Online Teaching Theory discussion:

As a visual learner, I was drawn to the illustration posted on our week 1 lessons page, with that in mind, I chose to focus on the article “Toward a Theory of Online Learning” by Terry Anderson.  In Anderson’s Chapter 2, he discusses the learner centered, knowledge centered, assessment centered and community centered “lens” of the online environment. He also touches on the important role of interaction among the actors in the learning model stating “Communication technologies are used in education to enhance interaction between all participants in the educational transaction.” And further “Interaction has long been a defining and critical component of the educational process …” His model illustrates the theory by depicting the student-student interaction process, student- content interaction, student-teacher interaction, teacher-content Interaction in 4 primary components. He goes on to explain the concept of the Semantic Web where “technology” agents will assist and enhance these interactions, thereby providing a more effective and efficient learning environment. He concludes the chapter with an overview of this online learning interaction theory that is very intriguing and fascinating to me.

“Sufficient levels of deep and meaningful learning can be developed, as long as one of the three forms of interaction (student-teacher; student-student; student-content) is at very high levels. The other two may be offered at minimal levels or even eliminated without degrading the educational experience. (Anderson, 2002)”

The challenge for online teachers is, and always has been, to provide a learning environment that touches each component equitably and remains learning centered, content centered, community centered and assessment centered. We must also provide an environment that supports the diversification of our students and effectively addresses “how people learn”.

One specific way I can better apply the concepts presented by Anderson would be to development a more rigorous student-student interactive element within my current online environment. I could accomplish this by adding more online discussion topics to reinforce content delivered in class. I could also bump up the student-content interaction by adding a video of the class lecture/discussion to our class page as content reinforcement. This would also provide content to students that may have been absent for the notes or simply need a review of the material.  According to Anderson, if high levels of interaction in either of these areas exist, even if student-teacher interaction declines due to the online delivery vs. face to face, then a quality ‘educational experience’ will remain.

KLC

Resource;

Anderson, T. (2004). Toward a Theory of Online Learning. Chapter 2. Retrieved October 12, 2014

Week1 reflection : wiki 3

One additional point that caught my attention presented in ION’s list of weaknesses, was the potential limitations of students. Maturity and self-discipline are extremely important to a student’s success in an online environment. The authors indicate that this environment may not be optimally suited to elementary and secondary school age learners. There is no doubt that there is tremendous diversity in younger student’s skill and maturity levels. The very young may not possess these necessary skills needed to succeed, but they do possess tremendous passion and curiosity that can be used to an advantage if properly directed.  Many older high-school age students do lack self-motivation and many other skills needed to be successful on-line.  But shouldn’t they be given the opportunity to develop these skills? And what better way than through a ‘classroom’ that mimics the digital realities of the 21st Century.  Time management, organization and taking responsibility for one’s education is a lesson every secondary school student should possess before tackling the stresses of higher-education or a 21st Century work environment.

KLC

Illinois Online Network: Educational Resources- Strengths and Weaknesses of Online Learning. (2010). Retrieved October 12, 2014.

Week1 reflection : wiki 2

How do the 2 models (online vs. face-to face) of teaching compare?

According to Cathy Galyon Keramidas, in her study at West Virginia University, Are Undergraduate Students Ready for Online Learning? A Comparison of Online and Face-to-Face Sections of a Course, “Flexibility and freedom to work at their own pace is one cited benefit to students who pursue online Learning”. I strongly agree that in today’s busy work & home environments, the benefits of flexibility that are present in an online course far outweigh any face-to face interaction advantages.  As digital tools become the norm, student interactions with each other and the instructor can become more prevalent and meaningful in an online environment. It can be difficult to capture the instructor for that quick question right before or after class, especially when others are also competing for a moment of his or her time. Online, the mindset is “all business” and the asynchronous atmosphere provides both the teacher and student with a flexible window for one-on-one interaction which can lead to heightened understanding. I believe this to be a win-win situation as the interaction tends to expand the thoughts of  the originating student ,  other classmates involved in the online discussion as well as the instructor.

KLC

Reference:

Galyon Keramidas, C. (2012). Are Undergraduate Students Ready for Online Learning? A Comparison of Online and Face-to-Face Sections of a Course. Rural Special Education Quarterly, 31(4), 25-32. Retrieved October 10, 2014.

Week1 reflection : wiki 1

How do the 2 models (online vs. face-to face) of teaching compare?

I hold a relatively optimistic view of the online learning environment, balanced with a touch of realism.  There are always 2 sides to every argument, and online learning is no exception.  Illinois Online Network in Strengths and Weaknesses of Online Learning from the University of Illinois, presents a solid list of pros and cons in the e-learning environment. One strength that had not occurred to me was the Creative Teaching element. “The nature of the semi-autonomous and self-directed world of the Virtual Classroom makes innovative and creative approaches to instruction … more important. In the online environment, the facilitator and student collaborate to create a dynamic learning experience.” Technology is providing an opportunity for teachers to ‘upgrade’ their skills and methodologies; and to “reflect on their course objectives and teaching styles.” This leads to stronger teaching and learning in both the on-line environment and traditional classroom.

KLC

Illinois Online Network: Educational Resources- Strengths and Weaknesses of Online Learning. (2010). Retrieved October 12, 2014.

Final class in Online Teaching & Learning – Best Practices series ( I’m finally here!)

Week 1

This week we began our course work with an evaluation of our current teaching practices.

My self-assessment results were not necessarily surprising to me. I scored high in the technical areas and feel confident in the use and instruction of technology tools. Administrative areas were also strong, having successfully completed competencies in this area. Some Pedagogical competencies were lacking, having never experienced teaching a class 100% online. Once I gain experience in being an online teacher, I can better assess my abilities in this area. The overall purpose of the self-assessment was clear, but I felt that some questions were unclear, leaving me to wonder if my answers would reflect a true assessment.

Having had over 10 years’ experience teaching in a traditional classroom, I pride myself on my abilities to integrate technology throughout my coursework and engage my students. I currently teach in a blended classroom environment, providing the opportunity to deliver grades, course expectations, feedback and general communications face-to face, as opposed to online. I do not currently need to deliver all my coursework solely via an online LMS and have purposely chosen certain lessons and deliverables remain in the physical classroom. I do provide all information electronically and have found it extremely beneficial to both myself and my students.  As noted by Randy Meredith in his presentation on “Online Teaching and Learning – Differences and Similarities” from Spring Arbor University, the online student needs to be extremely self-motivated, self-regulated and possess good time management skills. At the high school level, I find some students are extremely reluctant to embrace the online option. Many still expect information to be delivered in the classroom; on paper, handed to them, by me. This allows them to step back from the responsibility of learning, handing the obligation to deliver and complete the course work squarely back to me, or so they hope. Unfortunately, I view this as an indication that these high-schoolers are not ready to take on the responsibilities necessary to be a successful online learner. However, it could also indicate that the delivery method could use improvement and I take full responsibility to deliver meaningful content in a way in which they can relate and appreciate.

My classes could be 100% online, and through the completion of this course, I hope to gain the knowledge to discover just the right method(s) to effectively deliver course content, communicate expectations, give adequate feedback, all while continuing to engage students and support lifelong learners.

🙂