Yes, it sounds all too familiar! In our end of course evaluations there is a trend of students making comments that they are working full time and have families and can't take on the same workload as a traditional student. Unfortunately, that's not the way it works! Tina
One of my biggest challenges has been motivating certain students. When I am face-to-face with the student I can see as I am lecturing or discussing course material if they are understanding the material. They are able to ask questions and get an immediate response. Some students do not ask questions in a virtual classroom and they sit on the sidelines confused. Eventually this type of student may drop from the course or their program of study.
I think the instant gratification some students have becomes a challenge in itself. When they submit their work they want to know their grade immediately. When they send an email or place a phone call, they want the answer to their question immediately. Teaching the students to be patient, while still keeping them interested and motivated, can be a tricky task.
It is definitely true that teaching online is completely different than face-to-face instruction. One thing that I really like about online teaching is that it forces me to continually update and upgrade my courses. Since I am not in front of the students (and a "guide on the side", their main interaction is with the course materials-these materials need to be the best available.
The biggest challenge with this is the idea that you cannot clear up any misunderstandings about the assignments or materials in person--while in various courses, you can do this over the phone or in a live chat situation, not all courses at all schools support these options. Thus, as the instructor, we need to verify that the instructions are specific and leave no room for unintended errors (which usually are present until the assignment has been used a few times and the kinks worked out).
Same thing at the institution I am at as far as helping the students persist and pass. I am all for helping students succeed, and will go the extra mile for those who reach out. The problem is that many do not reach out until they have reached the point of no return; they ignore my emails asking if there is anything I can do to help them in the course until it is tooooo late.
These are the students who hand work in, but from the looks of it never opened a book or even looked at the grading rubric. Then they email me and wonder why they received such a low score. I had a student’s online advocate send me a couple of emails with this last class hinting that they wanted me to change a student’s grade because it really is not the students fault that they didn’t ask for help?? So I fear the problem is bigger than just unprepared students.
Hi Kimberly, we also use Adobe. We have been using the chat more and students seem to be more interactive in the chat. The instructor then can stop and review chat and answer questions or make comments. Tina
Hi Kim, I feel your same frustrations. In addition, our institutions are asking us to help students persist and successfully pass a course but there is very little we can do if they don't show up and do the work! Tina
Adobe Breese is the platform used. I typically have an open forum and encourage students to ask questions as they arise as well as have certain spots that I stop during the lecture to ask if anyone has question and/or comments.
Some of the areas that I feel are challenges to the position of "guide on the side" include:
- getting the students excited about the content;
- ensuring that the students are not just accessing the content, but also understanding the content;
- making it clear to the students that you are there and available to help clarify the material and/or instructions, and to answer questions;
- providing a presence in the classroom that is inviting to the student;
...
The list is long. I am exasperated by the number of excuses that students bring to the online classroom. I guess I was under the impression that if they chose this manner of learning that they would be motivated self learners...not necessarily true. I fear that some institutions may be encouraging this type of classroom to students who really are not prepared for the some of the unique challenges that this type of learning presents.
Hi Kimberly, what type of format do you use for your live lectures? Do you have question and answer periods or can students ask questions throughout your presentation? Tina
Hi Brian, I think the key is being able to scaffold the information, so students can understand and apply it in their discussions and assignments. Tina
24/7 is a blessing and yes it can be a curse. I have found that I needed to set limits and employ great time management skills in order to balance work and personal life. Also implementing simple tools such as having a FAQ document per course for students has also helped me.
Currently my major interaction with students is done with two weekly on-line lectures in real-time. Therefore my experience hasn’t been per say “guiding on the side†however if I didn’t do weekly live lectures it seems to me that I would rely more heavily on discussion board posts, weekly announcements and e-mails. Even though there is a stage, I still utilize the discussion board, weekly announcements and e-mails but rely less on e-mail because all the other tools are in my virtual classroom.
The biggest challenge is being able to present enough information that there are very few questions left to be answered at a later time. Also, I find it difficult lecturing to a computer screen.
Hi Tina,
Thank you so much, you make me feel encouraged.
Thank you for the detailed explanation. I think this is a great strategy and I will definitely recommend my faculty consider this! Tina
Hi Tina,
Thank you for your encouraging response.
To answer your question, the idea of chat buddies refers to the students who turn up especially in the first live chat. There is no pairing involved as such and the notion of chat buddies has a psychological impact and carries with it the elements of familiarity, the spirit of camaraderie and even "accountability" among the group of participants. I know it works but I have never explained to someone how it works but I’ll try below.
Chat buddies are made up of all the students who attend in real time the first live chat (and subsequent chats). First, in my role as a “host” I try to create relationship with each student by getting there early so that I can welcome and acknowledge each individual and carry out small talk (how they are today, about the weather in their time zones, if they are finding their way in the classroom, how they are tackling the schedule, the deadlines etc.). My aim is to make everyone feel comfortable and validated and foster interaction even those joining a session late and specially try to bring them into the loop in the live chats (e.g. by throwing questions, inviting for ideas and ask participants to name their favorite product or brand or personal experiences as consumers - just about anything related to marketing that the average person can answer. I also encourage networking beyond the chat. I bring the notion of “chat buddies” often by way of wrap up appreciating their individual participation and “group dynamics” and I tell them that I hope they become chat buddies. That creates some form of connection and commitment.
Right after the chat, I post in the announcement area the chat link with appreciation to those who attended in real time listing their names in alphabetical order with a golden star against their names. If you attend a chat in real time, your name will appear in the appreciation list. I think this encourages repeat attendance and also motivates first time participants. I have noticed that often after the live chat, students seek out /look out for each other. In the rare instances where I forgot to put someone's name, I have received an email to remind me.
I hope this makes sense and i have answered your questions. I’ll be glad to answer any questions or clarify. Thank you.
Hi Asmeret, thank you for sharing your strategies for getting lurkers to engage in your course. I also think chat buddies as a good idea. How do you pair them up? Tina
Hi Tina,
There is such a huge difference between teaching in the traditional class and the online environment, transitioning to a "guide on the side" can be quite challenging. Although I was fortunate to have attended a comprehensive online Instructor training that emphasized the human aspects of online teaching or “facilitation”, transitioning has a number of challenges. One of my biggest challenges when I first started online was the issue of “lurkers”. It is challenging to have a student logging in but not participate in any class activity and also not responding when I trying to reach out (first via email, IM followed by the Student Advisor). To know someone is there that is not taking part in the learning activities is a challenge since it means compromising their learning and success and the more time lapses without participation the more they get discouraged (discouragement is a recipe for failure!). So, in an attempt to get a “preventive” approach I thought of a way to get everyone aware and sensitized to the different dynamics of online participation starting the start of session. What seems to have worked for me is to have a class poll within the first week to raise awareness about online class participation using the different social media participation types (peripheral/lurker, inbound/novice or newcomer, insider/regular, boundary/leader – and outbound). The poll first describes what each level of participation is; then student have to identify honestly which one applies to them (anonymously) and then, I open up the poll results and invite discussion. It has proved to be dynamic, the message is effective and the discussion becomes so much fun that some even voluntarily disclose where they were and where they pledge to be in order to be successful in the class.
I also promote “chat buddies” so that they look for each other and remind each other to attend. I also have a system to appreciate live chat participation with a token of “Golden Star” This activity has been effective in increasing chat participation and reducing incidence of lurkers. Just sharing what has worked for me. Thank you!
Hi Joan, you make a great point. The instructor really needs to know how to personalize the learning experience for the student and provide appropriate levels of scaffoldling to help them successfully complete learning activities. Tina
I think the biggest challenge an online instructor faces in transitioning is finding ways to teach in an online environment that is as effective as the lecture classes. For example, in an online setting an instructor must be computer savvy so he/she can demonstrate how to do the assignment. The instructor cannot be right next to the student as they would be in a lecture. So the instructor has to be more creative on teaching so that they can reach the different learning styles.
