online environments as teaching tools n.
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  1. ONLINE ENVIRONMENTS AS TEACHING TOOLS Dr. Evelyn Lugo Morales Universidad del Este Carolina  Campus December 8, 2011

  2. Online Communicationas an Instructional Tool Increases the sharing of information in order to improve the academic quality of our diverse students in the English courses.  live group chat room or an authentic online conversation to discuss a variety of topics. The main purpose is to focus on the effect of instruction in speaking, reading, and writing.

  3. Online Communication tools provide powerful platforms to enrich discussions among students during collaborative assignments. foster peer review, and encourage greater communication between students and instructors.

  4. Using Online Tools to Facilitate Discussion and Writing Successful educational use of these tools occurs when instructors integrate the forums into their overall teaching strategy Research has demonstrated that online tools can improve student writing, critical skills, and participation. Online forums provide a means for students to be reflective about both their own work and that of their peers. Students who are unlikely to participate in in-class discussions interact with their peers in an online setting.

  5. What is Active Learning? Active learning is a general term that describes an approach to teaching, rather than a specific methodology, which engages students in the learning process.

  6. Active Learning in the Online Environment The widespread availability of online technologies offers new tools to aid instructors in implementing active learning techniques in their courses.

  7. Create Communicative Activities. Planning online communicative activities provide active learning. Use various communication tools: Discussion boards for brainstorming and argumentation Webinars for inquiry learning Video calls for real time communication Other activities that require students to actively participate in the learning process.!

  8. Clear Instructions and Online Expectations Direction will alleviate students' concerns Giveclearinstructions Establishthe level of online participation Non-technical students may need directions and encouragement to feel comfortable communicating in this environment.

  9. Supplement classroom work with online interaction • It is useful to have discreet active learning environments online that students can pursue independently. • These can be research-based projects, productive work, group work, communicative activities, and the like.

  10. Student Performance Group work or peer learning models often increases both motivation and student achievement. The active learning potential of the online environment combines production with communication Students interact with their peers and the subject material in the completion of the assignment.

  11. Active Learning Activities Components of good active learning activities are the same whether presented in traditional or in online environments. Activities should: have a definite beginning and ending have a clear purpose or objective contain complete and understandable directions have a feedback mechanism that includes a description of the technology or tool being used in the exercise • Mantyla, K. (1999). Interactive distance learning exercises that really work! Alexandria, VA: Association for supervision and Curriculum Development.

  12. LET US TALK: Skype Oovoo Tango SkydriveGroups Google Groups

  13. Conclusion ) Education in a learner-centered model can be enhanced technologically by giving more team-based projects which create working situations for collaboration. Electronic communication provide opportunities to transcend barriers posed by gender and racial/ethnic boundaries and promote equity of participation. (Chickering and Ehrmann,1996) Bulletin boards allow all following responses to be attached so that the train of thought of the group can be followed Electronic and video "role playing" foster situational learning and "out-of-the-box" thinking E-mails allow peer review of papers Chat rooms promote spontaneity and idea exchange