BLOG- END OF PART 1 REFLECTIONS
CHANGING
ROLES AND PEDAGOGY
BARBARA
J. ANDERSON
2-15-15
I have reinforced knowledge and learned
much new information already in ONTL 6201.
In this course I will be allowed to learn and practice the actual
facilitation for teaching an online class.
This knowledge and practice is critical to being a successful online
instructor.
Lesson 1 concerned itself with an Overview
of Online Teaching. Online teaching and traditional
teaching have both similarities and differences. Both must utilize the 7 Principles for good
undergraduate instruction which include: student-faculty communication,
student-student-student communication, active learning, prompt feedback, commitment
of time to work, high expectations, and diversity in learning styles. I believe
that online instruction sets itself apart in that student-student communication
is the heart of an online class because being part of a strong learning
community is all important. Since the
learning is student centered, active learning is even more important. The student is the center for their own
learning. If the learning is not active
they are not engaged. Prompt feedback is
more important so that the student knows what they know and don’t know, and therefore
what their level of achievement is. This
knowledge allows for assessment and readjustment in learning direction. Time spent studying is critical as this is
student centered learning, not knowledge given by the instructor. Since all four learning styles are likely
present in an online classroom, it is important that learning content and
activities be varied and include all four learning styles so that all student
learning styles are addressed.
My role as an online instructor became
different and unique from a traditional instructor. I must become the coach or “guide on the side”
because online learning is student centered.
I must model good qualities of an online instructor so that they can
become better online students. I should
be a good manager with clear directions, clear due dates, and must manage any
conflict that occurs. First and foremost
I must be a good communicator. This
involves both student-faculty communication and directing student-student
communication. Communication between
student-faculty might include introductions, announcements, weekly study tips,
etc. I must be able to direct (“at a distance”)
student-student communication in both asynchronous threads and live meetings
such as Collaborate. Group work should
also be included. Good communication is
the heart of the online learning community which is built in the online class.
One of the personal adjustments that I
will need to make includes the mental image of the more student centered
classroom so that students are in control of their learning and I am the
coach. I need to concentrate on being
more timely with feedback because students need that feedback to assess where3
they are in their learning. I also need
to become more proficient in asynchronous and synchronous communication skills
so that I am able to bring this most important aspect into my online course.
We will each (or with a partner) be
facilitating one lesson of the course. I
chose a middle lesson so that I could see how other students performed before I
did my lesson. I think that is important
to prepare ahead, be sure that the content is complete and clear, and that the
synchronous activity in particular is practiced prior to the lesson in the “sandbox.” Asynchronous communication must be monitored
throughout the week.
Lesson 2 is concerned with Facilitating
Online Discussion. Strategies to keep students
engaged in asynchronous discussion threads might include personal
introductions, have structure so that students are well aware of the
expectations, and allow enough time for posting and responding. Instructors should respond once in awhile to
student posts with valuable comments or additional probing questions to
increase the depth of student learning.
When using asynchronous discussion threads the instructor should not
dominate and students must be given adequate time to think and respond. Synchronous or live conferencing is real time
where students have less time to think and respond. The instructor can make all students feel welcome
and safe by starting with an icebreaker so that students get better
acquainted. It is important to establish
netiquette early in the course so that the discussion is civil and polite where
everyone has the chance to participate and no student dominates the
discussion. The last section in lesson 2
was to develop a personal media homepage.
I enjoyed this activity as I had never done anything like this
before. In included news sites, climate
change info, bald eagle video cams, and online sites such as Faculty Focus for
online teaching. This page will be an
easy “one stop spot” for my media sites than can be altered as I learn more
about different media resources.
Lesson 3 included Changing Roles in part 1
and Faculty Competencies in part 2.
Faculty roles change as you move from the traditional to online
classroom. In the online classroom the
instructor is the guide, must generate deeper learning questions, must employ
different learning strategies/methods, becomes a member of a learning
community, and now shares class control/power.
Student roles also change from traditional to online classrooms. In the online class the student must
construct their own deeper knowledge by using active independent learning and
problem solving in reference to their own experiences. Good communication is critical to becoming a
member of a strong learning community.
The student is in charge of their learning.
Strategies that could be used by an online
instructor to help students adjust to this new type of learning environment might
include an orientation module and self quiz, the use of icebreakers, and Weekly
Student Tips and/or announcement.
Special skills are needed by the online instructor. They should be proficient in a LMS like
Blackboard so that content, communication, and management of the course can be
achieved. Experience is needed in
blogging, e-portfolios, asynchronous and synchronous communication, and
feedback methods. The objectives should
be clear and content should be complete and relevant.
Online
instruction should be responsive and promote steady and engaged student
involvement.
When assessing my current competency for
teaching online I believe that I am competent in content and commitment. I need to become more proficient in
communication skills of asynchronous and synchronous as well as the ins and
outs of group work. I also need to
improve my time management to allow for more timely student feedback.
Since online instruction changes so
rapidly because of changes in technology it is important that all online
instructors including me stay current in the field. There are many sites that give teaching tips
for technology, communication methods, pedagogy, etc. Many of these organizations who sponsor the
websites also have conferences for online instructors. Another good way to stay current is to meet
with other online instructors at your college or a group of local colleges and
trade “war stories” and techniques that work for helping both instructors and
students to be more successful in online education.
