Reflection on EDU 654.70Methods for Online Teaching & Learning

    

My thoughts.....  I have to say, I never thought of myself as an online learner, let alone even thinking of teaching online.  That being said,  boy was I WRONG!  I was reflecting the other day in preparation for writing this post how far I've come since starting my masters in education.  Looking back to before I started I believed in the old school type of education.  You used paper, pencil, take extensive notes yadda yada.,,  That's what I did, and I turned fine.  So how could using technology enhance students learning by taking away the benefits of teacher-student interactions or student-student interaction?  The answer was simple IT DOES!!! More so than I've ever thought.  I will be the first to admit, embracing technology has been challenging.  I've missed 10 yrs of advances while raising children.  That's why I had the old school way of thinking.  After completing this course and 2 others of Dr. Linton's online teaching classes, I have put that way of thinking to rest.  I'm all about embracing technology and its uses for education and learning. 

    

      Key concepts and skills I've learned..... 

1.  Methods and tools to engage students
2.  Student-centered instructional strategies
3.  Methods for asynchronous facilitation
4.  Methods for synchronous facilitation
5.  Facilitate asynchronous discussion
6.  Create presentation and facilitate synchronous class meeting   
7.  Provide a variety of ongoing and frequent teacher-student interaction, student-student interaction, and teacher-parent interaction opportunities
8.  Feedback and communication among peers
9.  Techniques for using appropriate communications
10.  Tools and resources to help facilitate online learning

     Learning experiences that have been helpful.... 

One of the best learning experiences for me in this course had to be the collaborative group work. Having the opportunity to teach our peers, facilitate the asynchronous and synthronus learning, and receive feedback was invaluable.  What I liked most about conducting the teaching portion of the course was getting the hands on experience.  Making mistakes and figuring out how to make it work better.  Plus it gave me a better understanding of what is involved in conducting an online class.  During the process, I learned about new tools and techniques from my group members.  The sharing of this knowledge with each other was wonderful. Having not as much experience with the tools or strategies it was great to have team members who were willing to share their knowledge and experiences.  Another valuable portion of this class was the feedback. Even though this is an area I lack, it was great to have my peers provide their thoughts on topics.                                                                       

Another learning experience I enjoyed in this class was the opportunity to have the asynchronous learning opportunities.  I really enjoy when the class comes together during those WebEx meetings.  Again, having the opportunity to listen to their experiences, use of particular tools, strategies or techniques is amazing.  It's so informative to hear the things that they liked or disliked about a particular tool or resources.  As for online learning, I find these meetings to be the most informative.  

    

    My Biggest Challenge in this course.....

There wasn't anything in this course that was not helpful.  So instead I'm going to tell you what was my biggest challenge in this course.  As a newbie to the online education environment, the one thing that I continually struggle with is feedback.  Not just student feedback but peer feedback.  It is tough for me to critique, one of the reasons why is a lack of confidence in my knowledge.  I have no problem giving feedback in my subject area of science, but among my peers, in the MAT I struggle.  I believe as I build confidence in my knowledge of terminology, experiences, techniques and strategies feedback will no longer be an issue.  

    Now, what...... for starters I'm eager to find a teaching position.  I've really enjoyed learning so many new things not only about technology in the classroom but about teaching. I've actually become a big believer in the blended classroom.  I've learned about so many new tools that make having a blended classroom exciting.  I will continue pursuing my MAT in secondary comprehensive science.  Next up is summer school, no rest for the weary.

    

    My progress..... Wow! is all I can say.  I never in a million years thought I would pursue a teaching degree.  I've always been less confident in my ability to teach others.  It's one thing for me to learn myself but a whole different ball game to teach what I've learned. So at the beginning of this course, I had no idea how to conduct an asynchronous or synchronous online class, give feedback (getting there), and use tools, techniques or strategies to actually engage students (a challenge).  I would say this course has definitely been beneficial to overcoming those obstacles.  Now that I'm at the end of this course my, so many of my questions have been answered.  Of course, I still have a million more questions roaming around in my head.  This is only the beginning for me of continuing to explore online teaching.  So to look at where I was approximately four months ago to where I'm at now awesome.  

     

Teaching Through Communication and Feedback

So what is communication... According to the Concise Oxford Dictionary the word means ‘the act of imparting, especially news’, or ‘the science and practice of transmitting information’. These definitions clearly show the link between ‘teaching’ and ‘communication’: teachers are constantly imparting new knowledge, or transmitting information.

So what is feedback... The term feedback is often used to describe all kinds of comments made after the fact, including advice, praise, and evaluation.  Feedback is information about how we are doing in our efforts to reach a goal. (Ascd.org, 2017).  

  

How do both of these terms come together to create good communication and give constructive feedback to our students?  To be effective, teachers have to try to minimize barriers to communication. The most important way to overcome the barriers is two-way communication.
(Fig.2).This means getting regular feedback from the students. 

Types of  online communication...

Online Communication should....

1. Set up parameters for responding to email. 24-48 hours is reasonable

2. Announce when you will not meet these parameters

3. Set up areas for content and procedural questions, so you only answer them once – use an area that has common access

4. Structure communication, so it is not just two way (you and each individual student). Use students to manage discussions

5. Timely and personal feedback are critical

6. Remember that what you write is not private and could become public

                                                                                                                              (Academic.pgcc.edu, 2017) 

Online Feedback

Select Roles of Online Instructors

                                                                                  





(Ice, P., Curtis, R., Phillips, P., & Wells, J., 2007)




Seven principles of good feedback practice  

1.  Facilitates the development of self-assessment (reflection) in learning. 
2.  Encourages teacher and peer dialogue around learning. 
3.  Helps clarify what good performance is (goals, criteria, expected standards). 
4.  Provides opportunities to close the gap between current and desired performance. 
5.  Delivers high-quality information to students about their learning.  
6.  Encourages positive motivational beliefs and self-esteem. 
7.  Provides information to teachers that can be used to help shape the teaching.                          

(Juwah, C., Macfarlane-Dick, D., Matthew, B., Nicol, D., Ross, D., & Smith, B., 2004).

                       

Tips for communication in an online environment

1.  Don’t be shy!
2.  Provide meaningful feedback to all assignments and comments.
3.  Use of peer assessment to provide additional feedback to students
4.  Share your personal experiences
5.  Be considerate and appropriate

My favorite technique for feedback

When teaching through communication and feedback in an online environment, we need to remember to be as accurate as possible for success.  When students are clear about their learning only then can they self-monitor and receive feedback to help with their education. We as the online instructor are there to close any gaps in learning the course material through good, clear communication and helpful, constructive feedback. 

Academic.pgcc.edu. (2017). Communication Issues in the Online Classroom. [online] Available at: http://academic.pgcc.edu/~dfinley/communicationissuesonline.htm [Accessed 26 Apr. 2017].

Ascd.org. (2017). Educational Leadership:Feedback for Learning:Seven Keys to Effective Feedback. [online] Available at: http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/Seven-Keys-to-Effective-Feedback.aspx [Accessed 26 Apr. 2017].

Assessment.tki.org.nz. (2017). Effective feedback / Assessment for learning in practice / Assessment in the classroom / Home - Assessment. [online] Available at: http://assessment.tki.org.nz/Assessment-in-the-classroom/Assessment-for-learning-in-practice/Effective-feedback [Accessed 26 Apr. 2017].

Best-Practices-in-Online-Teaching-Strategies. (2009). 1st ed. [ebook] Washington, DC: The Hanover Research Council. Available at: http://www.uwec.edu/AcadAff/resources/edtech/upload/Best-Practices-in-Online-Teaching-Strategies-Membership.pdf [Accessed 26 Apr. 2017].

Higgins, R., Hartley, P., & Skelton, A. (2001). Getting the message across: the problem of communicating assessment feedback. Teaching in higher education, 6(2), 269-274.

Ice, P., Curtis, R., Phillips, P., & Wells, J. (2007). Using asynchronous audio feedback to enhance teaching presence and students' sense of community. Journal of Asynchronous Learning Networks, 11(2), 3-25.

Juwah, C., Macfarlane-Dick, D., Matthew, B., Nicol, D., Ross, D., & Smith, B. (2004). Enhancing student learning through effective formative feedback.

Methods for Synchronous Facilitation

In today's online learning environment we have two generally accepted methods of learning.  The first being asynchronous facilitation, which was discussed in my earlier blog and the second being synchronous facilitation.  This blog post will concentrate understanding synchronous learning and facilitation, benefits and challenges, and provide effective synchronous learning.  Both methods have their own set of pros and cons, but the main thing to consider with both of these methods is how you as the facilitator can best reach your students.  

    Synchronous learning is the use of synchronous computer conferencing as a Web-based communication system that supports real-time, many-to-many textual interactions. The interactions made possible through synchronous communication technologies allow participants to experience “same-time, same place” or “same-time, any place” collaboration. Such types of collaboration demonstrate the important traits of immediacy, fast planning, problem-solving, scheduling, and decision-making, which can be difficult to replicate in an asynchronous environment.  Online conferencing similarly requires engagement to reach ideal educational objectives; synchronous online communication has the potential to engage students in knowledge sharing, mutual inspiration, interdependence, and active learning through conversation, argument, debate, and discussion among peers, experts, and teachers or moderators (S. Shi, C. Bonk, S.Tan, P. Mishra, 2008).   

     The role of a facilitator is expected to provide both direct and indirect instruction by interjecting comments, referring students to information resources, and organizing activities that allow the students to construct the content in their own minds and personal contexts. For instance, in this study, although the conferences were all structured - with pre-specified syllabi and agenda - the moderator played a critical role in ensuring that students were learning the material. This is clearly a difficult task, requiring the balancing of time pressure in monitoring and responding to a plethora of ideas and comments while capturing one’s thoughts about subject matter and ideas in fairly pithy and understandable postings. (S. Shi, C. Bonk, S.Tan, P. Mishra, 2008).   

     Benefits and Challenges of Synchronous Learning

     Providing Effective Synchronous Learning requires the facilitator to develop effective learning opportunities using the technology and tools available.  There are so many strategies to consider for providing effective synchronous learning.  While researching synchronous learning I came across consistently mentioned strategies that would help facilitate effective synchronous learning.     

1.  Consider your primary objective when creating the synchronous event/lesson/course plan.
2.  Clarify your online course expectations and objectives
3.  Develop a guide that learners can utilize to stay on track.
4.  Integrate group collaboration activities.
5.  Provide links to valuable resources and reference sites.
6.  Provide timely, relevant and actionable feedback.
7.  Encourage learners to offer feedback.
8.  Identify and employ the best online tools for interaction.
9.  Make a presentation available online after the synchronous event/lesson/course takes place.  
10.  Check-up activity
11.  Create a Student-Centered Environment                                                                             

     Things to avoid in your synchronous learning environment:

1.  Don't assume your students have everything under control. 
2.  Not knowing your audience
3.  Cut the unnecessary information.
4.  Not asking questions.
5.  Not checking in (learned this one myself).
6.  Not having a plan
7.  Being confused about the copyright.
8.  Inadequate assessment.
9.  Not enjoying the adventure you have created.

eLearners.com. (2017). Synchronous vs. Asynchronous Classes. [online] Available at: https://www.elearners.com/education-resources/degrees-and-programs/synchronous-vs-asynchronous-classes/ [Accessed 24 Apr. 2017].

eLearning Industry. (2017). 8 Tips To Create an Effective Synchronous eLearning Strategy - eLearning Industry. [online] Available at: https://elearningindustry.com/8-tips-create-effective-synchronous-elearning-strategy [Accessed 25 Apr. 2017].

Hanover Research. (2017). Delivery and Differentiation in Online Education: The Emergence of Synchronous Online Learning - Hanover Research. [online] Available at: http://www.hanoverresearch.com/2014/09/17/delivery-and-differentiation-in-online-education-the-emergence-of-synchronous-online-learning/ [Accessed 25 Apr. 2017].

http://www.onlinecollege.org, O. (2017). Avoid These 10 Common Mistakes in Online Learning - OnlineCollege.org. [online] OnlineCollege.org. Available at: http://www.onlinecollege.org/2011/06/29/avoid-these-10-common-mistakes-in-online-learning/ [Accessed 25 Apr. 2017].

Kathleen Poll, M. B. A., MAT, M., & Sherrie Weller, M. F. A. (2014). Six Instructional Best Practices for Online Engagement and Retention.

Marjanovic, O. (1999). Learning and teaching in a synchronous collaborative environment. Journal of Computer Assisted Learning, 15(2), 129-138.

McBrien, J. L., Cheng, R., & Jones, P. (2009). Virtual spaces: Employing a synchronous online classroom to facilitate student engagement in online learning. The International Review of Research in Open and Distributed Learning, 10(3).

Shi, S., Bonk, C., Tan, S., & Mishra, P. (2008). Getting in sync with synchronous: The dynamics of synchronous facilitation in online discussions. International Journal of Instructional Technology and Distance Learning, 5(5), 3-28.

Methods for Asynchronous Facilitation

Being new to the world of teaching and online teaching, I've only just begun to understand what some of the methods of asynchronous facilitation consist of. To be honest, I never thought I would venture into online teaching.  I'm not technologically adept or do I understand the technological lingo.  So it was interesting for me to get a better understanding of what asynchronous facilitation was all about.  I decided to narrow my research down to two areas of interest.  They are what is facilitators' role in asynchronous learning and sustaining asynchronous discussions.  

One of the most important aspects of asynchronous facilitation is the role of the facilitator(s).  Basically, the facilitators play four interrelated roles: intellectual, social, managerial and technical, as shown below.  Wang, Q. (2008).                                  

                 Roles of facilitators in online discussions



      

Salmon (2005) proposed a 5-Stage model of Teaching and Learning Online that can be a useful mechanism to use when designing and facilitating effective online activities.

1.  The online facilitator needs to ensure all students can access and are supported in using the online interactive learning environment. Activities should be designed to welcome and encourage students.

2.  The online facilitator needs to provide activities that help students to establish their online identities and provide opportunities to interact with others.

3.  Online facilitator develops activities that provide students with opportunities to share module relevant information and a form of co-operation occurs, i.e. support for each person’s goals.

4.  Group discussions occur, and the interaction between students becomes more collaborative. The Online Facilitator acts as a guide. The communication depends on the establishment of common understandings.

5.  Participants look for more benefits from the online system to help them achieve personal goals, explore how to integrate learning into own context and workplace and reflect on the learning processes.

Furthermore, it's important to remember as the facilitator you need to be able to synthesize and integrate key issues into the end of the discussion.  Another important role that needs to be considered is that of time management.  The facilitator needs to keep the focus of the topic moving while moderating within time constraints.

The second area of asynchronous facilitation that I found to be interesting was that of sustaining discussions and participation among the group.  "Basically, to sustain discussions, people have to decide to participate and contribute by reading and writing their ideas"  H.-J. So (2009).  According to Moore (1989), there are three types of interaction in online learning: learner-content interaction, learner-instructor interaction, and learner-learner interaction.

Having participated in asynchronous discussions, I too find it challenging to give examples, answer questions or give personal opinions on the topic,  especially if I am not as familiar with the subject. For me its about possibly saying the wrong thing, making someone uncomfortable with my opinion, and voicing concerns that may be politically sensitive to others.  "When a group consists of people who know little about each other, group members are likely to be formal and polite in their communication at the initial stage.  Equally, it is possible that group members try to reveal information about themselves to get to know each other better, and such self-disclosing behaviors decrease as group members focus on their cognitive tasks" H.-J. So ( 2009).  

Its also important to note what influenced participants to participate in the asynchronous online discussion were techniques such as “thanking others” and “encouraging contribution.”  Encouraging contribution from other participants is important and could be achieved by addressing individuals by name in the asynchronous online discussion, but such posting should be concluded with a remark to include others. Examples of such remarks could be a simple “what do the rest of you think.”   Ng, C. S., Cheung, W. S., & Hew, K. F. (2009). 




REFERENCES:

Blended Learning Strategies - Skillsoft. (n.d.). Retrieved February 24, 2017, from http://www.bing.com/cr?

Educational Technology Guidance. (n.d.). Retrieved February 24, 2017, from https://sleguidance.atlassian.net/wiki/display/BL/Online facilitation techniques

Moore, M. G. (1989). Three types of interaction. The American Journal of Distance Education, 3(2), 1-6.

Ng, C. S., Cheung, W. S., & Hew, K. F. (2009). Sustaining Asynchronous Online Discussions: Contributing Factors and Peer Facilitation Techniques. Journal of Educational Computing Research,41(4), 477-511. doi:10.2190/ec.41.4.e

So, H. (2009). When groups decide to use asynchronous online discussions: collaborative learning and social presence under a voluntary participation structure. Journal of Computer Assisted Learning,25(2), 143-160. doi:10.1111/j.1365-2729.2008.00293.x

Wang, Q. (2008), Student-facilitators' roles in moderating online discussions. British Journal of Educational Technology, 39: 859–874. doi:10.1111/j.1467-8535.2007.00781.x