Justine,
It is currently much more difficult to know your students in the online classroom than traditional. Those two communication channels are the main ones available to most current online instructors. As the technology bridges are enhanced between social electronic networking and the online classroom, that too will change. Over the next decade there will be much more audio/visual communication added in the online classroom to alleviate some of the 'distance.'
Dr. S. David Vaillancourt
I must agree with you that I have a closer relation with my students in the traditional setting. I do try to contact the students often though to try and keep that connection either via emails or phone calls.
I think the biggest transition is the interaction. Not that there is no interaction online but it is a different atmosphere of interaction.
Allen,
Your adjustment process into the online instructor role is a familiar one. Many go through these experiences as they make the transition – for some it's more difficult than it is for others. The bottom line is (or should be) the same. Great post! Thank you for sharing your insights.
Dr. S. David Vaillancourt
As an on-ground instructor, my primary focus was finding ways to meet the individual needs of my students so they learn the content. I did use some lecture, but I am a fan of multiple intelligences. Nonetheless, my focus was much more on the content. When I first started teaching online, this no longer became my primary focus. Of course I expanded on the content to educate my students, but I became a true facilitator. Online students in many ways need to be willing to work and learn on their own with the support of the instructor. I truly focused my efforts on having quality discussions as that is where I believe true learning takes place. It is the equivalent of the on-ground classroom. I also consulted with peers and took many professional development courses for strategies of making it like a class but working with individuals. I also shifted my mind that school and class is set at a specific day and time and learned to structure my teaching at different times of the day. Finally, I just remind myself that I am there for the students and it is my job to adjust to give them the best educational experience possible.
Crystal,
You are right that the chats do help. If it is permissible by your institution, using a tool like Wimba, AdobeConnect or WebEx will provide audio and visual communication as additional component. Many instructors feel the sight and sound added to the conversation is helpful with student engagement. Have you tried any of these tools?
Dr. S. David Vaillancourt
I think not talking to my students. I interact a lot with them and not having that face-to-face time will be the most difficult. I do think the chats will help with this.
Yehia,
It very good to assist the student in a synchonous manner with tech issues. I have found the audible (phone) assistance to be much more effective than online text. When you stay online with the student, do you use skype (or something like it) to provide the student with audio and/or visual assistance?
Dr. S. David Vaillancourt
I used probing techniques several times to trouble shoot technical problems within the LMS environment. This strategy requires the instructor stay online for a continuous period of time to respond as quickly as possible to prevent frustration on the students' side.
Joel,
The value of non-verbal communication is often keenly recognized when moving from the traditional classroom into the online class. Many instructors point to this as one of the most noticeable differences. Thanks for your contribution.
Dr. S. David Vaillancourt
I find the biggest challenge to Instructor interaction is getting the point accross in a typed message without non-verbal messages. In face to face interaction you can reword or rephrase concepts/instructions instantly and immediately check for understanding. In text type of interaction you loose so much non-verbal much is left for interpretation and if a student is already frustrated they may read too much into messages.
Jennifer,
I believe you are correct on all counts. Often the instructors presents can have a powerful impact in supporting the students tenacity to overcome these difficulties. Thank you for sharing.
Dr. S. David Vaillancourt
I believe the biggest challenge is going to get to be able to help students understand the technology side of online learning. Trying to get them to understand how to complete and submit assignments online as well as complete drills, and online quizzes. I also believe that the younger generations have more knowledge and tend to feel more comfortable in the online environment.
Sara,
It is a difficult transition for many of us. Being that coach and "cheerleader" is sometimes more difficult for many of us then leading the student through the material. Regardless of the classroom, I find the interactivity with students to be stimulating and means of furthering my own education. I have also found being the Sage and online classroom has helped me be more learner centered in a traditional setting. Thank you for sharing thoughts.
Dr. S. David Vaillancourt
Hi Dr. Vaillancourt,
I've taught in both the traditional classroom and online. I was very interactive with my ground students, encouraging their interaction with me and with each other. I feel that one of the biggest challenges would be to learn to be a "guide" rather than the "sage." I've been teaching online for several years and notice that my role is more one of a facilitator than that of a teacher. Online learning is student-centered, so I allow students to take the lead and help to steer them in the right direction. I found this to be challenging at first, as I was used to being a "teacher" on-ground, but I've learned to step aside and be there more as a coach than as a teacher.
Sandy,
You are so right. "Drawing them out" with probing questions can be very difficult with some students. Some of the newer LMS platforms are making use of asynchronous audiovisual messaging, which I found helpful in this respect.
Dr. S. David Vaillancourt
I think not being able to see the visual cues you get in a face to face setting. In a lecture format you can "read" the reactions of the students. Are they engaged? Confused? Falling asleep, etc. Learning how to "read" their written cues, will be one of my biggest challenges.
Eryn,
You are so right in your description of the differing dynamics. However, your continuous outreach and encouragement to students is very valuable to many of them. While you must allow students to "attend" as their schedule permits, a consistent encourager being present in the classroom when they login is often a powerful difference for some students.
Dr. S. David Vaillancourt
Matt,
That is a big constraint to overcome. In that environment, your best approach is probably to provide consistent encouragement and outreach for the students to interact.
Dr. S. David Vaillancourt
Arijana ,
I strongly agree with almost everything you said. Setting the expectations for instructors as well as students as definitively as possible can go a long way toward a successful completion of the course. The only point you mentioned on which I may diverge, is the "log in 2-3 times per day." In my experience, asynchronous environments can vary greatly on the expectations for instructor login. While some may require logins more than once a day, most of the undergraduate programs of which I am aware have a 24 to 48 hour response window for instructors. In some graduate courses, the response time may be within a week.
As I indicated above, I completely agree with your focus and priorities as described. I think you're level of expectations are high, but accurate. Keeping expectations high for students and modeling that behavior is also part of our calling. Thank you for your contribution. I hope that adequately responded.
Dr. S. David Vaillancourt
