The online learning environment is completely new to me
I have just started teaching an online that I authored. Another instructor is in the process of implementing the course into Canvas.
This is all new for my school, which offers audio production courses, granting OAD. Currently, we're implementing only the general education courses as online offerings.
My question to the group is:
What sort of unique issues have you encountered (good and bad) to online courses and teaching as compared to "on ground" courses?
I realize that this topic may be covered in future modules in this course, but I thought it would be interesting to get other teachers thoughts and experiences.
Carter,
Are there any specifics you are interested in as there are LOTS of unique issues I have encountered over many years of doing this. I run parallel on campus and online cohorts and often find that my online students come out a little better prepared. I have a higher attrition rate in online due to the rigor and student-centered focus. I run in to lots of unique issues with university policies, procedures, learning systems, etc. I do find that my "traditional" colleagues sometimes appear to look down at online learning, although they quickly say "not your program" which I don't necessarily believe. You can build exceptional, strong programs regardless of the delivery mechanism, you just have to work at it.
Herbert Brown III
My college has also just recently added online components to its audio program, beginning with general education coursework. (Are you from Pinnacle South?) I have found that this structure is effective in providing students the opportunity to go through the material at their own pace while still remaining connected to a class unit. I have had issues thus far in really gauging how engaged the students are. If their response to my questions takes a moment or two, I wonder if it's because they are struggling with the tech / having connection errors or if it is because they are not engaged and just waiting until they're called upon to perk up. I've tried keeping a mental checklist of students who haven't been vocal or responsive in a bit, and I try to make sure that I have their attention. This isn't always easy though. Also, when I ask questions about whether everyone is following me, in a classroom setting I can see the answer on their faces. The delivery service we use to teach has video capability, but we don't use it currently to stave off any bandwidth issues. Perhaps an integrated system that tracks when a student has spent a set amount of time without activity on their end would help... some sort of dialog that pops up and helps me check if "studentID123" is in need of engagement. Like I say, this is something I can get instantly in the classroom, but that is lacking (or at best difficult) in the digital classroom as of yet. I would love to get rich, realtime feedback during synchronized class time if I could figure out how to best do so.
Thomas,
I agree a system that tracked participation for us would be nice. But in the meantime I assume you are using something like a printed class list and putting a check next to the names as they participate or highlight them or something to keep up with it. I do like that you are trying to ensure that everyone is participating in the process.
Herbert Brown III
