Setting up an Online Learning Experience

 

Setting up an online environment is an essential step to creating a positive learning experience. Just as we evaluate and redesign the teaching and learning processes between faculty and learners, so too we must keep a watch on the environments in which the teaching and learning occur, ensuring that the design of the environment and the tools that we select support our teaching and learning processes (Boettcher & Conrad, 2010). 

What is the significance of knowing the technology available to you? 

 

By understanding the technology available, the instructor will be able to create a set of learning experiences and challenges for the students that match the learning objectives. Online students in today’s world expect more than just a simple video lecture or a click and match quiz. Online instructors are required to become familiar with the course management system (CMS) tools. Most academic institutions offer workshops and tutorials introducing instructors to the specific CMS tools offered within the institution. 

Basic skills and tools that are usually included in these tutorials and workshops are:

• ·         Using course templates
• ·         Uploading, revising documents and photos
• ·         Creating discussion forums
• ·         Using the grade book
• ·         Creating teams and groups

Most CMS’s do not provide tools for generating activities such as video’s, games or surveys. Audio and video lectures can be created easily by most instructors. All that is needed is a microphone and webcam which are usually standard devices on most computers. These audio and video presentations will add critical social presence from the instructor in the course.  The best way for students to learn to use the online course tools is to actual use them. The more opportunities’ that are made available to students to increase their comfort level with the course tools, the sooner the actual course content can be introduced (Conrad & Donaldson, 2011).

Why is it essential to communicate clear expectations to learners?

 

It is easy for students to be left with unclear classroom expectations in the online learning environment. Instructors need to ensure that the online environment is supportive and non-threating. Online communication takes longer than classroom communications in most cases (Conrad & Donaldson, 2011). With this in mind some student’s first experiences in an online learning community can be overwhelming. 

I remember by first experiences with online education. I would find myself stuck in the middle of completing projects especially ones involving technology I was unfamiliar with. I would read and re-read the directions to no avail, then wonder what to do, how much more detail is needed, or what additional steps should I take. 

An instructor should make every attempt to ensure that instructions are thorough and concise in order to avoid confusion and overwhelming the student. However the student must also be proactive in gaining needed information if necessary, this will be easier if student /instructor interaction is encouraged early in the course. 

What additional considerations should the instructor take into account when setting up an online learning experience? 

One big consideration I find important, is just because we have the latest and greatest technology available to us, doesn’t mean that we have to be overly flashy using it. Instructors should select technological tools based on the learning objectives. Sometimes the simplest approach is the best approach.

Another consideration for instructors to keep in mind is that people tend to learn socially, so instructors should focus on facilitating social interaction that will enhance personal connections between the faculty, instructional content and the students.

Boettcher, J., & Conrad , R. (2010). The online teaching survival guide. San Francisco, CA: Jossey-Bass A Wiley Imprint.

Conrad, R., & Donaldson, J. (2011). Engaing the online learner. San Francisco, CA: Jossey-Bass A Wiley Imprint.

 

 Online learning Communities

Demand for online programs has increased over the past 10 to 15 years. Online communities impact both students learning and satisfaction within online courses if facilitated properly because the learners will experience “the perception of learning and feeling like a part of something larger” (Palloff & Pratt, 2012). The involvement of the learner in the course, whether one calls it interaction, engagement, or building community, is critical if an online course is to be more than a lecture – oriented course in which interaction is primarily between the learner and the content of the learner and the instructor (Conrad & Donaldson, 2011). 

There are essential elements to an online community: the people who attend the online community, the purpose of the people who join the online community, the process, which involves the way the students are engaged in learning and the social presence of the learners and instructors. Participants in the online community need to know that there are other participants who share the same objectives and goals as they do. 

The most important role of the instructor in online classes is to ensure a high degree of interactivity and participation (Conrad & Donaldson, 2011). This will ensure the learner that the instructor is prepared to assist in the learning process and be available if any assistance is needed. One of the best ways to get an online course off on the right foot is to ensure the social presence of the instructor and all the learners. It is imperative that the trust building process is established at the social level so that content discussion can be open and substantive (Boettcher & Conrad, 2010). 

 

During the first weeks of the course the instructor should greet the students through a friendly welcome message and request for students to take the time to introduce themselves to the class by creating a brief bio, a listing of their experiences and maybe even a photo of themselves or family. This will facilitate in creating a sense of community. This will also help the instructor with valuable information regarding the learner’s online experience, technology use and personal learning goals. 

Online communities are sustained through careful attention to the development, guidance and nurturing of the students. Engaged learning does not simply happen (Conrad & Donaldson, 2011). By planning and utilizing activities the instructor can assist the learner in moving through the development phases, which will ensure learner motivation, interaction, and collaboration in the online learning environment. 

As students become more engaged in the course they will guide each other and promote success among all of the participants. In conclusion, as I go forward teaching in the online environment I will make sure that I inject the appropriate level of friendliness, and make sure that I email a welcome letter rather than just posting it in the online course, per Doctors Palloff and Pratt. This will ensure a warm welcoming environment that encourages interaction and motivates my students in the crucial first few weeks of class. 

Boettcher, J., & Conrad , R. (2010). The online teaching survival guide. San Francisco, CA: Jossey-Bass A Wiley Imprint.

Conrad, R., & Donaldson, J. (2011). Engaing the online learner. San Francisco, CA: Jossey-Bass A Wiley Imprint.

Palloff, R., Pratt, K., (2012) Online Learning Communities [video] Peason; Laureate Education.