Supporting the Development of Interpersonal Skills in Online Courses: Instruction and Supervision Using the “PICCA” Model
Gina Cicco, St. John's University, United States
EdMedia + Innovate Learning, in Amsterdam, Netherlands ISBN 978-1-939797-42-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC
This paper will review the major roles of instructors and supervisors in online skill development courses, such as counselor education internships. Such courses have traditionally been offered as face-to-face courses to allow for intensive dyadic, triadic, and small-group supervision and feedback exchanges. Online counseling programs require that internships be offered through online courses, challenging faculty to expand upon traditional models to offer enhanced online supervisory experiences. This paper will address the supervisory and instructional roles that supervisors must convert effectively into the online course, beginning with development of positive faculty-student rapport and then sustaining and building upon healthy professional relationships to offer optimal supervisory services during skill development courses. The “PICCA” Model will be described as it offers guidelines for faculty/supervisor and student success in online courses. The “PICCA” acronym corresponds with presence, interaction, clarity, consistency, and availability, which are hallmarks of the successful online course instructor/participant. Faculty instructors’ approachability, and engagement in online courses will impact student responsiveness, confidence, and performance. The consistent, respectful, and meaningful interactions among faculty and students will inevitably improve the climate and culture of the online classroom and the development of interpersonal counseling skills and techniques.
Cicco, G. (2019). Supporting the Development of Interpersonal Skills in Online Courses: Instruction and Supervision Using the “PICCA” Model. In J. Theo Bastiaens (Ed.), Proceedings of EdMedia + Innovate Learning (pp. 1842-1845). Amsterdam, Netherlands: Association for the Advancement of Computing in Education (AACE).
© 2019 Association for the Advancement of Computing in Education (AACE)