Cynthia,
You are welcome! It is important that we as online educators share our ideas on student success; what better way than online.
Dr. Kelly Wilkinson
Holly,
You are correct, the more details the better. Ruberics are great, but sometimes they tend to be too broad. I find that giving students specific examples can help with this. A side benefit is that it also spurs discussion.
Jim
Kelly,
When establishing a teaching pattern, it is important for the instructor to post information and learning events in several different areas (but with consistancy). That way, the student can will not have to search for the information they need.
It is also important to do activities in roughly the same order. This provides the student a sense of knowing what is coming next. The trick is to take as much fear as possible out of the learning environment.
Jim
When establishing a pattern of teaching, I believe the two most important things to consider are to establish expectations early, and to remain consistent (whenever possible). Trying to establish guidelines, after "creatures" of habit have already adapted to the initial course expectations, may seem to be an impossibility. Moreover, consistency allow the patterns to establish themselves "almost naturally".
-Tracy
Two issues are paramount in the establishment of a teaching pattern.
1. The instructor must be consistant in the treatment of his or her students. Students must preceive the instructor as fair while understanding that the instructor has a responsibility to teach effectively.
2. The student must learn to engage in critique as a receiver and a sender. They must learn to be critical but in a professional academic manner. At the same time they must develop the ability to accept criticizm on their submitted concepts without taking the critique personnally.
I've found that students don't read a lot of detail. The school I teach at requires us to post expectations for the students and I do this for the first day. However, it's a lengthy document and details everything from my office hours to assignment submission to grading. I think of it more as a way to CMA than to help students. It's there in case there's any question from a student about what's expected. I can point to the document and say, "I told you so." What I do do is, during the course of the term, provide reminders by posting segments of the "Expectations" document, such as the paragraph having to do with the school's discussion board policy and the paragraph discussing my late assignment policy in general.
For the assignments themselves, I post a detailed grading rubric and tell students to use it as a sort of checklist to make sure they cover everything. The assignments developed by the school for the class usually have several parts to them and there is a general rubric that applies to all assignments. However, I want the students to realize that not all parts count as much and that forgetting a question can cost them a letter grade. Even then, I have students who simply don't read the rubric I post or don't follow it. Very frustrating! However, papers have improved since I've started to use it.
Roxanne and I teach for the same institution. I too would love to hear how to manage the two. I'm not following your "group oriented" suggestion. Would you elaborate on how Skype may be more efficient in our workload.
The first pattern is remaining consistent to avoid any confusion in the future. Students normally learn things in a rhythm and the importance of the process becomes a key factor.
Second, is the importance of clarity and rubrics. This will guide the students on what is expected on the assignments/tasks.
Amir Toosi
Visibility in the platform and quick responses to students questions.
I agree, Dr. Wilkinson. The key is finding time to learn and practice using new technologies. I love that where I teach, there is ongoing professional development in using technology more effectively. I learn a lot from other professors sharing their best practices, too.
Cynthia
Thank you, Dr. Wilkinson. After eight years of teaching online, I believe I finally got it together. Yet, I am always open to new ideas and strategies to motivate students and help them become more independent learners.
Cynthia
Roxanne,
Wow! Have you used Skype to make the calls more group oriented? That may be more efficient with your workload.
Dr. Kelly Wilkinson
Cynthia,
That is the beauty of technology is that it makes us more efficient in developing student centered learning objects.
Dr. Kelly Wilkinson
Cynthia,
Wow, you have really thought through this! You also are thinking about delivery in multiple ways. This takes work and time! Nice.
Dr. Kelly Wilkinson
Marcia,
You are right. Not only does it connect students to you and others but you model communication style.
Dr. Kelly Wilkinson
David,
That it true, do you have students to take responsibility of answering posts?
Dr. Kelly Wilkinson
Telephonic one on one contact is required at our institution on top of our workload. I would love to hear suggestions on management of the two. Thank you :)
I agree, Miriam! Appealing to different learning styles is easy with today's tools. You-Tube, Wikis, and OWLs have are great tools to direct students to for additional resources to help them learn skills and to complete assignments successfully.
Cynthia Armes
Dr. Wilkinson and all:
I have found being consistent in my expectations and delivery of course content is key to students’ understanding of what is expected but also motivates them to achieve what is expected. For instance, each week I post three announcements each week in the course: Unit Chat Preview, Unit Chat Recap, and Friday Checklist. In instructor’s files, I upload Unit Chat Notes, Unit Checklist, Model Papers, and Model Discussion Postings to guide students through process. Then, hold a weekly chat with students and monitor discussion board posting to facilitate student learning. This weekly process is consistent as well as is the organization of delivery of content to students.
These handouts are also uploaded to a file pod in the Live Chat area. Unit Chat Notes and Unit Checklist are uniform in their presentation so that students become accustomed to the way I organize and deliver material . These handouts are interactive (e.g. contain pages in textbook to read, video tutorial links, and online resources pertinent to skills students are asked to apply). The model assignments were created by previous students (a model A+ paper and a model B+ paper with explanations. I encourage students to download handouts on Monday at the beginning of the unit. Students can also download the General Education Rubric (e.g. purpose/content, communication skills, critical thinking, and information literacy/research) in the first week of class. This rubric is used to evaluate all assignments.
The weekly live chat session cover assignment expectations but the key focus is on discussing students’ writing topics and providing practice (e.g. researching a topic) to test their understanding of the skills they will need to apply to complete assignments. The Unit Recap announcement provides an overview of the specific key concepts discussed, tips on meeting assignment expectations, and a reminder to download live chat notes and model assignments if students have not done so already earlier in the week.
Overall, this process and the materials created to facilitate online writing courses has taken a number of years and revision, but saving templates is key to saving time and energy. Even though the learning outcomes are the same, the textbook, assignments, and the live platform course materials may change.
1. In an online environment, it is important for the instructor to establish presence by frequently being present online.
2. It is important for the online instructor to communicate with students frequently, provide essential feedback, and communicate well with the new technologies available.
Dr. Marcia L. Brown, PMP
