Get Your Students Hired
As an Art instructor, I'm more conditioned to be a guide-on-the-side, as a typical studio class involves the instructor's guidance throughout the art-making process. Studio classes are by nature more process oriented, and so I can't help but compare the role of the online instructor to that of a studio art teacher in that being present at every step of the process is paramount to student success. In fact, I find it more difficult to teach a studio class online simply because the necessary guidance tools aren't as easily translated to an online learning environment; however, I do find it easier to teach an online art history course, simply because the tools are in place for me to alert to their learning style, objectives, and outcomes. Most importantly, being a guide at all outposts in the virtual environment means knowing in which direction to point the student while recognizing it as an opportunity build presence and make connections.
Tina ,
All great comments. The personal instructor experiences as related to the course content provide the students with a real world image of how the content is actually applied. The second part is just as vital; allowing students to connect the new information to their existing knowledge and/or personal experiences (the constructist learning theory).
Herbert Brown III
The need for the instructor to be the "guide on the side" allows for the student to understand about the learning material when challenged to explain the content in a scenario or an actual personal or professional experience. The instructor provides further understanding about the learning material through expansion of the learning content through other questions for the student to further comtemplate or professional experiences. The use of sharing professional experiences allows for the student to "read" how the learning material can have real-world applications. The students can also follow-up with questions about the instructor's experiences as well. Students are also sometimes compelled to want to share their experiences in order to demonstrate how they can relate the learning material with that experience. The instructor can then provide further comments that allows for effective presence in the courseroom.
Tina Means
Michael,
So how do you approach this? There are certainly times when students just choose to disconnect from the course and it is not the instructor's fault. It would not be healthy to blame yourself. As long as you did everything in your power to connect with the students, you should not feel this way. I do understand your statement though, because I feel the same way at times. We internalize student failure as our failure - in a way this can be a good thing. It means we want to do better! We want to be reflective practitioners and learn through each course what worked, what didn't, and continually improve ourselves. That is a great thing!
Herbert Brown III
The biggest challenge is my own feeling / value that " if the student didn't learn, the teacher didn't teach"
Dwayne,
By being engaged and present in all student conversations....does that mean that I have to respond individually to every individual discussion post?
Herbert Brown III
I utilize several methods to make the students more aware of my presence in addition to the chat sessions. First, I remain available via e-mail and phone and consistently communicate that to the students. Second, I post Announcements to the class home page daily. Finally, I continually provide Discussion Board feedback as well as post thoughts and questions to elicit discussion.
You have to be engaged and present in all student conversations. This will help you stay informed and keep the students interested in the material. You have to remember that students will not always have the same passion for the subject as you do, so you have to take the extra steps to keep them updated.
Thank you,
Dwayne Roark
My educational and teaching philosophy stresses excellence in teaching and research, the importance in ethical responsibility in the practice of teaching profession. I prefer to think of myself as a facilitator of education or a “guide on the side†rather than the traditional teaching model of the “sage on the stageâ€.
The above is part of my teaching philosophy, I like the idea of being a facilitator in a classroom settings. The only challenge I have in an online teaching is when a student is not participating in the discussion board and not submitting the assignments, and when you contact the student, there is no response. My solution is to contact the student's academic advisor or counselor about his/her performance in class.
Stephanie,
I like the idea you propose here. Can you explain in a little more detail how you use your students as mentors and your role in that structure?
Herbert Brown III
William,
Have you ever received feedback on a course or from students that they felt you were not connected with them? Why might they have thought that? I have personally had classes where the majority of students said I have very present, available and helpful, but a few said I wasn't - any ideas?
Herbert Brown III
In order to alleviate some of the challenges with online learning, I try to engage the students. I use discussion board questions that elicit feedback. I also incorporate exercises and interactive learning in my chat sessions. Finally, I utilize very constructive and detailed feedback on assignments.
As non-verbal communications represents as much as 75% (or more) of effective communications, online faculty need to develop alternative approaches to overcome this gap. Singularly, demonstrating empathy on a consistent basis is the strongest tool I have found to help develop an open and candid classroom environment with students. Reminding students of the multiple learning formats available in the classroom (presentations, chat, text, IM, etc.) further reinforces flexibility among various student (preferred) learning styles.
I think this is my 16th year of teaching online now, so I'm not sure that there is a learning curve...it's pretty much second nature by now. I look at my students as mentors where I can serve as a guide and coach.
Nicholas,
You do need to put in extra effort to connect with the students that need help and won't ask for it. Instructors need to reach out to them and encourage them to connect one on one and get the help they need. Student willingness is sometimes tied to our rapport as instructors. If we come across too strong in the course they may be even more intimidated - students need to feel comfortable to reach out. I have had some that, no matter what I tried, would not connect with me for help. Some eventually figured it out and were successful, some others not so successful. Those are they most frustrating ones.
Herbert Brown III
I think a major challenge is the student who is afraid to ask for help. I would really need to monitor the grades and quality of work and stay proactive and reach out to them.
In my ground class, I can quickly determine if a pupil is understanding the subject matter or having a problem.
In my online class, I may not be able to determine a faultering student until after a week has already gone, as the papers are being submitted or the discussion boards are done.
Due to the more passive nature of the virtual environment, my interaction with the student is multi-faceted by sending emails, making direct telephone calls and using video conferences to establish communication with the student.
This enables a rapport to be established with each and every student. This understanding is crucial in order to better support the student's quest for knowledge.
Tom,
All are great tools. As you imply here, the importance is connecting with the students in the way they communicate. That is what will provide the students with the feeling of your "presence."
Herbert Brown III
Joseph,
There are also online readiness assessments available that help students self-evaluate their readiness for online learning. What if you required students to complete that readiness assessment and then provided them specific learning modules to complete to prepare them based on their weaknesses for online learning. Do you think that might be an effective strategy?
Herbert Brown III
Roberto,
Have you ever considered giving the students an entrance assessment to determine their readiness for the course? This might also give you a benchmark to determine where students are and allow you to connect with them and address their specific needs.
Herbert Brown III