Shane Gemoto

Course revision and improvement in an online graduate-level course, following the student-centered approach, involves a continuous feedback loop where student input is actively sought and valued. By regularly gathering input from graduate students through surveys, evaluations, and open communication channels, instructors can identify areas for enhancement and adapt the course content and structure to meet their needs better. This iterative process ensures that the course remains relevant, engaging, and aligned with the evolving goals and expectations of graduate learners, resulting in a more meaningful and dynamic educational experience.

In an online graduate-level course, providing meaningful feedback using a student-centered approach is essential for fostering a rich learning experience. This approach involves tailoring feedback to individual students' needs, addressing their strengths and weaknesses, and aligning it with the course objectives. By acknowledging each student's unique perspective and encouraging self-assessment and reflection, instructors can empower graduate learners to take ownership of their education, promoting deeper engagement and higher levels of critical thinking throughout the course.

I agree with how important it is to develop an online course that is dynamic, easy to understand, and effective in teaching course material. 

One concept that I found interesting was how online learning should be dynamic in relation to a student's opinion or comment on the discussion board. I think that it is important to have student engagement so discussions can be diverse and dynamic.

Having a well-designed course module template is crucial when teaching an online course because it provides a consistent and organized structure for both instructors and students to follow. It ensures that course materials, assignments, and activities are presented clearly and predictably, reducing confusion and enhancing the learning experience. Additionally, a good template can help maintain course quality and compliance with institutional standards, making it easier to update and improve the course over time while fostering a more efficient teaching and learning process.

Collaborative learning in online education involves students working together to explore questions, solve problems, or create products, fostering critical thinking by considering multiple perspectives. Cooperative learning, a subset of collaborative learning, emphasizes structured group work with clear objectives and individual accountability. Online instructors can use various technology tools to create virtual environments for real-time collaboration, encouraging both planned and spontaneous interactions, ultimately aiming to foster critical thinking and higher-order learning as students mature through the course.

Online instructors should incorporate three to five active learning strategies into their courses, aligning them with the learning objectives to create a natural and seamless learning experience for students. They should also proactively engage students, maintaining instructor presence to increase motivation. Additionally, instructors should communicate periodically with students, provide incremental deadlines, and explore "reverse instruction" and the "flipped classroom" to enhance active learning in online education, using students' familiarity with mobile technology for a more engaging experience.

The major deterrent that can ruin the instructor's ability to incorporate active learning techniques in an online course is technology issues, as they can disrupt the flow of learning activities. To encourage active learning techniques in online instruction, institutions should have a three-fold plan, including instructor release time, financial incentives, and a community of scholars. Recognition and ongoing support for instructors using active learning techniques are essential, with opportunities for excellence in teaching awards and the inclusion of these practices in the instructor's professional development and promotion activities, highlighting the importance of active learning in the education profession.

I believe that online learning environments have advantages and disadvantages. It lacks F2F time and is "personable," but it also is convenient and allows people to learn from home. 

Through this module, I've learned that online learning environments can be fun and effective if we use reflective and collaborative techniques to enrich our students' learning. 

I also had to realize that the main object is not to make learning material fun, but it also makes to meaningful to help our students remember and apply it in their daily lives.

It is important to teach the class as a whole rather than cater to individual students in regard to their learning styles. Have a multi-faceted/multi-sensory class while helping all students. I believe that where it's very difficult. You want all your students to learn well and do well on exams, however, you have to think about HOW to do it. We have to find what's the best way to teach our class. It isn't a cookie-cutter solution because every class is different.

These teaching theories are very interesting to me. The duality makes sense to me because it is important to know that some individuals are "right-minded" and "left-minded". Catering to this would be beneficial when teaching. I believe that using games in the classroom is beneficial when the audience is interested in them. I have come across adult patients in the hospital who wasn't interested in playing games when learning about new skills.