Setting Up an Online Experience

1. What is the significance of knowing the technology available to you?

First and foremost when it comes to student-centered learning one would expect the instructor has proficient if not advanced knowledge in the tools taught or made available to students. This is also necessary for the instructor to be perceived by the student(s) as credible. In some instances the instructor will be the first person the student reaches out to when having technical issues and so being able to provide help, or ask specific troubleshooting questions would be helpful. I have heard stories about instructors from time to time teaching a software course and when asked a question they have responded by saying “read your book”. Student centered learning moves instructors to more guiding positions rather than center stage. By guidance I am referring to the active role of advising and counseling along a controlled path. Furthermore, how can the instructor judge or make suggestions that would improve the quality of a thing if they are not aware of its capability through application? What is most clear is that no matter which course “the best approach for teaching a first online course is to keep it simple. Focus on the essential tools and build your first course around those tools” (Boettcher and Conrad, 2010 p. 57). The technological tools available may be the most appropriate vehicle in the development and/or maintenance of “social presence, cognitive presence, and teaching presence” (Boettcher and Conrad, 2010 p.54).

2. Why is it essential to communicate clear expectations to learners?

“Clear and unambiguous guideline 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 and Conrad, 2010 p.55). When students know exactly when, where, how, how often and to what degree it helps them to plan and prepare work that meets the standards they were given. Students should be given access to the syllabus, rubric, and additional requirements on the very first day of the course. “Clarifying how all this will work and sometimes might not work can help to create a smooth and trusting learning environment” (Boettcher and Conrad, 2010 p. 55). The best example was in my most recent course where the instructor explained when to contact her should we have trouble reaching the assignments deadline and how she grades late work. This ensured that her rules and our concerns were addressed early on. There were no surprises and that created trust. The following website explains in more detail why crystal clear goals are not only important to but expected by distance learners.

Establishing Expectations

“It is up to YOU to provide the roadmap to success”

3. What additional considerations should the instructor take into account when setting up an online learning experience?

According to Dr. Rena Palloff it is important to know you students individually to some degree, as well as, making personal connections with them by using the students’ names as early in the course as possible as a way of acknowledging them and their presence in your classroom. She also discussed just how instructors should be mindful of and address varying levels of student comfort, participation, and their willingness to post photos of themselves. Dr. Pratt addressed ways instructor who are camera shy or “not photogenic” may use avatars that speak in place of their actual photos. They both closed the lecture with suggestions for instructors to avoid coming off too academic and the need to inject relatively benign information that would allow the students to see them as human, from a very human aspect. (Palloff and Pratt, n.d.)

The website above reminds educators of the students need for effective and clear information given their level of understanding, missing face-to-face queues and signals and personal responsibilities outside of the classroom.

One final note, icebreakers can be a great way to establish, and maintain a highly effective student centered learning community. Dr. Rena Palloff stresses that icebreakers do not have to be used solely in the beginning of the course, they can be used to breathe life back into a course and Dr. Pratt urges that we “DO NOT want education to be deadly serious”, instead look for opportunities to make learning fun.

I learned this week online education does not have to be starched it can have a relaxed feel so long as it is focused. I now understand the amount of time required to prepare, set up and be present. I have reviewed the checklist and will make use of it to launch a successful course.

References:

Boettcher, J.V., Conrad, R., 2010. The Online Teaching Survival Guide. Simple and Practical Pedogogical Tips. San Francisco; Jossey-Bass

Palloff, R., Pratt, K., (2012) Launching the Online Learning Experience.[Video] Pearson; Laureate Education Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=6493411&Survey=1&47=6456475&ClientNodeID=984650&coursenav=1&bhcp=1

Website: Establishing Expectations (n.d.). Retrieved from http://learn.gwumc.edu/hscidist/FRED/EstablishingExpectations/index.htm