It is important to know the technology available to you when in a facilitator’s role for an online classroom because the tools help make the curriculum delivery and evaluation process possible and run more efficient. The instructor should know a variety of communication technology so that student needs may be better accommodated and their horizons broadened through the use of technology. Understanding how to navigate and operate different Course Management Systems, for example, can certainly help a facilitator adapt to a new environment where the tools within these systems can be different and/or limited. Using email for individual questions or concerns is best practice, but understanding how to set up and operate a wiki can provide students with a great online collaboration opportunity. Boettcher & Conrad (2010) suggest avoiding being “overwhelmed” by all the technology, but certainly know and understand the core tools that will be used most often throughout the course.
It is essential to communicate clear expectations to learners at the beginning of an online course because it sets the tone for the semester. Conrad & Donaldson (2004) suggest pre-loading many documents at the beginning of a course in addition to sharing the standard elements such as a syllabus. Sharing with students the evaluation rubrics, navigation instructions, the expectations for discussion forum participation, and a glossary of technology can better prepare students for how they will be asked to utilize the tools available to them. Students need to know how they will be evaluated so that they may prepare as accurately as possible to give themselves the best chance for success. Rubrics also help instructors provide constructive feedback to students so that they may refine their work and learn even after an assignment is completed. Setting the stage for discussion forums includes establishing the parameters of the number of discussions required as well as how the discussions should be carried out between peers. In my studies at Walden University, every instructor provided a clear account of how forums will be graded and what their expectation for participation; several provided student examples for further reinforced their expectations. Finally, providing students with trouble-shooting assistance for technology issues they may experience as well as a list of technology with descriptions and application suggestions will help students feel supported in a pro-active way which relieves the anxiety some may have with the technical components of distance learning.
Some additional considerations an instructor should take into account when setting up an online learning experience include establishing a Social Presence and Knowing Students’ Minds (Boettcher & Conrad, 2010). Students should feel supported in their educational endeavors and an instructor’s consistent and positive interaction with students is paramount. Incorporating an effective icebreaker at the beginning of a course can help establish a sense of community for all participants in the course, including the instructor. Conrad & Donaldson say, “The purpose of an icebreaker activity is to establish the presence of individuals and open the lines of communication for the learning community in a nonthreatening manner” (46). Through effective icebreakers and throughout the course, establishing a mentorship mentality can help students feel supported and know they will be successful because help is present and active. Knowing Students’ Minds includes determining their skill and knowledge of the course material and the technology needed to be successful. It is best practice to ascertain this kind of information as soon as possible because an effective instructor can tweak the course content if it is determined a student or students need accommodations. The effectiveness of an online course can be more solidified if the proper formula for setting up the course is utilized. When I implement effective online instruction in the future I will be mindful of establishing a Social Presence and Knowing Students’ Minds, as Boettcher & Conrad (2010) suggest, but I will couple it with knowing the technology available and communicating clearly the parameters and expectations for a course which will provide me with a platform for launching a successful distance learning course.
References
Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.
Conrad, R., & Donaldson, J. A. (2004). Engaging the online learner: Activities and resources for creative instruction. San Francisco, CA: Jossey-Bass.
There is a lot to be taken into consideration to create a good online learning experience. The instructor needs to develop and facilitate the course so that the learner is involved. As you point out by citing our text, there are many ways for this to occur - interaction, engagement, and building community. I think that building community will create the atmosphere to enable interaction and engagement. It is indeed true that collaborative learning as a learner-centered approach rather than teacher-centered will best facilitate peer interaction.
ReplyDeleteAnother important task in creating a successful online learning experience is communicating clear expectations to the learners. ”Clear and unambiguous guidelines about what is expected of learners and what they should expect from an instructor make a significant contribution to ensuring understanding and satisfaction in an online course (Boettcher, J., & Conrad, M., 2010, pg 55).” Clear expectations can help students avoid potential confusion and/or frustration.
The technology should facilitate all this seamlessly. In order for this to happen, the instructor needs to be comfortable using it, as you point out.
Teresa
Boettcher, J. V., & Conrad, R. (2010). The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips. San Francisco, CA: Jossey-Bass.
Joseph,
ReplyDeleteYou know, it's funny you emphasize establishing social presence online. I think in the midst of our duties as online Instructors we tend to forget about that. The video in my first post on my blog addresses some issues regarding social interaction and I have read various articles about using Facebook and tools like Twitter for education. Establishing who you are and what your students can expect from you, I think, will increase the mentor relationship needed to coach your students through the course. Boettcher and Conrad refer to social presence as "getting to know each other as three-dimensional people." How profound. Not to mention, establishing this social presence should occur through the duration of the course and not at the beginning, I believe.
~Tia
References:
Boettcher, J. V., & Conrad, R. (2010). The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips. San Francisco, CA: Jossey-Bass.