Get Your Students Hired
Hi Kimberly
I most definitely have not had this experience. Students online I find are very independent, often expecting less than their f2f counterparts. I have also found less of an attitude of entitlement online. They seem to know that the quality of their education is largely their responsibility.
Hi Jean
I am definitely funnier online! I come across as rather straight-laced in an f2f, as I don't think well "on my feet."
John
When lecturing in a bricks and mortar school, I have immediate feedback from verbal and non-verbal clues as to what IS and what IS NOT getting across to my students. The ability of students to "slip under the radar" is profoundly enhanced by the anonymity of the online classroom. I can time a dramatic moment to "wake up" my students as I am beginning to lose them. How does one gauge what students are and are not "getting" in the online environment?
I agree with your statement with certain conditions, e.g., “transmission of content via lectureâ€, that is indeed correct, and if I remember correctly, the instructor spent a lot of time on the actual slides/content, but less on the real –world applicable knowledge.
In an online environment, the student can read the lecture at his/her own pace and the instructor can fill in spots with announcements, postings, even live chats to show more than simply content, but applying that content.
I don’t think anyone is particularly better, just different but I think in the future, especially with social media, robotics, and everyone connected all the time, the sage on the stage, maybe become a dying art.
Patricia,
Do you have the opportunity to have live sessions with a video conferencing solution for those thing you feel most passionate about? That way you could have some face to face time on those important topics. You can always provide alternatives for those that can't connect live.
Herbert Brown III
I've enjoyed reading posts and have gotten some great ideas. In terms of biggest challenges--probably 2. First, the courses I teach include many discussion questions (DQs). Some students are not very good writers--so challenging for them coupled with potential for embarrassment. Second, although we do a lot of discussion--DQs get old after a while. We try to incorporate other activities--like crossword puzzles with key terms.
If it's a topic I really feel passionate about I miss the opportunity to discuss face to face--but in general--feel very comfortable being "guide on the side."
Belinda,
I would agree with your written communication comment. I have certainly accidentally sent the "wrong" message to students in the past through written communication. The more you do it, the better you get. Using a technique like the sandwich method for providing feedback can help: provide a positive comment, then the necessary criticism, then another positive comment.
Herbert Brown III
The biggest challenge in transitioning to a "guide on the side" is the lack of face-to-face communication. Therefore, written communication must be carefully written. You do not want to send the wrong message. Also, when communicating with students using audio-conferencing, you need to be aware of the tone of your voice. Also, it may be difficult to understand the student's communication.
Yes and it can be a format in which we can lead by example, perhaps by not only posting this first, but molding a way to let students see how they can also format their introduction. Perhaps also add some questions on this industry to have them expand a bit further.
Marco,
Do you mean the experience OF the instructor? So you might include a welcome forum where students introduce themselves and you as the instructor do the same and provide the students with your experience and background?
Herbert Brown III
My biggest challenge is making sure the student are aware that I will be available for them throughout the course. I will make sure that I give direct feedback and email them immediately if they need questions.
The biggest challenge is perhaps not including an experience from an instructor. so perhaps by doing this in a discussion forum, we can enhance this situation?
I learned an interesting lesson in the first formal instruction I received to teach online (after having taught online for about two years). The instructor always greeted us with Aloha. I adopted that opening phrase and have used it ever since. It sets a great tone, and often opens a lot of personal questions lol
As I posted above, I've taught online for several years without a f-2-f opportunity until recently. I don't think its so much what I'm used to, but a different modality in which to present and share.
The dynamics of a good 'sage on the stage'. Although I still teach almost exclusively online I just finished teaching a f-2-f statistics course (the first in six years). I can model and adjust the messages on the fly to meet the individual needs of individual students in f-2-f. I lose that option in online. Online presents its own advantages but I do miss the f-2-f.
amanda,
You do lose some of that non-verbal feedback; however, new types of feedback emerge as you teach more online. You start to get a deeper sense of the student's learning and feelings through their emails, discussions, etc. It is amazing what you can start to pick up on in your online communications. Just like the first time you taught, you likely didn't pick up on all of the body language, you had to build that skill. No different in online teaching
Herbert Brown III
The biggest challenges I face is the lack of body language. I like to see how someone is responding to the material and with online it is much more difficult to see that they are understanding.
I like the variety of examples you provide - it is good to have the peer feedback as well as the instructor's feedback. Especially like student podcast/video posts - gives a somewhat face-to-face opportunity. Great ideas.
Courtney,
This is your specific systems apparently. Our system supports two way video and audio so you can have a better idea of what the students are doing on the other end. Even when my students are only chatting, I ask them questions to get them to interact with me.
Herbert Brown III
The biggest challenge for me is changing my 'daily face-to-face' measurement of class comprehension and relying on emails and grade book information as my feedback.
My online assignment feedback to students ends with 'Let me know if you have any questions", however, this seems to be less communication than when working with a student in person.
Also, when I do ask questions, there is no immediate response -
I wonder if our online communication will develop further since we will no longer be visually seeing each other face-to-face ? Or will we just adapt to this delayed response in communication ? Time will tell-