Setting Up An Online Learning Experience

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

There are, of course, many tools available to the online instructor. Those listed in the text include Course Management Systems (CMSs), audio software (Audacity), YouTube, Blogs, Social networking sites, &c. (Boettcher & Conrad, 2010, p. 59). Considering that the teacher in a traditional classroom once relied primarily on a textbook, it is actually quite amazing what the online instructor has available. If he or she will take the time to learn such technologies, the possibilities are, if not actually endless, then practically so.

On the other hand, if one does not have the time or interest to master a lot of tools for creatively presenting information, it is wise, as the text notes, to focus on essential tools (Boettcher & Conrad, 2010, p. 57). Better to master one or two that can be used routinely and effectively than to have a minimal knowledge of several.

Why is it essential to communicate clear expectations to learners?

Simply speaking from experience, clear communication allows one to focus on the task that needs to be done, rather than on trying to determine what the instructor (or whoever issued the expectations) intended. Particularly in the early stages of a class, it is important that students, who may already be challenged to adjust to the online environment, do not have the extra worry of having to try to figure out what is expected of them in the course. As the text points out, the syllabus is a great place to communicate much of this (Boettcher & Conrad, 2010, p. 74).

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

Presence needs to be established. The text described three aspects: social, cognitive, and teaching. Social presence concerns building rapport to serve as the basis for clear communication. Cognitive presence pertains to construction of meaning within the community of learners by means of sustained discussion. Teaching presence has to do with the inital layout of the course (syllabus, resource lists, discussion questions, etc.) and the continued instructional activity during the course (responses to student discussions, feeback on assignments, etc.). (Boettcher & Conrad, 2010, p. 54).

Getting to know the students is important. Suggestions provided in the video for this week included using students’ names in comments, and soliciting a personal bio from each student and using that throughout the course to learn about the students and “make informed comments and responses” when appropriate (Laureate Education, 2010).

Of the several tips provided in chapter 5 of the text, one that stood out to me was using the Vygotsky Zone of Proximal Development to learn where students are individually (#5, p. 79). I was interested to read the suggestions for doing this, such as asking students to post about their performance goals or to explain why they were taking the course. This seems a good technique for getting a feel for how familiar the student is with the subject matter.

References:

Boettcher, J. V.; Conrad, R. (2010). The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips. San Francisco, CA: Jossey-Bass.

Laureate Education (2010). Launching the Online Learning Experience. Online Instructional Strategies for Week 3

Online Learning Communities

How do online learning communities significantly affect both student learning and satisfaction within online courses?

Online learning communities significantly impact both student and student learning and satisfaction within an online course by bringing students together. The students along with faculty within this environment can explore content together to construct meaning and knowledge about the content.

What are the essentials elements of online community building?

The essential elements of online community building include the people, purpose, and process. The people are brought together and supported by the facilitator. The purpose is established and the process deals with the way the course is delivered. Included in this, is the ability for participants to draw information out of one another. Through this, participants can receive professional feedback from their peers. The role that the facilitator plays is important because it is essential for the learner to know how they will be supported in the learning community. Lastly knowing the rules of engagement is essential. How will learners engage? How often will learners be expected to participate? How often does the institution expect learners to participate for official purposes? Knowing the roles that each of these plays is essential to online community building

How can online learning communities be sustained?

Learning communities can be sustained by:

1) Mutual activities between the learners
2) Continuing reflecting
3) Transformed as learners
4) Increased self-direction
5) Reinforce their sense of presence
It is the responsibility of every learner and facilitator to create a successful learning community.

What is the relationship between community building and effective online instruction?

The relationship between community building and online instruction is very close. The facilitator is to be involved in the process of building the community. The facilitator sets the tone. It is their job to:

1. Make the course easy to navigate
2. Make the classroom feel warm and inviting rather than cold and formal
3. Visit the classroom multiple times per day during the 1st 2 weeks
4. Welcome students to post a bio
5. Relate to students personally
6. Develop an ice breaker


My role as a facilitator will be very important in designing an online course. With a plan and an understanding of student learning and the essential components, I feel that I now see the larger picture in planning an online course. Futhermore, I recognize the importance of not just transferring information from a course in a traditional setting, but designing a course to have the impact that is necessary for learning.

References

Video: “Online Learning Communities” (approximate length: 44 minutes).
Dr. Rena Palloff and Dr. Keith Pratt define “Online Learning Communities” and highlight the benefits of creating a learning community for facilitators of online learning experiences.

Video: “Evaluating Distance Learning Theory” (approximate length: 12 minutes).
Dr. Saba discusses the importance of evaluating online learning theory and provides a rubric for determining which theories are best for building teaching strategies.

 Connecting with students very early in the course, and keeping an eye on those who might be drifting away must be a bit of a challenge in the online environment. It is all too easy in this online environment to quietly slip away if there isn’t enough reason to be in the course, enough motivation to keep with it and most importantly, enough social interaction to ward off the dreaded isolation factor!

If you were an instructor for a course, and noticed students drifting away within the first week or two, what would you do?

Here’s an interesting reference about all the aspects of communicating with students online for teachers. I’d be interested to know if there are any important implications from your point of view about catching the ‘drifters’.

http://www.westga.edu/~distance/ojdla/summer122/betts12

Reference

Betts, K.(2009)Lost in Translation: Importance of Effective Communication in Online Education. Online Journal of Distance Learning Administration, Volume XII, Number II, Summer 2009, University of West Georgia, Distance Education Center. Extracted from:http://www.westga.edu/~distance/ojdla/summer122/betts12

Boettcher, J. & Conrad R. (2010) The Online Teaching Survival Guide. Jossy-Bass.

Welcome to my blog. I have recreated this blog for my course Online Instructional Strategies. Looking forward to the class and following all your blogs as well.

Cheers Shirelle