Adam,
We were just talking about that earlier today. It is many times VERY difficult to get the entrenched instructors to embrace new things.
Renee Shaffer
Embracing change can be difficult, especially for instructors who have habitually done things the same way for long periods of time. As with active learning, a change in attitude must occur.
Veronica,
Oh, to embrace change is difficult for many people including instructors. They are sometimes just afraid to try new things.
Renee Shaffer
Online instructors can reduce their negative attitudes about active learning in an online environment by embracing change. We are currently living in the world of technology. This means that we have to be able to adjust to the various needs of all generations. Online instructors should try to use various online teaching tools such as poll everywhere, web-ex, screen-cast-o-mactic, ect. It is great to have a comfort zone with technology. A level of comfort and a readiness for change will decrease negativity.
I find that increasing active learning in the online environment allows me to see how successful I am in explaining certain concepts. I like to see students have the "aha" moments when they go from lost to getting it.
Online instructor can reduce their negative attitude towards active learning by accepting educational changes. Education is moving from the traditional setting\approach to virtual setting\approach. As an virtual instructor keep in mind that you are now able to reach students from all areas of the world not just the one’s on your campus or classroom. Also instructors can learn from these various individuals that will offer various perspectives on discussion topics which can help the instructor to continue to think outside the box.
Shundra Mosby
Online instructors could give students more than enough time to complete assignments. When you give students lots of time to do an assignment, they are given time to explore the information and not get discouraged by ridiculous things such as due dates, points, and rubrics.
