Hi Cindy, how do you use your conference calls? To lecture, answer questions, demonstration? Tina
The guide on the side role can still be fun and rewarding. You can still inflict important information and side notes and have more time to be creative and less worried about overall content delivery. I think it is a refreshing change and often a good new challenge for veteran brick and morter teachers.
I enjoy great responses from the students who have the relaxed time to participate in all the activities available. Our 800 conference calls are lively and creative. There is a hint of hostility from those who do not participate, and interrupt this as the "teacher favorites†They have a perception which is false, and do not measure this appropriately. The written word cannot demonstrate tone, empathy, and genuine translation. This would be the down side for me, as they need to truly understand that I do care whether they succeed. But they have to log on and participate to do so. Many simple life crises enter into play, and fatigue seems to be a large factor. They must be motivated to want the class, this is something the instructor cannot teach or supply.
Hi Earle, one of the biggest challenges our faculty face is being able to initially engage learners in the course and then keeping them motivated throughout the course. It requires a different skill set including understanding motivation theory as well as facilitative strategies. Tina
Hi Michael, I think it is the challenge of most online instructors. We have tried to increase the interaction in our psyc lounge to try to engage learners in off-topic discussions, hoping that it will motivate them to engage in the course more because they have developed presence in low risk discussions. Tina
I have found 2 primary challenges. One is monitoring and motivating students who struggle academically and the other is the perceived work load in relation to other courses the students are required to take. In the former it requires a more active role to the extent the student is interested in being engaged. With the later, the assignments have all been reviewed by administration, so I work to make sure that students understand they can all achieve at high level.
My biggest challenge has been to keep students motivated. I do have regular synchronous chats each week. Attendance varies, but many students indicate that they access the archived chats at other, more convenient times. In the asynchronous settings, I typically provide some information about the topic at hand, then ask them to comment.
Hi Rebecca, I really appreciate your comment about tone. When I am doing my grading, I create my feedback emails one day but don't send them until the next day. I have found that when learners make a lot of mistakes in assignments, I can grow frustrated and you can hear it in my tone. By waiting until the next day, I can review my feedback with a new attitude and look for tone and then make any needed changes before sending them to learners. Tina
When I started teaching online, I (honestly) was doubtful it would be as personal and interactive as in the classroom. I was delightfully surprised to the contrary. My perception could have been coming from my own reluctance and lack of confidence. I'm a senior instructor (age 60) and certainly did not grow up with computers. But I tell you -- I did fall in love with technology the first time I had my hands on word processing after typing on typewriters for years. ANYway, I kept an open mind and let myself go with the flow, like I am talking to you, and kept my correspondence as personal as I speak to my students in the classroom. I earn my credibility by not misspelling and using great grammar and punctuation. I think it works. Oh,one other important thing -- I always re-read my text for tone -- how would this email sound if I received it from my Instructor??? BTW, do we have spell check capabilities on this discussion board?:-D
Hi Marie, that is the same problem we have. It is very difficult to engage a learner if they don't show up! In addition, when we have live sessions, most of the time the learners who need them are not the ones that attend. Tina
When I am in the virtual classroom teaching my students, that is not so much a problem with being the guide on the side because I am there for their questions. The biggest issue I find is connecting with those that do not go to my live class sessions. I can have 0-4 students out of a possible 15 in my live sessions. How do you connect with the students that do not show up? In my live sessions I always encourage email correspondence with me if they have any questions or problems. I do hope that those who do not attend will at least listen to the lectures. Some will email me with their questions or concerns others do not.
Hi Amy, I appreciate your comments about the need to send "specific questions" because I have had learners send me emails stating they don't know what to do and it is difficult to give them specific feedback unless I have more information. I actually created a checklist that learners use to step through the unit activities, and there is a place for questions for each step, which helps learners acticulate to me what they've done and where they are stuck. Tina
Most of my students come into the online classroom expecting the class to be similar to campus classes. So, I guess my biggest challenge has been firmly asserting that the student must maintain personal responsibility while also remaining visible as a caring, open teacher. I'm not saying that personal responsibility is not essential to campus classes, because it is, but personal responsibility in the online classroom is doubly expected and required. If a student contacts me about something I've covered, I refer him/her to the documentation that was provided and then offer to answer any questions he/she may have about its content, and I state that specific questions will be needed in order for me to help. That is one method I use to help establish our roles.
Hi Cindy, this is especially the case when you can see an expression on a learner and know that they are not understanding. In the online environment with the lack of visual cues, it is difficult to determine whether the learner is dis-engaged because they don't understand the materials or if it is because they are having a hard time organize their time. Tina
