The greatest challenge that I have experienced is to let go of the traditional role in which I disseminate knowledge. I have had to embrace the role of facilitator.
In doing so I've learned to encourage students to help themselves and to point them in the right direction concerning their learning and understanding. Also, I've learned to provide quick responses to their questions especially their questions about how the course works or their individual concerns about the course.
Leo,
These are excellent recommendations to enhance the student experience and perception of instructor presence. Thank you for your insights.
Dr. S. David Vaillancourt
This is definitely a challenge for schools or classes with only on-line forum like this course, along with e-mails.
For those schools and classes with on-line lectures using web meeting did help a bit.
The tips mentioned in this course did help me to reinforce/firm up my teaching skills for on-line courses.
I always asked students to post their bios before the first class, and have a brief 30-second self introduction during the first class, which will make a huge difference. Another thing the instructor could do is to provide additional references/information for the class such as the PowerPoint slides of the textbook, which some schools did not provide in their on-line course shells.
Ginny,
This is an excellent ice breaker - I may have to try it. You have voiced a very common concern among many postsecondary online instructors. One approach is to provide all appropriate feedback, correction, recommendations, etc. for each deficiency, but just don't put the minus 2 or 5 or whatever next to every one of the deficiencies. Only subtract points for each type of error, not each error. I have used different colored pencils for each type of error, but it got a little cumbersome for me - but there are others who like it.
Thank you for your insights - maybe some of the other participants have additional approaches to share.
Dr. S. David Vaillancourt
Hi Dr. V,
The students that pass through my virtual classroom are from all walks of life. They have varying socioeconomic backgrounds as well as educational backgrounds. Prior to the start of class, I post an assignment on the discussion board that asks the students to tell the class about their educational background and experience. They are also asked to tell us about their current learning environment, favorite color, movie, food, etc. One of the fun questions I ask them to answer is, "Which animal or cartoon character would best represent you and why?" I have found that this question is a good ice breaker and the students enjoy answering it. I also respond to the post before the start of class. I believe that this assignment not only adds the human aspect, but brings a little more color to mental image we create of the people we talk to but cannot see.
The biggest challenge I have is figuring out how to respond to the writings of the educationally disadvantaged student. In the classroom, I could physically work with them, knowing how far to push by their nonverbal communication. In the virtual classroom, it is a bit more difficult to determine where the offensive line is. For many students, this is the only opportunity they will have to further their education and their career. My fear is that by grading them too harshly, they will lose what little self-esteem they have left and basically give up. Yet, by not grading them harshly enough, they lose the opportunity to improve their writing skills.
Thank You,
Ginny Klasen
Hi Dr. V,
The students that pass through my virtual classroom are from all walks of life. They have varying socioeconomic backgrounds as well as educational backgrounds. Prior to the start of class, I post an assignment on the discussion board that asks the students to tell the class about their educational background and experience. They are also asked to tell us about their current learning environment, favorite color, movie, food, etc. One of the fun questions I ask them to answer is, "Which animal or cartoon character would best represent you and why?" I have found that this question is a good ice breaker and the students enjoy answering it. I also respond to the post before the start of class. I believe that this assignment not only adds the human aspect, but brings a little more color to mental image we create of the people we talk to but cannot see.
The biggest challenge I have is figuring out how to respond to the writings of the educationally disadvantaged student. In the classroom, I could physically work with them, knowing how far to push by their nonverbal communication. In the virtual classroom, it is a bit more difficult to determine where the offensive line is. For many students, this is the only opportunity they will have to further their education and their career. My fear is that by grading them too harshly, they will lose what little self-esteem they have left and basically give up. Yet, by not grading them harshly enough, they lose the opportunity to improve their writing skills.
Thank You,
Ginny Klasen
Hi Dr. V,
The students that pass through my virtual classroom are from all walks of life. They have varying socioeconomic backgrounds as well as educational backgrounds. Prior to the start of class, I post an assignment on the discussion board that asks the students to tell the class about their educational background and experience. They are also asked to tell us about their current learning environment, favorite color, movie, food, etc. One of the fun questions I ask them to answer is, "Which animal or cartoon character would best represent you and why?" I have found that this question is a good ice breaker and the students enjoy answering it. I also respond to the post before the start of class. I believe that this assignment not only adds the human aspect, but brings a little more color to mental image we create of the people we talk to but cannot see.
The biggest challenge I have is figuring out how to respond to the writings of the educationally disadvantaged student. In the classroom, I could physically work with them, knowing how far to push by their nonverbal communication. In the virtual classroom, it is a bit more difficult to determine where the offensive line is. For many students, this is the only opportunity they will have to further their education and their career. My fear is that by grading them too harshly, they will lose what little self-esteem they have left and basically give up. Yet, by not grading them harshly enough, they lose the opportunity to improve their writing skills.
Thank You,
Ginny Klasen
Don,
There is no motivation better able to empower a teacher to be a great teacher. When you presence conveys this to the students, it is also a tremendous motivator for most of them. Very good.
Dr. S. David Vaillancourt
Making a difference in students lives is one of the main reason for my entry in Education. Private industry has many blessings, helping others is where my focus was and still is in the private sector and classroom.
Leslie,
You are not alone. Most of the traditional teachers really enjoy seeing "the light come on" expression of students when the ah-ha moment happens. Many online instructors continue to refine vocabulary and symbols to express what is usually conveyed in non-verbal communication to their students. ;-]
Sometimes the students even reciprocate.
Thanks for sharing.
Dr. S. David Vaillancourt
Having face-to-face interactions makes it fairly easy for me to "read between the lines." I pay attention to all of the nonverbal cues to get a sense of if they are learning, or have issues. Without that, it becomes more difficult to know if there is any meaning beyond the words used. I also enjoy the face-to-face interaction. So, I will miss seeing my students everyday.
Tom,
I heartily agree. The opportunities for bilateral communication need to be available in several formats to maximize the opportunity for student success and provide the safe learning environment to encourage student activity scratch that progress. Very good point – thanks.
Dr. S. David Vaillancourt
The instructor must put him/herself in the place of the student. As an instructor, we must provide an atmosphere where the material is delivered in a format that makes it easy for the learner to comprehend it. Since there isn't a "lecture" format, the instructor should provide guidance to the learner as to how he/she can best access the material. Learners will have access to the material - instructors need to be open to comments and questions from the learners to see if they received the materials as we intended.
Hi Gayle,
This is somewhat of an opaque instructional medium, especially while it is still in its infancy. Some instructors have had students (and themselves) post their pictures and write a one to two paragraph biography to share in the student lounge or discussion board. Have you tried these, or any other 'ice-breakers' in your online classes? Thanks for your contribution.
Dr. S. David Vaillancourt
I agree, Tim. I don't feel I know my students as well on line as I do in person. This will take some getting used to!
Sandra,
Many have shared the same initial experience with me. The relationship establishment in an online class is a bit of a challenge for many teachers coming from the f2f environment. The relationship to the student (as described by some) does take more of a 'backseat' to the student rather than authoritative leading of the student. Nevertheless, the instructor's authority of content and classroom procedure must be upheld for optimal clasroom management toward a conducive learning environment. A tough order to fill, many times. Good point - thanks.
Dr. S. David Vaillancourt
Edward,
Good point! Facilitation of an online class is as much of an art as teaching f2f. Some of the skills differ, but the desired outcome is the same. Thanks for your input.
Dr. S. David Vaillancourt
What do you feel will be your biggest challenge in transitioning to a "guide on the side"?
I have been teaching online for over eight years. I have adjusted to being te guide on the side. I do not have many challenges to deal with at this point.
I will share that when I first starting teaching online I missed the face to face interaction. Because I do not like building relationships, I spend quality time in the classroom building online relationships.
Patricia,
I love the passionate educator. Much of getting the content to the student is packaging it to be received. The nonverbal communications avaialble in the f2f sometimes provide a sinificant boost to the message being delivered when the teacher has that intuitive 'way about him/her' to maximize the message through emphasis, deemphasis, voice inflections, facial gestures, etc. As online instruction continues to develop, the persinalization of the delivery is one of the emphsized components to make the medium more effective. Keep the vision - and have fun.
Dr. S. David Vaillancourt
The challenge is without direct quality (in front of face communication) the quality of the connection is lowered. Thereby facilitation is your true job description as an online professor. Facilitating learning, done right, is very powerful too!
