In the early 21st Century, course management system (CMS) and the World Wide Web (WWW) reflected teacher-centered instructional paradigm (Brown, 2007); however, Simonson, Smaldino, Albright, & Zvacek (2009), expounded that a new generation of web applications emerged and the various tools through a model called mash-up promote collaboration, networking (p. 244) to contribute to the application of the principles of connectivism in an online environment. Web 2.0 technologies, for instance, include, but are not limited to blogosphere, wikis, podcasting, Google Friend Connect (Huett, Moller, Foshay, & Coleman, 2008) and other forms of content creation facilitators need to have upper hands on and help equip their learners. Students' technological abilities influence their predisposition to succeed in online classes. It would be very difficult for online participants to be clueless about technology, especially in this digital age. The facilitator could provide links to some websites for learners readiness, tecknology wise like the the ones in the Appendix.
It is imperative to communicate clear and unambiguous guidelines and expectations to learners to ensure understanding and secure a grater satisfaction in an online experience (Boettcher and Conrad,). The synchronous or/and asynchronous nature of online learning requires the facilitator to communicate clearly the necessary tools for building knowledge and competencies within learners and building network of mutual respect and sharing of ideas and perspectives to help create a smooth and trusting learning environment. Facilitators evaluate learners based on the guidelines and expectations. Nothing should be hidden in online learning.
When setting up an online learning experience, the instructor should take into account the core learning principles of learning experience framework (Boettcher & Conrad, 2010) where pedagogy (the art and science of teaching) and andragogy (learning strategies that focus on adults) (Knowles, 1984) kiss each other in the atomic framework where learners (nuclei) interact with each other and with the mentor, knowledge, and environment. The facilitator should consider learning object, verify concepts and principles such as transactional distance, autonomy of the learner, key construct (Saba, 2011), cognizant of the learner's zone of proximal development (Vygotsky, 1978) as cited in Boettcher & Conrad (2010). The facilitator should engage learners with interactive activity in the form of icebreaker in welcoming each learner on board.
References
Allen, I.E. & Seaman, J. (2007). Online nation: Five years of growth in online learning. Retrieved from http://sloanconsortium.org/publications/survey/pdf/online_nation.pdf.
Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.
Huett, J., Moller, L., Foshay, W., & Coleman, C. (2008). The evolution of distance education: Implications for instructional design on the potential of the web (Part 3: K12). TechTrends, (52)5, 63-67.
Knowles, M. (1984). Andragogy in Action. San Francisco: Jossey-Bass.
Saba, F. (2011). Video: "Evaluating Distance Learning Theory." Retrieved from http://sylvan.live.ecollege.com/ec/crs/default.learn?CourseID=5364570&
Survey=1&47=6623504&ClientNodeID=984650&coursenav=1&bhcp=1
Siemens, G. (2008). Learning and Knowing in Networks: Changing roles for Educators and Designers. Retrieved on 2/23/11 from http://www.tskills.it/userfiles/Siemens.pdf.
Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
Appendix
Http://www.youtube.com/watch?v=SgujaIzkwrE&feature=relmfu
Http://www.youtube.com/watch?v=98Vb0xQqdq8
Http://www.youtube.com/watch?v=8RMWO9JxZjA
Http://www.youtube.com/watch?v=F3yNmSIOkJo
Http://www.yourcallla.org/SORT/sort/html/tool.html
Http://facweb.bhc.edu/browsercheckup/
Http://www.youtube.com/watch?v=3Hp8e8LkuuM
Http://www.wpi.edu/Academics/ATC/Collaboratory/Idea/boardbenefits.html
Http://studygs.net/intstudy.htm
It is indeed true that collaborative learning as a learner-centered approach rather than teacher-centered will best facilitate peer interaction and your suggestions towards the use of technology in the online class will encourage a successful online environment. For this to happen, it is true that the role of the teacher changes from transferring knowledge to students (“sage on the stage”) to being a facilitator (“guide on a side”)as explained by Pratt and Palloff, 2011.
ReplyDeleteAs well, collaborative learning designs such as the ones you refer to are much more effective for the online classroom than other pedagogical approaches that will promote individual working alone (Boettcher & Conrad, 2010). However, these elements can only facilitate collaborative learning so in order to actually produce it, the instructor must be able to model and encourage this desired behavior. I think though that more importantly, the learner must be willing to cooperate and participate.
References
Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.
Yes Segla, It is imperative to communicate clear and unambiguous guidelines and expectations to learners, yet we have other considerations we should focus on when meeting the needs of online learners. As Conrad & Donaldson (2004) indicated “the lives of online learners are complicated, with numerous distractions and motivational challenges” (p. 19). We must bear in mind that most of our students are adult learners that work full time and need more flexible schedules. “The key to creating a positive experience is to identify the students’ needs and then incorporate activities that address their various learning styles” (Conrad & Donaldson, 2004, p. 19).
ReplyDeleteReference
Conrad, R., & Donaldson, J. A. (2004). Engaging the online learner: Activities and resources for creative instruction. San Francisco, CA: Jossey-Bass
Hi Jacqueline
ReplyDeletePortny et al (2008) indicated as one of the risks that will create uncertainty with a project comes from using newer technology or work approaches. When I began writing teaching distance courses (online, paper-based and blended), I was thrown in the deep end with no prior training. It was a trial and error process for me and a lot of the things I learned came from the use problem solving and collaboration with students and colleagues. For me, one of the greatest challenges of distance learning is that as the instructor you also must be willing to be a student – meaning that you must be willing to learn as much as you can from your students as much as they want to learn from you. The resources in this course have given me a framework for developing the necessary project documents. Greer (2010) has provided us with a number of worksheets that we can use; for instance, there is The Project Communication Planner, The Responsibility/Accountability Matrix and The Project Status Report. These are all documents that could be use to keep the communication lines open and meet the milestones set for the project while knowing who will be accountable for what task and at what time.
References
Greer, M. (2010). The project management minimalist: Just enough PM to rock your projects! (Laureate custom ed.). Baltimore: Laureate Education, Inc.
Lockitt, B. (2007). Putting the Q into quality project management. London: Learning and Skills Network. Retrieved from www.learningtechnologies.ac.uk/files/Quality_Project..
Portny, S. E., Mantel, S. J., Meredith, J. R., Shafer, S. M., Sutton, M. M., & Kramer, B. E. (2008). Project management: Planning, scheduling, and controlling projects. Hoboken, NJ: John Wiley & Sons, Inc.