Facilitating Online Teaching and Learning ONTL 651

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.

 Developing Facilitation Strategies to Enhance the Ongoing Maintenance of Learning Communities:

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 Constructive Alignment: Higher Education, 32, p. 1-18, AACE Journal 13(2), p. 99-125. (Retrieved on June 20, 2012 at http://ww.editlib.org/d/4805/article_4805.pdf)

Hrastinski, 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 Elea163445)

Principles of Effective Teaching and Learning - Queensland State Schools (Retrieved on June 13, 2012 at http://education.qld.gov.au/curriculum/learning/teaching/technology/principl.html)

Paulsen, M.F. (1995), "The Online Report on Pedagogy Techniques for Computer - 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)