Managing Controversy & Promoting Self-Efficacy in Distance Learning

Ms. Dronellar S. Moore

CUR/532

Garth Beerman

October 3, 2016

Effective classroom instructors demonstrate awareness of controversy and promote learner success. Issues often arise from controversial topics in discussions or with learners feeling unable to demonstrate their best work.

Introduction

Manage Controversial Topics

Gender

Orientation

PoliticalPartyReligion

Race

Controversial Topics

Opportunities for Controversy

In an asynchronous environment, the instructor could miss the initiating conflict, but see the other learners reaction to it

In an asynchronous learning environment, where the communication is via text, the meaning is misinterpreted or not well articulated

Anonymity provides the opportunity for ‘internet thugs’ to intentionally assault others since their identity is undisclosed

(Kelly, 2013).

Addressing Controversy

Anticipate controversy and set expectationsLook for signs of controversy and unrestBe supportiveDirectly address conflictEncourage critical thinkingProvide a space for difficult questionsUse outside materials to address issues

(Kelly, 2013)

Promote Learner Self-Efficacy

self-efficacy, ones belief in one’s ability to succeed in specific situations or accomplish a task

Social PersuasionPhysiological FactorsVicarious ExperienceExperience of Mastery

Factors that Effect Learner Self-Efficacy

(Vilkas & McCabe, 2014)

Maximize

Minimize

Experience of

Mastery

Provide an initial opportunity for the learner to receive positive feedback before granting any critical feedback

Example: Biography (Vilkas & McCabe, 2014).

Experience of

Mastery

Provide only critical feedback throughout the course without offering the learner any opportunity for growth or achievement (Vilkas & McCabe, 2014).

SocialPersuasi

on

Provide learners with consistent feedback

Align assignments with objectivesStick to the syllabus (Vilkas & McCabe,

2014).

Social Persuasi

on

Make random changes to the syllabusDeviate from rubricsProvide limited or no constructive feedback (Vilkas & McCabe, 2014).

Physiological

Anticipate stressful situations and provide support

Address stressful issues as they arise (Vilkas & McCabe, 2014).

Physiological

Ignore signs of stress and learner fatigue

Minimize or make light of learner concerns with assignments (Vilkas & McCabe, 2014).

Vicarious Experienc

e

Provide learners with examples of past learner achievements

Post a model of what an “A” looks like (Vilkas & McCabe, 2014).

Vicarious Experienc

e

Do not allow learners to see indication of past student mastery

Show past work samples but avoid posting the exact rubric used in order to misrepresent expectations(Vilkas & McCabe, 2014).

The effective classroom facilitator manages controversy and actively promotes learner achievement. Great facilitators demonstrate a high degree of awareness to the needs of each learner. In addition, effective facilitators diffuse issues, provide supportive feedback, and maximizes self-efficacy.

Conclusion

ReferencesKelly, R. (2013, March 19). Managing controversy in the

online classroom. Faculty Focus. Retrieved from http://www.facultyfocus.com/articles/online-

education/managing-controversy-in-the-online-classroom/Vilkas, B., & McCabe, C. (2014, May 20). Promoting students self- efficacy in the online classroom. Faculty

Focus. Retrieved from http://www.facultyfocus.com/articles/online-education/promoting- students-self-efficacy-online-classroom/