The "PICCA" Model for Online Instructors: A Framework for Student Success PROCEEDING
Gina Cicco, St. John's University, United States
EdMedia: World Conference on Educational Media and Technology, in Washington, DC ISBN 978-1-939797-29-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This paper will address the “PICCA” Model, designed by the author, for online instructors in higher education settings who strive to continually improve learning experiences in the virtual classroom (Cicco, 2016). The letters in “PICCA” correspond to key strategies for creating collaborative and healthy online classroom environments, conducive to students' academic success and satisfaction. Each of these strategies, including presence, interaction, clarity, consistency, and availability, provide a behavioral and sociological framework for instructors and students to help them remain focused on communicating, exchanging constructive feedback, and valuing a diversity of learning experiences within the online course context. The foundations of this model rely on faculty instructors to integrate appropriate levels of structure that facilitate the development of a working and engaging faculty-student rapport. “PICCA” provides faculty and students with tips for success (Cicco, 2016).
Cicco, G. (2017). The "PICCA" Model for Online Instructors: A Framework for Student Success. In J. Johnston (Ed.), Proceedings of EdMedia 2017 (pp. 723-727). Washington, DC: Association for the Advancement of Computing in Education (AACE). Retrieved November 22, 2017 from https://www.learntechlib.org/p/178381/.
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