why not?
|
| 5. |
Identify ways in which the facilitator could lose
the synergy in the learning process, why?
|
| 6. |
Identify ways a facilitator can control the flow
of material in the class (speed up or slow down the number of messages
going to the VC).
|
| 7. |
What role does the student play in defining the learning
outcomes in the onground learning model? How does this change with
the online learning model?
|
| 8. |
Identify two tools utilized in the online environment
and describe how you would use them in enhancing the learning process.
|
| 9. |
Identify two means of measuring learning outcomes
in the VC.
|
| 10. |
What level of access should a student have with a
facilitator? Why?
|
| 11. |
What are some strategies a facilitator could use
to encourage student participation in the VC?
|
| 12. |
Why is lecturing the least productive method of teaching
in the Virtual Classroom™? Lecturing plays a major role in
the traditional classroom, what does this say about the traditional
classroom?
|
| 13. |
Subjecting students to memorization testing in the
Virtual Classroom™ should be minimized, if not eliminated
as an assessment tool. Why? (hint, think about the context in which
the learning process takes place).
|
| 14. |
If you teach a subject where memorization is necessary
to achieve the course objectives (i.e. Chemistry), how can discussion
contribute to your course materials? What tools cold you use to
facilitate the learning process and how would you measure the success
of the learning process?
|
| 15. |
Discuss the idea of "value added" in terms
of adding video, audio, and real-time activities to a text-based
asynchronous online learning program.
|
| 16. |
The statement has been made that "text-based
systems do not remove bias, they merely shift it around" What
does this mean?
|
| 17. |
In the Virtual Classroom™, lectures are
short and few. With this being the case, where are the students
going to get the information they need in obtaining the learning
objectives?
|
| 18. |
Your online student calls and says, "my computer
has broken down, I have lost all of my notes and will not have
another system to use for a week. What should I do? " Oh,
yeah, it is the fourth week of the course and the student is one
of the worst. What action will you recommend? Why?
|
| 19. |
What value does synchronous activity have in the
online learning process, Why?
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| 20. |
In what way is the synergy created in online discussions
a learning tool?
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