Facilitating Online Learning – End of Part III: Reflections of Lessons 8-10 (July 29, 2012)
Part III: Review of Lessons 8-10
Comparing the Facilitation of an Online
Course and the Conventional Classroom Course:
The
Facilitation of an online course is similar in many respects to that of a
conventional classroom course. The
elements needed for the online and conventional course include a syllabus and
brief orientation, a textbook or series of readings to reinforce or introduce
knowledge to the student and an assessment strategy. A reviewed of the purpose of assessments and
several types of assessments the focus of lesson eight. An assessment strategy should contain both
formative and summative assessments.
Formative
assessments include tests given periodically to measure knowledge and skills
acquired through a lesson or chapter and the use of the results to adjust the
teaching strategy. The formative
assessment is used to measure learning at of students at a particular time
relative to the course objectives or content standards. Measuring the growth and development of
skills and knowledge and adjusting strategies as needed is termed the “Growth
Model”.
The second
type of assessment is the summative assessment in which a test or performance
activity is given at the end of a certain period of time such as the end of a
unit or semester. Often a criterion
reference test which measures the knowledge and skill development as defined by
the course objectives is administered to students. Specific questions are developed and
referenced to a specific course objective.
An achievement test or standardized test can be purchased because it is
developed based on a set of “normed” questions which have been given to like
students across the United States.
Regardless
of which category of assessment is used, the key is the development of an
equitable assessment system. An
equitable assessment system implies that students are assessed using methods
and procedures most appropriate to them based on their preference or learning
style. The assessments given should vary
depending on the student’s prior knowledge, cultural experience and cognitive
style. While a custom assessment system
for each student is not practical, there are steps that an instructor can use
to make assessments as fair as possible for students. There are seven steps to fair assessment as
outlined by Suskie (2002) in Adventures in Assessment (American Association for
Higher Education):
1.
Have clearly stated learning outcomes which
include sharing with students a list of concepts and skills on the assessment
with the rubric if applicable
2.
Match the assessment to what was taught
3.
Use multiple measures and different types of
measures to avoid the “high-stakes” assessments such as a standardized multiple
choice test as the sole or primary factor for a significant decision such as
passing a course or graduating or becoming certified
4.
Help students learn how to do assessment tasks
by distributing examples of exemplary work
5.
Engage and encourage students with expressions
of confidence in their ability
6.
Interpret assessment results appropriately by
comparing students against their peers, based on a standard or evidence that
the student has acquired knowledge and/or skill
7.
Evaluate the outcomes of the assessment by
asking how well the instructor performed for future revisions
Diversity Issues of Online Facilitation:
Facilitating
online learning also includes understanding diversity issues and how they
impact course facilitation. Online
instruction has diminished the once barriers of geography. Students from around the world can enroll and
participate in a course populated by individuals from a variety of ethnic
backgrounds. While participants of a heterogeneous
course benefit from the experience and exchanges of the online learning
community there is potential for misunderstandings. Specifically the instructional approach of
one culture may not be as effective in another culture. Language can be another barrier to effective
instruction. While English may be the
primary language of the instructor, it may not be of the learners in the
course. A third barrier is that of time
difference. While this is not an issue
of asynchronous assignments, it could be for synchronous presentations or
meetings. Flexibility by offering multiple
sessions or altering presentations can encourage participation by all students
in a course.
I found
Henderson’s multiple cultures model (1996, 2007) to be an effective tool for
the inclusion of cultures and learning approaches. Henderson suggests the multiple cultural
model based on the consistent interaction of three specific cultural influences
that are integrated into the course design, academic culture, the dominate
culture and minority culture or cultures.
Henderson’s eclectic approach offers more than a single
socio-constructivist approach, making it possible to integrate the three
cultural influences into the instructional design of the course. Henderson’s multiple cultures model integrates
the minority cultures’ point of view into each of the educational dimensions
involved in the design of the teaching and learning environment. Abandonment of more traditional practices
encourages the combination of concrete elements that tend toward a gradual
adoption of the constructivist paradigm.
Case Studies of Online Course
Facilitation:
The final
lesson of the course gave us (students) an opportunity to practice decision
making within various case-studies. We
had an opportunity to apply what we had learned to a variety of what I would
call “everyday situations” of an online learning environment. A series of brief scenarios of common
facilitation issues were presented for our review and comment in discussion
threads. Our scenarios included non
participation in a course by various students, a discussion topic which caused
a group of students to disregard internet rules of communication and
engagement, another group of students who are unable to work together and
resolve timing issues, a student who claims to be in the wrong course after
non-participation for five weeks, and the possibility of student submittal of
plagiarized work.
The student
discussion was some of the most engaging of the semester. Some students provided responses based on
their experience as a student and instructor.
Students used what we had learned from our readings and interactions to
formulate responses for each of the scenarios.
I think each of us had an opportunity to formulate a response to the
scenario and then to be able to view the responses provided by others in the
class.
