Kimberly,
LOVE YOUR POST! I think you are right. They are looking for engagement and interactivity. We can do that online!
Dr. Kelly Wilkinson
Patricia,
I have found the same thing when I record sessions. Students also feel they relate to me and I seem to be more positive.
Dr. Kelly Wilkinson
Cathleen,
Wow, that is true! You really do have to give that feedback quickly. It is really tied to your content. Good observation.
Dr. Kelly Wilkinson
Ben,
Look at your LMS to see what tools it provides to facilitate group work. I know that Blackboard does a very good job of providing chats, discussion and wikis for groups.
Dr. Kelly Wilkinson
Bernard,
True, but I think you can show your personality in your word selection and your post.
Dr. Kelly Wilkinson
Kathleen,
Great point! I do think that just in a f2f course, online courses have their own personalities also!
Dr. Kelly Wilkinson
Mary,
You make great points. I do think that you can bring content into an online course as a "spur of the moment" discussion.
Dr. Kelly Wilkinson
megan,
That is true, you have to structure the course that guides them through the learning material and establishing expectations that frame the content.
Dr. Kelly Wilkinson
ANTHONY,
I actually agree with you. Content is not the issue; it is the engagement and the expectations.
Dr. Kelly Wilkinson
Eryn,
Well, not all of it is applicable. You have to determine the engagement with you and with other students.
Dr. Kelly Wilkinson
Angela,
You are right! I do think we have to be careful that students think they are working at their own pace. Expectations should set the pace for them.
Dr. Kelly Wilkinson
Tanya,
Great insight! Yes, the technology can bridge the gap; but the message must be clear and concise.
Dr. Kelly Wilkinson
Madhuchanda,
True, self motivation is the key to the engagement.
Dr. Kelly Wilkinson
Lois,
Great post! I want to use your term, "sandwich method" I love it. You are very conscientious.
Dr. Kelly Wilkinson
Lois,
Great points! You are right, you will use pieces but not the whole. The engagement is the key.
Dr. Kelly Wilkinson
Ted,
Yes, that is true although I have used by lecture and discussion in a f2f to drive my online discussion by using lecture capture software.
Dr. Kelly Wilkinson
Edward,
Love your post. I like your way of thinking. Yes, there are very good tools that you can use online that don't always work for f2f.
Dr. Kelly Wilkinson
When the instructor and the students are in a face-to-face or synchronous environment, everyone, especially the instructor, has the advantages and/or benefits of sight and sound: you see everyone’s face, posture or body language, nonverbal expressions, etc.; you hear noises/responses (groans, grunts, yawns, etc. The instructor can immediately respond to students’ needs.
When you ask students to read the assignment written on the board, to review, take notes, and comment on a PowerPoint presentation, an article, or a handout, the instructor hopes the students will actively participate in the learning activity,
Figuratively speaking, the instructor may see the light bulbs going on over students’ heads suggesting that learning is taking place. Because the instructor receives immediate student feedback, he/she can adjust the method of content delivery.
If you have a small class (only one students attends class today), you have the opportunity to go to Plan B and use Plan A at the next class meeting.
This is an interesting topic. It might be stated
"Why can't course content created for an online course be appropriate for a face-to-face course." I developed an online course, and was given the instruction by a supervisor, that the same material should be used in teaching the face-to-face course. I taught both classes for the new term using the same material. The online course was a joy to teach; the face-to-face class was very boring and dull. The student-teacher interaction was limited in the face-to-face class. If I were the student, I would have enjoyed the online class more. As the online instructor, I reached out on a personal basis to the students via emails, announcements, youtube videos, and tutorials. In my face-to-face class, that wasn't a necessity: I was a sychronous presenter. The chapter was presented to the class, questions asked and answered, and students completed the work. The communication between an online class and a face-to-face class is on a different level. You deal with minds without bodies in an on-line course whereas in the face-to-face class, different factors come into play. It seems that students and instructors behave differently online than face-to-face.
I think some of it can. Using power point is appropriate, I use it online......... Discussions can and are used in f2f classes.
You have your students in front of you in f2f
classes, and you cn determine immediately wht is working for you and what is not. At this point
you make adjustments immediately. With online
classes, there is a time lapse between questions asked by students and the instructors response.
