Take note of different students learning styles. Adjust way of teaching to try to appease all as best possible.
Yes I think it is helpful for students to see how everything ties with their future jobs and careers. Guest speakers are great, they bring in extra energy and knowledge.
I agree with you in varing the delivery method. I have used your delivering method and it works in many classess. However, in some classess it do not work. In this lectures I use more of a discussion process in small groups of 4 to 5 studenst per group.
My instructional style is an amalgamation of the best teachers I've had combined with my own personality
Katrina, I was wondering what your thoughts were on the impact of written communication skills in the online classroom.
Do you think that people without really good skill are focusing more on the fundamental writing of the class or the subject.
I teach a basic science course so being able tie the material to their future career really makes a big difference. One thing I would like to add is having at least one guest speaker come in each quarter.
One technique I have used is to look at instructors I had in college that needed to work on their technique. I try to do the reverse of them to keep the students engages. I also will shadow another instructor to see the approach they use and if it will work for me and my lecture. I tell lots of practical stories to keep the students engaged in the material.
By continuing to research and learn the material I am teaching as well as talk to other instructors in order to gain the techniques they find work the best for them.
Jennifer--I can understand your challenge! This is my second third quarter instructing online and I still feel like I'm still finding my way. I love teaching--especially in the residential environment because I love immediate feedback. One great thing about online is that my students don't tend to hold things back and everyone seems more comfortable with voicing their opinions.
Continuous learning and improvement of conceptual and technological skill sets is a must in the delivery of an Online education. As a professor, I always try to maximize training opportunities such as this one (CEE courses) to improve and enhance as well as "measure" where I am at in my growth and development as an Online instructor. I know I can always improve in terms of utilizing new tools to "reach out" and communicate with my students. At Globe, I was especially pleased to be exposed to the power of the Wimba Pronto software. I also strive to improve my Thread Discussion facilitation and management techniques. All the different trainings allow me to enhance, develop and refine my instructional style.
Thanks,
Prof. Elliott
I am an experienced Online professor who has an extensive educational and corporate training background in the academic as well as corporate sector. I try my best to harness the knowledge I have obtained from previous Online trainings to enhance and improve the delivery of any Online course I teach at Globe Online. I also have an extensive background in IT corporate training that enables me to understand adult learning needs at a deeper level. I do my best to learn the specific learning objectives for each week of any course that I am teaching, along with the associated assignments. I adjust to whatever criteria that is stated by the university as required and necessary to make a class successful at Globe Online. I always teach my classes with the full understanding that there are multiple learning styles in the adult education market; therefore, the Online classroom must accommodate the different types of students that the professor and institution must serve. Awareness of this fact will help the professor design a much better Online classroom experience through the way the assignments are designed, communicated and evaluated by the instructor.
“Teaching Philosophy--Successful Strategies, Tips & Techniques for an Online Class”
As the old saying goes the “more you put into it, the more you get out of it”. This old adage cannot be more true in the world of Online education, both for the Professor and the students. There are a tremendous amount of technological tools, functionalities and teaching options available within the Online learning system; however, it is up to us as Professors to utilize these tools to “bring the class to life” so to speak. The more we learn about the software and use it to enhance and make the classroom better, the more the students will be “forced” to follow our lead and have a much better learning experience Online. I have found it extremely important to design assignments that are interactive and engaging for my Online students. The Assignments must be in alignment with the weekly learning objectives outlined by the university. The assignments must be based upon the course textbook, articles and other official resources that gives the online learner clear and specific direction on how to supplement, compliment and enhance their weekly responses. The utilization of the course textbook complimented by professional experiences, in order to answer weekly assignments (Thread discussion questions, Cases & Problems and Legal Terminology/dictionary)—takes the classroom beyond the standard weekly lectures and makes the learning more “personal”. This also allows the learners to experience a deeper level of understanding of the subject matter being covered. Here is an outline of key issues I have found to be helpful when teaching a class Online:
1) Communication/Setting the Tone
a. I always introduce myself to the class in a nice and friendly manner
b. I “Shake hands” with each student in the “Introduction” thread discussion room for Week 1. This is done by responding to each post by the student with a simple: “ Hi Amy, I am happy to have you taking Business Law 1 with me this semester from Atlanta, Georgia, awesome!!.....(or more).
2) Best Practices
a. Constant Communication: I post my messages in the “Announcement” section and also “Email” the message to the class as a backup option. Communicating to the students in multiple ways is critical online, because many students are not as proactive in navigating the classroom. Repeating messages and placing them in multiple places increases the chance that the student does not miss the message.
3) Weekly Grading/Feedback: I always try to return grades for each week by the Tuesday or Wednesday of the following week (and update them in the Gradebook—with comments to the students). It is important and I make it a personal ‘requirement” to give feedback to the students so they know how well they are doing in the class or not. This gives them the opportunity to improve in areas of weakness. I also send out an Email/Announcement to “all students” to let them know their grades have been posted for that week.
4) NOTE: Step by Step Communication Approach and Guidance for Everything: I cannot say this one enough (I repeat it to myself all the time). We have to explain everything in detail (Step by Step by Step)—and then repeat it in more than one place in the classroom. These students (especially since they are Online), need as much specific, clear, and detailed guidance and direction as we can provide them.
Thanks,
Prof. Elliott
In terms of techniques that I employ and/or help other faculty employ in my role as a Director of Instructional Technology, is the use of Video Interactive Learning Objects. At Ivy Tech Community College Northeast, we have developed ivyVILOs (Video Interactive Learning Objects) located at http://www.ivyvilos.com. ivyVILOs are a growing library of contemporary instructional assets available worldwide. They are concise multimedia vignettes that address specific learning objectives. They have been proven to reinforce subjects, challenging concepts, and skills through repetition, interactivity, and an eye-catching approach to content delivery.
Learning objects are self-standing, reusable, discreet blocks of content that meet an instructional objective. Video Interactive Learning Objects (ivyVILOs) are cost effective, 5-to-15-minute, interactive video vignettes addressing specific learning objectives, have a long shelf life, and are offered via multiple delivery modes, including direct web download, TV broadcasting, on-demand streaming, and podcasting. In Medical Assisting, for example, faculty required students to watch ivyVILOs before lecture and lab sessions, which increased interaction during class time and led to 100% skill-set pass rates. ivyVILOs combine traditional learning objects with a video interactive format. This format is used to demonstrate lab skills and takes students who are seeking a richer and more engaging learning experience to the next level of learning. ivyVILOs encourage instructors to explore ways to use technology to foster interaction, collaboration and excitement for learning.
Use of VILOs corresponds directly with the Learning College principles, as shown below:
* creating substantive change in individual learners (students actually enjoyed viewing the videos in their own time and then working in groups during class meeting times.)
* engage learners as full partners in the learning process, assuming primary responsibility for their own choices (students met early and outside of class)
* create and offer as many options for learning as possible (students were able to learn outside the traditional classroom)
* assist learners to form and participate in collaborative learning activities (students collaborated on their own)
* define the roles of learning facilitators by the needs of the learners (the professor was able to stop using class time to lecture and facilitate groups when needed)
* succeed only when improved and expanded learning can be documented for its learners (student grades on the same assessment improved).
A. Andaz Ahmad
I feel it is important to remember that each class is different than the last and each student learns differently. By taking the time to see myself through my students eyes I can see areas that I need to improve upon. Whether it is approaching a topic a little different for the student that appears to be lost or sending mentoring the student that has a melt down every time she takes a test. Although I am the teacher, my students teach me something every quarter.
Laura
I could make a more concerted effort to recognize the learning styles present in the class and try to provide an opportunity for each style to experience some success. This will in turn challenge other students to approach material in a way that might not be as comfortable. The environment of acceptance of learning by trial and error would have to be established early in the class.
I would say this is continually changing. When I was a university student, the classes I attended were lecture based. Naturally, as a new instructor I wanted to emulate my role models and deliver excellent lectures. However, I quickly learned that at a career college with many tactile learners, this would not work well at all. Later, as a graduate student in distance education, I had the opportunity to observe and interact with many different online instructors, however, no two were the same.
From these experiences, I found that my instructional style depends on the format I am teaching (online, hybrid, or on campus). When I am on campus, I want my class to be based mostly on learning activities that do not allow students to sit for more than 15-20 minutes without being interactive. In order to develop this skill, I can observe other instructors, or read books that offer ideas on classroom activities.
Online, I feel it is more difficult to successfully convey topics to kinesthetic learners. I have started incorporating classroom activities into the discussion boards. For example, bend over and touch your toes. Now, roll your foot on a golf ball and then try to touch your toes again. Is it easier or harder (and WHY)? I think incorporating (and researching) more of the above mentioned classroom activities into the discussions will help to appeal more the kinesthetic learners in the course.
Hi Gayle,
Your excitement comes through very clearly. I know your students sense it as well. This is a major part of teaching that some instructors miss. They become so focused on content they forget the human factor.
Gary
Hi Sheri,
Great strategies for reaching out to your online students. What has been the most effective out reach method you have used?
Gary
For reflection takes place on a number of levels from reading comments before I press the post button in discussion to whether I give a second opportunity to in all appearances not putting forth a great deal of effort to learn or succeed in a course, and as I assign final course grades and re-evaluate the subjective assessment components of the course to determine if a learner receives a B+ or an A-.
I think that communicating with professionals working in the field is important so my students know what to expect. I also share my own personal experiences of when I was in the field as they relate to the subject being taught. I have also tried to develop other ways of teaching besides lecture such as through games. I try to think of teachers I have had in the past and remember why I liked or didn't enjoy their class. I love what I do and hopefully my students will find my enthusiasm contagious.
Julie, I do not believe I can agree with your viewpoint of creating a competition within an educational environment other than each learner competing with themselves to attain their goals for the course.
