Hmm, I’m a bit bumfuzzled with this question, but since you specifically asked for a response, here I am! :-)
Never having been the sage on the stage, I don’t know the answer. I’ve been teaching online for ten years, but never taught onground. If I were to look at the situation in reverse, my biggest challenge would likely be either having to stand relatively still for an hour to an hour and a half or to talk for an hour to an hour and a half. With respect to the first, the learners would have to get accustomed to me pacing in some manner (no help for it, neither my back nor my right leg would hold up.) The university that is requiring these courses also requires synchronous Live Chats so I do have a bit of experience with course content delivery in a that format. From that perspective, sipping for the duration is a must. The same university also requires limited asynchronous interaction through a discussion board, so to a certain extent I may have experienced both some of both the sage on the stage and the guide on the side without realizing it and the transition either way might not be as stressful for me as it would be for others.
Brian,
Yes, the individualized outreach has been demonstrated as the most effective with these. However, the numbers of these students within the assigned classes sometimes makes it feasibly very difficult.
Dr. S. David Vaillancourt
The biggest challenge will be to assist those who are struggling and really need help. In a physical classroom, I can put those students in need aside and meet with them after class to work with them one-on-one. In an online environment, this becomes more difficult as these students may fade into the background and are moredifficult to engage. Often they are very reticent to seek help so it takes much more effort to engage them and pull them out of their shell.
Darakshan,
Many online instructors fing a short video clip introduction is helpful for this.
Dr. S. David Vaillancourt
Nicole,
Yes, the encouragement for specific student input is a good motivator. Affirmation of the input can help overcome this issue.
Dr. S. David Vaillancourt
The biggest challenge would be to motivate the students. In a classroom setting, the face to face interaction helps with this. So motivating the students in an online setting really requires the instructor to make the students feel the presence.
I feel the biggest challenge is commenting without taking over. In an online environment you will not see the student draw back because they don't feel validated in opinion. It is a very thin line to provide validating feedback and overtaking a topic. for example, I ask students about their experiences with computer viruses at the beginning of the course; students may begin to feel that I am saying their virus situation is somehow not written correctly because of my experience in that situation. It is a big challenge, but one that can be overcome.
Hello Dale,
Your open availability approach is terrific. By establishing your "approachability" with the stduents you have removed a great barrier for many. Nice work.
Dr. S. David Vaillancourt
Hi Dr. Vaillancourt,
My biggest challenge in the online environment is learning each student's individual learning style so that I can communicate effectively with each student.
My answer to this issue, which seems to be working nicely, is to email each student at the beginning of class and letting them know that I am available to them in other ways other than just through chats and discussion boards. They can reach me via email, my office hours and via telephone.
I have received good responses to this strategy and believe my students feel they can reach out to me in the way they feel most comfortable.
Robert,
This is a terrific setup. It seems that by announcing the "field trip" ahead of time you may also increase the number of participants. Thank you for sharing your strategy.
Dr. S. David Vaillancourt
This is a good topic for involving students in discussions and outside exploration of a selected field. I teach healthcare courses online and will arrange 'field trips' during chat sessions. We visit various healthcare association and HCO websites. They are quite popular sessions providing students with a look at career possibilites and research opportunities. Since these visits are archived (online program)they can replay them or catch the tours at a later time.
Robert,
Excellent engagement and availability on your part. Thank you for sharing your insights.
Dr. S. David Vaillancourt
Robert,
Excellent perspective. What a great description of the qualitative difference in the learning experiences. Thank you for sharing.
Dr. S. David Vaillancourt
You're so right about the different personalities of the students. Some of them are quiet while others become the 'sage on the stage'. I find it important to always be accessible for them. My home number is available to them (with a courtesy caution about calling late at night)and many take advantage seeking last minute assignment advice. In these interactions I'll frequently ask about their healthcare aspirations and goals.
Technology, as mentioned, is truly amazing. Being able to have video and audio makes the chat interactions real...and they're archived! Story telling from experience that is related to the assignment work also increases the interest level in the course and chat attendance.
The most challenging part of this transition is leading the students to information rather than delivering 'the answers'. Coming from a strong on-ground academic background and a career of professional responsibilities turning the reins over to students was strange in the beginning. But I've found that students enjoy discovering the possibilities of information and project answers through their work.
The key has been to not simply ask for replies from students but to ask for the most creative and professional replies to assignments and industry issues.
Elizabeth,
It seems the instructors (the "on-the-ground" educators) should have a place in the formal instructional design process. Most accredited institutions are required to demonstrate the involvement of faculty in the curriculum design process to their accreditor. The rubric may be the result of a collaborative team of teachers, but it may be time to revisit. Best regards.
Dr. S. David Vaillancourt
Unfortunately, my institution provides a rubric in which I grade my students on how they answer a question set at the beginning of the week and how they respond to each other, not me. I plan to bring up this issue at a departmental meeting.
Antoine,
Yes, there is a definite percentage to whom that statement categorically applies. We only know who those are after we've done our best and those who we could help have stayed, while the others have departed. Maintaining some lighthearted conversation amongst the class work can sometimes help a little.
Dr. S. David Vaillancourt
Dr. Aron,
Yes, instructor presence is important. The students need to feel we are in it with them. Very good. Thanks.
Dr. S. David Vaillancourt
Elizabeth,
Yes, relying on the classics almost never fails. However, your situation is a challenge. I would recommend the curriculum design should provide opportunity for formative assessment to include discussion board posts. In my experience, most institutions do.
Dr. S. David Vaillancourt
