In discussing online learning, Boettcher and Conrad (2010)
suggest several elements that are essential to a successful learner experience.
The first is to develop the course site using quality metrics to ensure the
site is well organized and meets educational standards for online learning.
Using Quality Matters rubrics as a guide can help faculty create a quality
online course (Boettcher & Conrad). Second, a course syllabus that clearly
outlines course policies, learner expectations, course goals and outcomes, and
the method of course communication is vital. Netiquette and communication guidelines
establish expectations for the course that let students know where to post
questions and contact the instructor or fellow learners as needed. Third,
weekly lesson plans that outline course content, resources, and learning and
assessment strategies should be in place before the course begins. The first
several weeks of discussion forums should be created and ready for student
interaction prior to the start of the course. Lastly, a short but thorough
learner orientation to the course will help to smooth the transition into the
course. Pratt and Palloff (Laureate Education, Inc., 2012) suggest developing a
short video that explains important areas of the course site, instructor
expectations, and directs students to review their technology to ensure they
are prepared for online learning.
Students new to online learning are often nervous and unsure
of how a course will run, and what to expect from faculty. To decrease learner
anxiety it is essential to have specific guidelines regarding learner to
faculty, learner to learner, and learner to resource interaction (Boettcher
& Conrad, 2010). In the online environment, learners come from varied
backgrounds, multiple time zones, and with different operating systems and
technologies. To reduce learner frustration and anxiety, and improve course
satisfaction, faculty must develop clear guidelines and course expectations for
students. A syllabus and/or short video presentation that outlines
participation requirements, instructor feedback timelines and assignment
deadlines helps to reduce student stress levels (Boettcher & Conrad). For
example, discussion forums are one of the primary tools for collaborative
learning in the online setting. A discussion board rubric provides students
with the information needed to meet expectations related to this form of
learning.
When
setting up an online learning experience for adult learners, faculty should
consider Knowles (1970) concepts on andragogy, and theories on constructivism
(Merriam, Caffarella, & Baumgartner, 2007). Adult learners are often
self-directed, and bring varied and vast life experiences to the learning
environment. Andragogy and constructivist theorist believe adult learners want
to learn useful information that is relevant to real life. Learning
experiences should be authentic and designed to assist adult learners in the
application of course content (Boettcher & Conrad, 2010). Adult
learners want to apply new knowledge and skills immediately to real-world
settings. In developing online learning experiences, using andragogical and
constructivist frameworks will assist faculty in meeting the needs of adult
learners.
References:
Boettcher, J.
V., & Conrad, R. (2010). The online teaching survival guide: Simple and
practical
pedagogical tips.
Knowles, M. (1970). What is andragogy. In M. Knowles, The modern practice of adult education: From
pedagogy to andragogy (pp. 40-59). Retrieved from http://www.hospitalist.cumc.columbia.edu/downloads/cc4_articles/Education%20Theory/Andragogy.pdf
Laureate Education, Inc. (Executive Producer). (2012). Launching
the online learning
experience.
Merriam, S. B., Caffarella, R. S., & Baumgartner, L. M.
(2007). Learning in adulthood: A comprehensive guide (3rd ed.). San Francisco , CA
Hi Linda - your blog post is well thought out, and gives a lot of important details to think about when setting up an effective online learning experience. There are so many components to consider in pre-planning. Since I am a preparing adult educator, I plan on making a checklist of all the things to include and to look for, before I begin to teach. I also plan to ask experienced faculty for examples of what they use for their students, and talk to them about what they have learned about teaching well in online environments.
ReplyDeleteI was one of those nervous online learners when I began this program. Although my short orientation was helpful, I could have benefited more from clear guidelines about interaction between myself, colleagues, and instructors. Short videos would be an excellent resource tool to have.
Great post!
Carolyn H.
Carolyn, I use a checklist when setting up online courses to ensure I have reviewed each section of the course, updated resources, due dates, and verified any web resource links are still active and accurate. Without a checklist, it is easy to miss something like updating a due date for an assignment. This leads to confused learners and unproductive time as students email to verify information, then wait for a reply. Using a checklist reduces problems for both faculty and the learner.
ReplyDeleteCollaboration is the most difficult aspect on online learning for both the instructor and the learner. I do feel it is vital for learning. Learning is a social event and needs to incorporate a social aspect to be effective.
ReplyDelete