What is the significance of knowing the technology available to you?
There are basic technological tools that are important for instructors to know, such as email, uploading text documents, setting up and creating discussion forums, and setting up and using the grade book (Conrad & Donaldson, 2011). Other available technology tools such as audio and video lecture resources, blogs, wikis, social networking enhance various learning experiences for a face-to-face environment. The primary tool that instructors will need to become familiar with is the course management system (CMS) or learning management system (LMS) used by the institution. This provides a virtual place for learners to gather meet, converse, and interact, and serves as a virtual classroom or campus.
The aforementioned tools are all essential communication tools for guiding learning and building a learning community. Learning how to use them can keep instructors busy but can be painstaking. However, it's important not to get overwhelmed. It is advisable to choose a few that are best suited for learning goals and discipline.
Why is it essential to communicate clear expectations to learners?
It is essential because teaching and learning from remote locations (oftentimes worldwide), and using a set of tools and systems that may be faulty or unavailable can cause misunderstanding and potential failure. Clear and unambiguous guidelines not only reveal expectations to learners, they also significantly help with ensuring overall understanding and satisfaction in an online course. Doing this also helps to establish a smooth and trusting learning environment.
What additional considerations should the instructor take into account when setting up an online learning experience?
There are several important lessons that I learned from this exercise that should be taken into account for an online learning experience. The first is that instructors have to devise course content that allows students to identify their learning goals and technological skills. This can be facilitated through the syllabus, course announcements, and communication via blogs, wikis, and discussion forums. Instructors are also required to serve as social and cognitive negotiators by providing positive and encouraging comments about the overall course process. I learned that instructors should be sensitive to students’ desire for privacy by encouraging that their bio picture do not have to be their actual photo, but an aspect of personality or physical appearance. I was comfortable posting my picture for the Week 2 assignment, but this is not the case for all students. Some may not want to use photos for various social or personal reasons. Students should post a brief personal biography in the first week of class. Instructors have to reference those student biographies throughout the course in order to make informed responses and comments to their assignments. Instructors have to discuss the course content, expected learning goals and technology skills.
Another interesting thing that I learned was about icebreakers. The purpose of an icebreaker activity is to establish the presence of individuals and create open and non-threatening lines of communication for a learning community. Icebreakers prevent course attrition, and helps to ensure that students are engaged from first week (Laureate Education, n.d.). Because instructor introductions tend to be academic and mundane, personal revelations unveil human aspects of the instructor, and builds trust. When creating a course, not only would I implement icebreakers in the first week, I would also include them in the middle of the course, to re-engage and “wake up” students.
References:
Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass.
Laureate Education, Inc. (Producer). (n.d.). Launching the Online Learning Experience [Video webcast]. Retrieved May 23, 2013 from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2818946_1%26url%3D
Thursday, May 23, 2013
Thursday, May 9, 2013
Online Learning Communities
How do online learning communities significantly impact both student learning and satisfaction within online courses?
Online learning communities have significant impacts on student learning and satisfaction (Laureate Education, n.d.). These communities create a dynamic in which facilitators and learners are actually equal participants. The instructor is not the focal point, but is still responsible for creating an environment that is dynamic, safe, beneficial and interactive for students. Facilitation is a critical component of the online learning community. Instructors have to maintain their presence in order to facilitate student satisfaction, enhance their perception of learning, and to break down isolation that can occur for students working at home, or even instructors that aren’t working in a classroom. For example, instructors and other faculty members (i.e. academic advisors) should call students and send personal e-mail in early weeks to keep them engaged in the course, and to help gauge their overall interest.
What are the essential elements of online community building?
The elements of community building include people, purpose (students coming together in class), process (way in which course is delivered), and methods. These are all impacted by instructional methods, social presence, communication, and having a sense of who the student is in the communication process. The purpose does not just involve the class, but guidelines for how to communicate, how learners engage, who is expected to participate, institutional guidelines, and how often institutions expect learners to participate.
Student orientation is also important in online community building. New students and adult learners are typically used to traditional face-to-face teaching model. Naturally, the transition from onsite to online learning can be something of a culture shock. Therefore, brief course orientations (perhaps a week or two) can help students in getting to know each other, as well as introducing them to course management.
How can online learning communities be sustained?
There first has to be a realization that everyone is responsible for creating a successful learning community. This includes students, faculty, and administrators. Learner-to-learner engagement is the power of learning communities. This involves a process for connecting and empowering students, and enhancing their responsibility for learning (defined as a social constructivist approach). Students have to be fully engaged to make meaning of the content, figure out the content together, and to obtain a sense of co-created knowledge and meaning. Instructors should design and conduct learning activities that result in proper engagement and facilitation of learning (Conrad & Donaldson, 2011).
What is the relationship between community building and effective online instruction?
The relationship between community building and effective online instruction goes hand-in-hand. In effective online instruction, students are often transformed as learners, their perception of learning is deeper, and they have an increase in self-direction (Laureate Education, n.d.). Students can also positively change how they present themselves in an online environment, as a real person. Engagement and learning is facilitated by tools such as learner-facilitated discussions, articles, and links to related websites and databases (Conrad & Donaldson, 2011).
It is also possible to create an online learning community without a structured course. Similar to a classroom, in a corporate environment, there are typically a diverse set of learners with different learning styles, opinions, and agendas (Laureate Education, n.d.). An online forum should be created within a learning management system, where users communicate with each other, and post their questions or concerns, typically with an expert available to answer.
Conclusion
In this article and throughout my experience as an online learner, I learned that instructors, as facilitators, have to properly explain to students the type of support they will receive in a learning community approach. Additionally, as an aspiring instructional designer, I learned that instructors have to devise engaging content for diverse audiences, along with training that properly explains to students the type of support they will receive in a learning community approach. It was also interesting to read about the desired length for course orientation. In my opinion, long-winded orientation can overwhelm the student, and potentially diminish their interest in continuing their enrollment in the course. This is why orientation should occur for no more than 1 to 2 weeks.
References:
Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass.
Laureate Education, Inc. (Producer). (n.d.). Online Learning Communities [video]. Retreived May 9, 2013 from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2651291_1%26url%3D
Online learning communities have significant impacts on student learning and satisfaction (Laureate Education, n.d.). These communities create a dynamic in which facilitators and learners are actually equal participants. The instructor is not the focal point, but is still responsible for creating an environment that is dynamic, safe, beneficial and interactive for students. Facilitation is a critical component of the online learning community. Instructors have to maintain their presence in order to facilitate student satisfaction, enhance their perception of learning, and to break down isolation that can occur for students working at home, or even instructors that aren’t working in a classroom. For example, instructors and other faculty members (i.e. academic advisors) should call students and send personal e-mail in early weeks to keep them engaged in the course, and to help gauge their overall interest.
What are the essential elements of online community building?
The elements of community building include people, purpose (students coming together in class), process (way in which course is delivered), and methods. These are all impacted by instructional methods, social presence, communication, and having a sense of who the student is in the communication process. The purpose does not just involve the class, but guidelines for how to communicate, how learners engage, who is expected to participate, institutional guidelines, and how often institutions expect learners to participate.
Student orientation is also important in online community building. New students and adult learners are typically used to traditional face-to-face teaching model. Naturally, the transition from onsite to online learning can be something of a culture shock. Therefore, brief course orientations (perhaps a week or two) can help students in getting to know each other, as well as introducing them to course management.
How can online learning communities be sustained?
There first has to be a realization that everyone is responsible for creating a successful learning community. This includes students, faculty, and administrators. Learner-to-learner engagement is the power of learning communities. This involves a process for connecting and empowering students, and enhancing their responsibility for learning (defined as a social constructivist approach). Students have to be fully engaged to make meaning of the content, figure out the content together, and to obtain a sense of co-created knowledge and meaning. Instructors should design and conduct learning activities that result in proper engagement and facilitation of learning (Conrad & Donaldson, 2011).
What is the relationship between community building and effective online instruction?
The relationship between community building and effective online instruction goes hand-in-hand. In effective online instruction, students are often transformed as learners, their perception of learning is deeper, and they have an increase in self-direction (Laureate Education, n.d.). Students can also positively change how they present themselves in an online environment, as a real person. Engagement and learning is facilitated by tools such as learner-facilitated discussions, articles, and links to related websites and databases (Conrad & Donaldson, 2011).
It is also possible to create an online learning community without a structured course. Similar to a classroom, in a corporate environment, there are typically a diverse set of learners with different learning styles, opinions, and agendas (Laureate Education, n.d.). An online forum should be created within a learning management system, where users communicate with each other, and post their questions or concerns, typically with an expert available to answer.
Conclusion
In this article and throughout my experience as an online learner, I learned that instructors, as facilitators, have to properly explain to students the type of support they will receive in a learning community approach. Additionally, as an aspiring instructional designer, I learned that instructors have to devise engaging content for diverse audiences, along with training that properly explains to students the type of support they will receive in a learning community approach. It was also interesting to read about the desired length for course orientation. In my opinion, long-winded orientation can overwhelm the student, and potentially diminish their interest in continuing their enrollment in the course. This is why orientation should occur for no more than 1 to 2 weeks.
References:
Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass.
Laureate Education, Inc. (Producer). (n.d.). Online Learning Communities [video]. Retreived May 9, 2013 from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2651291_1%26url%3D
Sunday, May 5, 2013
Introduction
Welcome to my blog for the EIDT 6510-2 Online Instructional Strategies course! Comments are welcomed and appreciated. I also look forward to working and communicating with Dr. Pratt and many of the students enrolled in this course!
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