Jeanne Green

Many options and resources for online labs, many which were 'new' to me as I'm used to skills lab and utilized several of the techniques mentioned and also human patient simulation for nursing courses. The rest were interesting as to the possibilities of what could be incorporated into the design of the course when labs are part of the required learning outcomes. Thanks for that information, a wealth of knowledge there ;-)

Lab learning can be effective with the right design with allowing for creativity. Using small 'chunks' of content, providing examples of quality work can open the doors to better learning and retention.  As a faculty teaching, there are so many different technologies ith digital software that I would need to take training sessions on how to use some of them as I was not familiar with several of those identified in this section of the course. Students who self-paced with completing learning activities may run into time management issues (and many do) if there are not a set of expectations… >>>

I feel the biggest challenges with online courses is the student's ability to have solid Internet access and computer proficiency. I have seen these types of barriers that do impact on success with learning. Effective communication, being skillful with being the facilitator and learning activities for enragement are key to building a community in an asynchronous course. I like the use of blogs, wikis and video recordings for assignments. I feel that even though the course may require more time and creativity if I don't set a due date, students tend to fall behind and need to finish the course… >>>

Even though my courses are 'assigned' for a certain format such as asynchronous (there are other sections that are synchronous and blended), I do add an optional component with synchronous learning in terms of study sessions for the difficult, challenging concepts so I can communicate in real time with student's questions. I get positive feedback, achieve higher level of retention of content with learning assessment activities and higher exam scores. I'm a proponent for mixed methodology with online courses based on content, student characteristics and more.

My courses I currently teach are mandated to be asynchronous by the college (there are other sections of the same course that are synchronous or blended so students have a choice ). So to compensate for the challenging, difficult concepts I hold study sessions and offer different days and times for students as it is optional, but have high attendance and positive feedback.  This also leads to a question and answer session. Students come enter or exit the study session (usually 2 hours) as they wish.

Instructional design provides a solid foundation with 'how' the course is developed so it provides a variety of formats with assessment activities, learning opportunities and evaluation methods. Solid ideas with including media such as text, audio, sound effects, graphics, pictures, animations, etc. to enhance reinforcement of the content and engagement of the learner so learning participation is higher.

The course syllabus is the foundation component of the course with setting expectations, grading, learning activities, etc.  Students need a 'road map' of those expectations aligned weekly, by modules, etc. Along with self checks with learning, there needs to a connection to the learning objectives and course competencies.

Components or teaching strategies from the traditional classroom can be converted to the online classroom. It is a matter of ability of the instructor to design it to be student-centered with interactivity and deciding if synchronous, asynchronous or a blended version is best fit fo the learners. Goals is engagement, active learning, application and retention of knowledge gained.

The 'best' course is all about the design of it so that it is student-centered, stimulates critical thinking and has a high level of interaction so  motivating students to be active learners vs. passive ones

Critical thinking is reflecting and evaluating the 'gray areas' of a concept as to potential possiblities for a problem or concept for the many 'correct' answers within the key concept.  PBL is teaching the mind 'how to think' at a higher level while being open to the various perspectives of a concept