Facilitating Online Learning Blog (ONTL 651)
My Initial Expectations (May 27, 2012):
The responsibilities of a traditional classroom teacher
include administrative, pedagogical, facilitation and evaluation tasks. An online instructor must complete all the
tasks of a traditional instructor and be able to employ the technology
associate with online learning. The
online learning environment presents additional challenges not part of the
traditional learning experience. Some of
the online learning challenges include distance learning, communication issues
and a variety of student issues with technology. Three areas which cause me concern as a
contemplate entering the online instruction field are creating an engaging
learning experience and facilitation of learning.
The second course in the Online Teaching and Learning
Certificate Program is Facilitating Online Learning. The essential objectives or outcomes of the
course address the knowledge and skills needed to effectively instruct in the
online learning environment. The
syllabus outlines such objectives as learning facilitation and continued
response to diverse talents and ways of learning. The objectives also include continued
development of my personal vision as an online instructor. I will continue to develop the technical
skills needed by an online instructor.
Cooperative and collaborative learning strategies are critical to creating
and maintain an engaging learning environment of the online learning
community. I also plan to continue the
exploration of formative and summative evaluation instruments.
This summer, I will conclude a thirty-three year career
which included teaching in a traditional secondary level classroom. When I began my career computer technology
was just being introduced into the classroom.
My technology skills have evolved and with my enrollment in the online
teaching and learning program at Governors State, I will continue to keep my
knowledge and skill development up to date.
Also, I must practice facilitating asynchronous and synchronous interaction
in the online classroom.
First, I am concerned about the learning the process or
procedures for developing and maintaining an engaging learning community. The research reviewed for the first course
suggests that developing an engaging learning community motivates students and
causes them to think at higher levels of Bloom’s Taxonomy. There does not seem to be much research demonstrating
how this process is accomplished. I have
also asked how can an engaging learning community be supported by using video
conferencing and chats.
A second concern is learning about new technology which
supports asynchronous and synchronous interactions online. Hartstinski (2008) defined asynchronous
e-learning as email and discussion boards.
Also defined in the article, synchronous e-learning is supported by
media such as videoconferencing and chats.
Hartstinski’s research answers the “when”, “why” and how of asynchronous
and synchronous e-learning is appropriate.
The research presented correlated the type of communication, benefits
and limitations of e-learning.
Facilitating group learning experiences is a third
concern. A review of the research
supports the need for “group learning experiences”. As defined in the Hartstinski article, "learning
is participation in the social world", which implies that learning is a
dialogue carried out through both internal and social negotiation. Again, what appears to be absent in the
research is the “technique” or “best practices” for facilitation and measuring group
learning. I have a theory that group
learning online may be different or at least may present numerous differences
than group learning in the traditional classroom.
I believe enrollment and completion of the Facilitation of
Online Learning course and interactions with the instructor will support my
learning style and answer the questions/concerns that I currently possess.
Facilitating Online
Learning – End of Part 1: My Reflections
regarding the first part of this course Changing Roles and Pedagogy (June 10,
2012)
We explored
the differences between teaching online and in a face to face environment. First, the primary advantage of asynchronous
online learning environment is that it allows students to participate in high
quality learning situations at anytime of the day through a computer
connection. The online learning
experience is a high level dynamic interaction between the instructor and all
of the students. The students and
instructor are able to research information about a topic and discuss the
information in online forums. The online
learning experience is unlike the traditional classroom because the instructor
guides or coaches the students. The
traditional learning experience is typically lead by the teacher and students
are the receptors of knowledge rather than engaging and creating knowledge.
I now
believe that online instructors must be able to engage students through
text-based instruction and facilitation skills.
The traditional classroom instructor may rely on lecture and oral
discussions. While this can be
accomplished online, the discussion thread approach appears to be more
effective and efficient. As a future
online instructor, I will need to constantly work to be clear and concise in my
written instructions and conversations with students and other faculty. As indicated in the article “Online and
Offline Facilitation: Different Yet Alike” by Nancy White “Graphics, sound and
other multimedia will become a stronger part of online interaction as bandwidth
increases and tools improve.” I believe
we are at the “Little Red School House” stage of development in the history of
online learning and instruction.
Certainly, when the teachers of the early 1900’s, worked with children
they did not envision a learning community like we have in the traditional
classroom or the online classroom. While
the early teaching pioneers worked with their students in those little one-room
schools the learning experience was certainly intimate and hopefully
engaging. Today, we must encourage our
students to engage us and their fellow students in an online written exchange.
I also
believe that instructors and students must be technologically proficient. The instructor must be proficient in the use
of the course management system. My
experience in the previous course and in this course has been using the
Blackboard system. Although my skill set
was the novice level over time, I have experienced and continue to strengthen
my skills As future online instructors we must be able to use word processing
tools and develop good research skills.
Searching the internet for engaging materials that appropriate for the
courses we teach. As future online
teachers we also need to be able to teach students how to effectively search
the internet and how to appropriately use the information they find.
Another area
is that of competency or ability to be an effective manager in the online
teaching and learning environment. Time
management seems to be a critical skill for the instructor and student. As online students we experienced in the
first course the need to manage our time to meet deadlines, work with others in
small groups and complete the readings and discussion threads.
We reviewed
materials pertaining to facilitating asynchronous and synchronous online
learning environments. Instructors must
engage students in a learning process. A
series of questioning and responding to questions by students drives the
learning process.
Using
LinkedIn and Google, I established two social media pages. The first page I developed connects me to
hundreds of individuals who are in the education and business world. The second page contains various interests
that I share with other individuals on the internet. I will continue to monitor and interact with
other professionals who are members of Linked-in,
We explored
the changing roles that instructors and student face as they more from the
traditional to the online classroom. The
focus of courses in higher education must include implementing the seven
principles as discussed by Chieckering and Ehrmann (1996). The first principle included encouraging
contact between students and the instructor.
Students should be able to contact their instructor via e-mail or
through arranged chat sessions. A second
principle must be the development of cooperation among students through online
discussions and working in collaborative groups. The instructor must utilize active learning
technique which includes the development of good discussion questions and
development of assignments that encourage problem solving. Instructors must also provide prompt feedback
to students about their assignments and projects. Students should understand how to manage
their time and establish time for completion of assignments by specific
dates. Instructors must communicate high
expectations through the syllabus and the rubric for the scoring of
assignment. Finally, instructors must
develop readings and assignments which connect to the variety of learning styles
exhibited in my courses.
Facilitating Online
Learning – End of Part II: My
Reflections regarding the second part of this course Pedagogy Course and
Technical Management (July 8, 2012)
My Pedagogical Role:
Recently, I
reviewed the Principles of Effective Learning and Teaching which was
published online for the learning programs of Queensland State Schools. My vision/beliefs about my pedagogical role
mirror the five principles of effective learning and teaching. The five interrelated principles promote
effective teaching and learning to include; understanding the learner,
understanding the learning process, provide for a supportive and challenging
environment, establishing worthwhile learning partnership, shaping and
responding to a variety of social and cultural contexts.
The Queensland State Schools base the five principles on several assumptions. First, every person is a learner and that learning is an ongoing and life long process. Next, people learn within social and cultural contexts, independently and through interaction with others. What is learned will depend on the way it is learned and with whom it is learned. Teaching includes identifying ways others learn best and extending the ways they learn creating learning opportunities and evaluating outcomes.
I plan to incorporate the five interrelated principles in my on-ground and online learning environment. My focus will be the continued development and nurturing of the "community" atmosphere. The community of learners will include ensuring an opportunity for all students to participate in course discussions and group projects in a safe and secure environment. I also plan to incorporate the five assumptions. Students will be encouraged to complete readings and engaging in online or the traditional classroom discussions.
Inclusion of Cognitive and Constructivist
Teaching Strategies:
There are
numerous teaching strategies which I plan to use in my on-ground and online
classroom. Several pedagogy theories were
from Lea Chapuis (2003). First, Bloom's
Taxonomy - cognitive and affective
domains include; knowledge, comprehension, application, analysis, synthesis and
evaluative types of discussion questions were reviewed. The teacher to student and student to student
interacting will be used to apply Bloom's Theory to the learning experiences of
my courses. Howard Gardner's Multiple
Intelligences of logical-mathematic,
linguistic, spatial, Musical, Bodily Kinesthetic, Personal and Naturalistic
will be part of group assignments, which students will complete for the course. Art Costas - Habits of the Mind are also
types of behavior which will be incorporated into my class.
Focusing on the Learning Community and the
Role of Increasing Student Retention:
Most of the
literature about effective teaching and learning includes a social
element. The interaction of the teacher
and students is vital to learning and reinforcing concepts and skills. Online learning environments provide various
ways of connecting the instructor and students.
Hewson and Hughes (2005), promote a learning process which includes the
"facilitator tasks and roles" including the tasks students face as
they develop their participation in an educationally productive way in an
online classroom. The authors reference
Gange's "instructional events" approach (1985) to include five events
of instruction. The five events are; Orientation
- Gaining the learner's attention, Presentation - Guiding the learner as
the lesson is presented, Practice - providing opportunities for the
learner to interest with the lesson other students and providing feedback, Testing
- Developing reliable and valid ways on the predetermined learning outcomes, Retention
and Transfer - Helping the learner remember and apply information in similar
and dissimilar contests (learning transfer)
The research on the characteristics of the online environment support the theory that this learning experience meets the needs of students (Harasim, Hults, Teles and Turoff, 1995). Like many instructors, I want to encourage deep learning in my courses (Biggs, 1987). This will be accomplished by engaging students through dialogue. As Paulsen (1995), points out, the real challenge is in an online learning environment is to achieve absorption in that dialogue. My role as moderator and facilitator will be to reinforce effective discussions with comments. I also plan to develop assignments which will ask students to reflect on their readings and discussion in quarterly blog assignments for the course. The reflective blogs which students complete every four weeks will be designed to reinforce the learning of the students.
As mentioned
in our readings and discussions, prior to the start of the course several
elements need to be present. The course
syllabus will take several months to develop.
Once it is developed some modifications may be necessary depending on
the length of the semester, Next, an
orientation section for the course will be added to the course page. The orientation section will include a
welcome statement. Students will be informed
that each time they logg-in or enter the online classroom they will view the
announcements for the week and lesson. A
calendar of assignments and due dates will also be posted. Students will be encouraged to review the
course syllabus. Information such as my
GSU email and phone number will be displayed.
A notice of times when I will be available for office hours and
conferences will be posted. Prior to the
start of the course, I will check and update links to university resources and
all links associated with the course. A
"frequently asked questions" section will be provided to
students. They will also be informed of
the communication process for the course.
If students have any questions about the course syllabus, course
content, due dates or general question they will be directed to post them to
the "Course Question" discussion thread, so that I can respond and
the entire class can read the response.
Any questions or issues that a student has personally should be sent to
my GSU email for response or conference.
After the course begins students will be provided with expectations of their level of performance. I will also reinforce the communication process and procedures. My office hours, phone contact and GSU email information will also be posted again for students to review. Grading and the evaluation process will be reviewed. Students will be encouraged to check their grades for discussions, projects and papers each week. I will continue to review and maintain course links and make changes as needed. I anticipate that the after course tasks and responding to discussions will take about three or four hours daily early in the semester.
Bibliography
Chapurs, Lea
(2003), "Pedagogy", Education & Training - Module 1.0 Pedagogy
(Retrieved on June 13, 2012 at
http://bb9.govst.edu/bbcwebdav/pid315538-d...Lesson_04/Pedagogy-learning-technologies.pdf)
Gange', R.
M. (1985) "The Conditions of Learning (4th Ed.), New York, NY., Holt,
Rhinehart & Winston Publishing. (Retrieved on June 6, 2012 at
http://www.editlib.org/d/4805/article_4805.pdf)
Chickering,
Arthur and Ehrmann, Stephen (1996), "Implementing The Seven Principles:
Technology As Lever". AAHE
Bulletin, October, p. 3-6. (Retrieved on May 23, 2012 at http://www.tltgroup.org/programs/seven.html)
Hewson,
Lindsay and Hughes, Chris (2005), Social Processes and Pedagogy in Online
Learning" and Biggs, J. (1996) "Enhancing Teaching Through
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http://ww.editlib.org/d/4805/article_4805.pdf)
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Stefan; "Asynchronous Synchronous E-Learning: A Study of Asynchronous and Synchronous
E-learning Methods Discovered that Each Support Different Purposes". Educause Quarterly, No. 4, 2008, p.
51-55. (Retrieved on May 23, 2012 at http://www.educause.edu/EDUCAUSE+QUARTERLY...Asynchronous_Synchronous
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Principles
of Effective Teaching and Learning - Queensland State Schools (Retrieved on
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http://education.qld.gov.au/curriculum/learning/teaching/technology/principl.html)
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Mediated Communications" (Retrieved on July 8, 2012 at
http://www.netskolen.com/'forsk)
White, Nancy; "Online and Offline Facilitation: Different Yet Alike?" Full Circle Associates 4616 25th Avenue, HE PMB#126 - Seattle, WA 98105. (Retrieved on May 23, 2012 at http://www.fullcirc.com/community/onvsofflinefac.htm)
