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| Current Practices in Online Education for Teaching Behavior Analysis |
| Saturday, May 25, 2019 |
| 3:00 PM–3:50 PM |
| Fairmont, Second Level, International Ballroom |
| Area: TBA/EDC; Domain: Service Delivery |
| CE Instructor: Cheryl J. Davis, Ph.D. |
| Chair: Julianne Lasley (Capella University ) |
| CHERYL J. DAVIS (7 Dimensions Consulting; SupervisorABA) |
| DANA R. REINECKE (Capella University) |
| NOELLE NEAULT (Simmons College) |
| Abstract: At the university-level, online instruction in behavior analysis is achieved using a variety of pedagogical tactics. Examples of these tactics include different methods to deliver content, ways to facilitate learner engagement, and approaches to effective feedback application. In addition to written formats, instructional content may be delivered using either or both live and recorded lectures, with or without active student responding. Asynchronous discussion boards may be used in a variety of formats to facilitate learner engagement, including large and small group contact, embedded video, and written contributions. Instructor or peer feedback may be delivered in different ways, including audio, video and written formats. Presenters in this panel are experienced online educators who have used and evaluated all of these varied practices in past and current coursework. Each panelist will discuss one of the practices and offer an assessment of the advantages and disadvantages of each practice based on professional experience. Panelists will take questions from the audience and the moderator. |
| Instruction Level: Intermediate |
| Target Audience: The target audience is faculty in higher education programs teaching behavior analysis or related content. |
| Learning Objectives: At the conclusion of the panel, participants will be able to:
(1) describe ways to establish an effective online teaching presence, and to deliver effective feedback;
(2) describe ways to incorporate evidence-based practices into online learning formats;
(3) describe strategies to increase active student responding in online classrooms;
(4) describe strategies to facilitate learner engagement in online communities. |
| Keyword(s): asynchronous instruction, online instruction, synchronous instruction, TBA |
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