Facilitating Online Learning Success through Scaffolding, Mentoring, E-portfolios, and Personal Reflection.

ID: 54707 Type: Brief Paper
  1. Patricia Ainsa, University of Texas, El Paso, United States

Wednesday, March 20 3:20-3:40 PM Location: Sunset 2 View on map

Presider: Joshua Ellis, Florida International University, United States

Abstract: Teaching online classes at the University of Texas at El Paso, a border university located within two blocks of Mexico, yielded many requests for help from the Hispanic female students enrolled. Four interventions were studied. Three of them yielded successful quantitative and qualitative results and one is a current work-in-progress. Further reflection and evaluation of online classes indicated a need for graduated scaffolding for first time students experiencing distance learning. In order to promote student engagement in the online learning process, SOS was designed for beginning online students. Another online intervention, mentoring undergraduate students, yielded discussion to provide changes by improving the delivery and learning acquisition of new online skills. E-folios and personal websites are becoming a necessity for teaching professionals. Findings indicate reports of improved use of technology, career enhancement, perceived appropriate digital identity content for employment, award recognition, and peer respect because of creating digital identities. A final idea for facilitating success is personal reflection. Observation requirements combined with self-reflection will enhance a resume. It also shows future employers that students are reflective teachers, as opposed to teachers who just read directions and deliver curriculum. Progress-to-date on this project and examples will be reported.


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