United States Distance Learning Association

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APPENDIX B: WIMBA LIVE CLASSROOM INSTRUCTOR PROCEDURES 1. Type instructions on screen I will be talking when we start the session. Check in the text messaging section in the lower left hand corner and I will type “I have started the session and am talking.” If you cannot hear me, (1) first check to see that your headset is plugged in correctly, (2) that the mute button is off (your headset may have a mute button, and (3) check the volume levels on your computer. If you are still having problems our technician will talk to you in private text chat in the lower left corner of your screen or call the Wimba support number at 866.350.4978. 2. Lock Talk 3. Archive—Start Presentation Tell students that this class is being recorded 4. Type in text “I have started the session and am talking. This session is being recorded.” 5. Welcome Overview State objectives for this lesson, such as, orientation to the Wimba platform. Rules for interacting in Wimba, that is, when you want to ask a question raise your hand. 6. Click on the yes button if you can hear me. 7. Text chat—everybody type hello. Be sure it is directed to All in the pull down menu. Explain that you can message privately but you can see the private messages. 8. Audio check levels. Click on the speaker and you will see controls to adjust volume for hearing and speaking. 9. Talk—Hold down the talk button with your mouse and speak. Go down the list and have them practice talking. 10. Whiteboard Enable whiteboard Draw tool Clear Screen Text Tool—Click on it then click on the whiteboard and a little square box will show up. Just type and then hit enter. 11. There is a blue telephone on the bar located beside the audio controls. When you click on this you can see that a telephone number comes up with a pin number. You can use this to call in by phone if you cannot get your audio to work. You can talk to us just as you are doing now and you can also hear us. 12. Raise your hand if you have any questions before I begin the class. 13. Stop and ask questions regularly. REFERENCES Burke, M., Fournier, G., & Prasad, K. (2007). A diffusion of a medical innovation: Is success in the stars Southern Economic Journal, 73(3), 588-603. Chan, K. (2003). Hong Kong teacher education students’ epistemological beliefs and approaches to learning. Research in Education, 69, 36-50 Gahungu, A., Dereshiwsky, M., & Moan, E. (2006). Finally I can be with my students 24/ 7, individually and in group: A survey of faculty teaching online. Journal of Interactive Online Learning, 5(2), 118-142. Hofstede, G. (2001). Culture’s consequences: Comparing values, behaviors, institutions, and organizations across nations (2nd ed.). Thousand Oaks, CA: Sage. Volume 4, Issue 4 Distance Learning 55
Huckman, R. (2003). The utilization of competing technologies within the firm: Evidence from cardiac procedures. Management Science, 49(5), 599-617. Mansour, P., & Mupinga, D. (2007). Students’ positive and negative experiences in hybrid and online classes. College Student Journal, 41(1), 242-248. McInnerney, J. M., & Roberts, T. S. (2004). Online learning: Social interaction and the creation of a sense of community. Educational Technology and Society, 7(3), 73-81. O’Quinn, L., & Corry M. (2002). Factors that deter faculty from participating in distance education. Online Journal of Distance Learning Administration, 5(4). Retrieved April 8, 2007, from http://www.westga.edu/~distance/ ojdla/winter54/Quinn54.html Roach, V., & Lemasters, L. (2006). Satisfaction with online learning: A comparative descriptive study. Journal of Interactive Online Learning, 5(3). Retrieved April 12, 2007, from http:/ /www.ncolr.org/jiol Rogers, E. M. (1995). Diffusion of innovations (5th ed.). New York: Free Press. Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2006). Teaching and learning at a distance: Foundations of distance education. Upper Saddle River, NJ: Pearson. Sloan Consortium. (2006). Making the grade: Online education in the United States, 2006. Retrieved April 2, 2007, from http://www .sloan-c.org/publications/survey/index.asp … FACULTY REMAIN CONCERNED ABOUT THE PERCEIVED LACK OF INTERACTION IN THE ONLINE ENVIRONMENT AND THE CHALLENGE OF HOW TO MAINTAIN EFFECTIVE COMMUNICA- TION AND ENGAGEMENT OF THE LEARNERS. 56 Distance Learning Volume 4, Issue 4
Page 2 and 3:
DISTANCE LEARNING FEATURED ARTICLES
Page 4 and 5:
DISTANCE LEARNING MAGAZINE SPONSORE
Page 6 and 7:
SPOTLIGHT ARTICLE Barriers and the
Page 8 and 9:
THE EMERGENCE OF A NEW ECONOMY A de
Page 10 and 11: Table 4. Rank Order of the 10 Facto
Page 12 and 13: ORGANIZATIONAL PERSPECTIVE STRATEGI
Page 14 and 15: Table 5. Solutions to Barriers to D
Page 16 and 17: Table 5. Continued Social Interacti
Page 18 and 19: management. In L. Lau (Ed.) Distanc
Page 20 and 21: compensation, incentives and releas
Page 22 and 23: Pedagogy --Course Development --Cou
Page 24 and 25: Quality in Distance Education A Tri
Page 26 and 27: ability to understand and apply tec
Page 28 and 29: CONSTITUENCIES IN DISTANCE EDUCATIO
Page 30 and 31: control and responsibility for the
Page 32 and 33: Kirtley, K. E. (2002). A study of s
Page 34 and 35: Distance Education in the Public Hi
Page 36 and 37: distance education courses and Inte
Page 38 and 39: need, in a distance education class
Page 40 and 41: Using IT-Based Distance Education f
Page 42 and 43: to participate and share and exchan
Page 44 and 45: to a teacher and get to get filled
Page 46 and 47: Online High School Courses Preventi
Page 48 and 49: students. Fourth, a program that in
Page 50 and 51: independently (November, 2001). Thi
Page 52 and 53: tion. Both classes had a 100% compl
Page 54 and 55: that allow instructors and students
Page 56 and 57: own graduate experience as being fa
Page 58 and 59: tional delivery. The knowledge that
Page 62 and 63: Access to College for Nontraditiona
Page 64 and 65: coast through by quietly sitting in
Page 66 and 67: institutions. According to Shanika,
Page 68 and 69: Distance Education at the Universit
Page 70 and 71: Figure 1. UF/IFAS IT’s relationsh
Page 72 and 73: Figure 2. IFAS 2005-06 operating bu
Page 74 and 75: ida Division of Continuing Educatio
Page 76 and 77: Institute of Food and Agricultural
Page 78 and 79: Learning Objects What Are They, and
Page 80 and 81: Table 1. Goals of Learning Object D
Page 82 and 83: easoning as to how they are built,
Page 84 and 85: INTERVIEW The Perils and Promise of
Page 86 and 87: 4. Limiting the enrollment in dista
Page 88 and 89: esponsibility to make sure that thi
Page 90 and 91: ence since it did not figure in the
Page 92 and 93: INTERVIEW Here Come the Marines! An
Page 94 and 95: demonstrate, within a set of proced
Page 96 and 97: and this is significant, the Corps
Page 98 and 99: Ends and Means Developing a Digital
Page 100 and 101: artifacts one wants to include in t
Page 102 and 103: New Media, New Learning School for
Page 104 and 105: And Finally … continued from page
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United States Distance Learning Association

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