Diane,
The syllabus is an essential communication component. It is many times the first thing the students see and it's the one thing they refer back to when they don't understand something. Communication is essential. Nice job.
1.Creating and continally updating a dynamic syllabus.
2.Using creative communication so that the students may learn how to do the same.
3. Scaffolding student learning to clarify purpose.
Stephen,
Right on! Clear expectations and learning outcomes up front are eseential. When the students understand what is expected of them, they are more likely to meet the expectations. The "C" words are very important as well: Communication, Consistency, Challenging, Content, etc. Varying the opportunities, delivery of content and communication helps students be more successful. Thanks for you input.
When teaching online courses, I believe the three most important considerations are:
1) Setting clear expectations for the students through the course documents such as the syllabus, task list, and other forms: The syllabus and other documents should be dynamic, allowing for minor changes that will still lead to the achievement of course objectives.
2) Allowing for several methods of communication: Adult learners have preferred methods of communicating so I will use different forms of technology for communication including live chats, email, discussion boards, and telephone.
3) Incorporating experiences and background into the tasks: For students to apply the concepts from the course material, it is imperative that I encourage the students to illustrate how they have used or will use the concepts in their own work environments.
Of course there are many other considerations that are important. Each course brings new students and new challenges.
Stephen W. Volz, DBA
Glenn & Lisa,
Thanks for cointinuing the conversation. You bring up very good points. Keep the connection going.
Lisa,
You are right. Many times the summative information affects the next course, but I always tell the students in that next class that I changed this or that based on student feedback. So, they feel better providing me with more feedback at the end of the semester because they know I'll use their feedback. Thanks!
Lisa,
The syllabus is the first place the communication begins. It's also a reference point for students to refer to when they have questions or are confused. Nice job.
Bryan,
I use the discussion board for such these details. I actually tell my online students NOT to email me. I know it seems weird, but I've reduced my email overload drastically. So, students must post their question on the FAQ discussion board. They get extra credit for answering each other's questions. I monitor, but the students are good about answering each other and they will say things like "look it up in the syllabus - it's on page 5!" ;-) When students email me, I simply say, "Please post this on the discussion board so that everyone may benefit from the answer." They learn quickly.
Bryan,
Right on! We have to figure out where we are coming from, where the students are coming from and how to get them to the destination. But, not only get them to the destination, but help them achieve the learning outcomes. Students all have different knowledge and abilities, but so do we. It's important to develop a course in which we can help students achieve success. Thank you for your input.
Hello Lisa,
Thank you for your response.
When online instructors use constructed rubrics with targeted requirements, the feedback provides a student with content that reflects on different perspectives.
When distance learners are required to review and revise learning practices, this improves the learning skill of the student while involved in the class.
This is the use of summative feedback for submitted deliverables. This is especially valuable for improving written content and information literacy skills which are in dire need of repair in our culture.
I would definitely be interested in helping to teach CEE courses. If there is a realistic opportunity please let me know and I will forward my vita and other documents.
Sincerely
Dr. Glenn H. Dakin Ed. D. MBA/EB
Dr. Dakin,
I do think formative and summative feed back are essential to any class on-line or on-ground. Formative would be easier to deliver while the course is in progress, but I am not sure if summative can be delivered back to the online student, they are usually lost out of our systems after final grades are posted. The summative information can be used for the next session.
It is important for the creation of an interactive dynamic syllabus, that is capable of permitting change as needed.
Meeting our students expectations before and when they occur.
Create and maintain a learning community among students and instructor via DB's, blogs and wikis.
Encourage students to scaffold on previous knowledge to implement to current course and success.
Lisa
Hi Krystal and all,
I am interested in the idea of "detail." Many of the student calls I field are issues of not reading an assignment carefully (or at all). Typically, I can respond quickly to the student, but the response is still in text form.
I understand that people have different learning styles, and that hearing instructions may help more than reading them, for example.
What are some suggestions for giving detailed instructions? Can instructions be too detailed? Solutions?
Hi Everyone,
What does the course expect of the students? How near or far are the students from achieving this expectation? What tools do we have at our disposal?
I imagine that there are a myriad of ways to break this down, but these seem like the main objectives that all instructors have. Online courses may seem new, as the tools that we are using are in development as we are using them. It is not uncommon for the instructor to be learning about the technology just as the students are. This can be a problem on both sides, and since it can greatly affect the students’ ability to learn the course material, I feel it is important to stay on top of the tools that we have, and that it is important for the students to be trained on them as well, whether this be through special courses designed specifically for the students or through our classes and the project that we assign.
Joe,
Definitely. Knowing where you are coming from, what you have to teach and how you're going to help the students achieve the course outcomes are key elements. I like the KISS approach: Keep It Simple Silly. ;-) Nagivation is a huge part in the students being able to learn the content. Thanks for your input.
I beleive the first consideration is the material and learning objectives. Rather than taylor the course material to the technology, figure out how to best use the technology to address the material.
Second select the best tool to accomplish the objective. Utilizing a capability because it is there doesn't contribute to accomplishing the purpose. Keep it simplle and access the desired results. For instance using a blog or chatroom may not help if the material is hard skill oriented. These tools usually lend themselves to higher levels of learning and may not work for Knowledge level information.
Third, ensure the students have the instructions and tools available to successfully navigate the course and push their limits beyond just the basic material. Find ways to challenge and interest the learner in excelling rather than doing the minimum.
bobbe,
Yes, making sure everyone understands the expectations is extremely important. And, asking for student input is an excellent way to get ideas to update the course on a continual basis. Thanks!
Explaining in detail the criteria for the course and all expectations.
As you move along in the instructions of the course make sure they correspond to the course objectives. Get student input along the way keeping the course objectives in mind.
Include all students as a team by implementing technology online for individual feedback and then team input to enhance communication skills and knowledge for a very successful learning environment and so the students feel that they belong -- form of bonding.
Instructor must monitor the course from beginning to end in order to make sure the course stays on track and that the students are comprehending
Robert,
Yes, doing some type of diagnostic assessment of where the students "are coming from" helps establish the online classroom as a whole. Being positive and helping them understand how the technology will help them achieve the learning outcomes is also necessary. Thanks for your input.
The level of student understanding must be established immediately in order to facilitate the required information to the student.
The level of the students technology expertise is also a mandatory necessity.
Taking into consideration the fear factor related to questions posed that require the student to provide answers may seem ludicrous however experience has shown that older students bring this with them into the classroom - if it is not dealt with in a positive and understanding way the student withdraws from the class and eventually from the entire school.
