The biggest challenge I find is getting students to use all of the tools that I've made available to them. It's hard to get through to them all of the resources they have at their disposal.
Melissa,
Yes, a video demonstration by the instructor can be a very powerful instructional tool in the online classroom. Additionally, having students video themselves (on a Webcam) performing specific skills can assist the instructor in determining skill achievement level. Very good idea. Thank you for sharing.
Dr. S. David Vaillancourt
My biggest challenge I think will be making sure the students are not just doing the work, but also getting it. In my classroom now where I teach dental assisting, I leacture, show videos, demostrate procedures, as well as, have them play different computer games to appeal to all learning types. I think I will still be able to do all of these things online, except for the hand-ons part. However, I could video tape myself and post it for them sort of like a video lecture.
Austin,
Yes, sometimes the expectations that are set (by the admissions process, hearsay from friends, etc.) prior to the student entering the learning environment are extremely diffuclt to reverse once they are in class. Nevertheless, the reality "is what it is" and the misinformation acquired by the student is one of today's (many) hazards of the online instructional industry that have yet to be resolved.
Dr. S. David Vaillancourt
Some students come to the online learning environment with the notion that it as simple as e-mail exchange without the realization that some research work, threaded discussions and meeting assignment deadlines would be required. Researching the discussion topic and presenting it to the instructor and classmates for review has posed challenges to some students who also find it daunting.
Annabel,
All of these outreach efforts on your part are very good. Nice work.
Dr. S. David Vaillancourt
Hello,
I feel that the biggest challenge will be not having the face-to-face interaction and seeing student body language. I try to overcome this challenge by personally calling students that are having difficulties, making contact either by phone or email during the first week of the course, and by regularly checking-in with the students. I, also, attempt to respond to each student at least once during the weekly class discussion. Finally, I create a questions and discussion forum that students can use to discuss the material or other topics of their choice. This has helped make students be more comfortable with the online environment.
John,
It is a bit of an adjustment. However, it appears you have thought through many of the issues.
Dr. S. David Vaillancourt
I really enjoy being the "sage on the stage" so learning to be the "guide on the side" will take some major adjusting on my part. The module Projecting Your Presence has given me much to think about and the strategies I will be using when I start instructing on line.
John,
Very good point. As this delivery format matures I think we will find these challenges being overcome. Good insights. Thanks for sharing.
Dr. S. David Vaillancourt
I think the biggest challenge is being aware how each student is processing the information. In a recent online class experience, I received and email from a student who felt I was not responding quickly enough to his inquiries. This student was the most active in discussion (and I replied to his comments) and he always turned his work in early. There was one glitch with communication/technology when I didn't receive a video link he was supposed to send to me. This showed me that even those who are comfortable and active in an online environment need as much "guiding" as those who have more challenges. In a virtual classroom that student would probably pick up other cues to see that the professor is recognizing his work.
Stephanie,
Yes, knowing who your students are and the perspectives from which they come can be very helpful for "meeting the learner where they are."
Dr. S. David Vaillancourt
This is a valid point, one should make sure that they encourage the students to post a bio of themselves. Having chat sessions so students can ask live questions.
Carol,
Many have found it to be helpful. It sounds like you may be who could make it work well. for you, too.
Dr. S. David Vaillancourt
My classroom presence is highly charged and it's the non-verbal cues that are as much, or more, responsible for engaging students than anything else. My challenge then, is to find a way to translate that into the written form. I like the idea of video clips...especially at the beginning so that students have a visual representation behind the signature. I'm fairly good at technology and I have the means to do it, so perhaps this is something that will help me make the transition.
Amie,
It is tough for many to rely on words without the assistance of the non-verbal communications. It just takes a bit more deliberate choice of veribage, at first, inj the online classroom. Your care for the students will shine through in either environment.
Dr. S. David Vaillancourt
I think my biggest transition will be in not having the face to face interaction. I will need to get used to responding to students through discussion boards and posts. It doesn't come naturally and I have the desire to talk to a student but will hope to become comfortable with letting my typing do the talking.
Claudia,
Excellent. I am so very glad this has been helpful. I wish you the best in your future online classes.
Dr. S. David Vaillancourt
thanks for your help. I have really gotten some good tips from the class. I did not think that there would be disruptive students on line. But i see now how that can be a prblem.
Claudia,
Yes, the non-verbal tools are much less available, but I find that most good classroom teachers are able make the transition after only two or three (challenging) class terms. Keep up the good work.
Dr. S. David Vaillancourt
