Setting Up An Online Learning Experience

The significance of the Instructor Knowing the Technology Available for the Course.

                As the instructor prepares to teach his/her online class, he must not forget to review the technology specifications and software that will be used in the course. If there are not any special software programs that will be used, the instructor is free to incorporate any that he/she chooses. 

                However, if the instructor is new to online learning, he should first keep the technology tools to a minimum, (Boettcher and Conrad, 2010). It will be challenging enough to learn how to work the Course Management System, (CMS) without adding unnecessary software tools.

                With each year the instructor gains experience in using the CMS, he/she will be able to learn new tools with practice and from the other faculty.  A website that will assist the an instructor in learning  some of the systems used in higher education is http://www.edutools.info., (Boettcher and Conrad, 2010). Instructors can also learn new technology tools from their learners.  This situation can benefit other learners as well.  By learners sharing information with each other, everybody wins in online learning by allowing the learners to learn from each other (Fish and Wickersham, 2009).

Communicating Clear Expectations to the Learners.

                By communicating clear expectation to the learners, the learners know what is expected of them, and what can be expected from the instructor (Boettcher and Conrad, 2010), thus making the course easier for both parties to achieve their goals. These expectations should be communicated in a common place where the learners can review them.  The instructor's contact information should be given, in case the learners have questions or concerns. Communicating instructions for emergencies and alternate directions for technology failures, should be given too.

 Additional Considerations That The Instructor Should Take Into Account When Setting Up An Online Learning Experience.

                When instructing an online course, it is essential for the instructor to take time to review the course that he/she will teach to the learners.  Nothing is worse than an instructor who is not familiar with the course. Establishing credibility with the learners becomes lost if this happens.

                Instructor presence should be established in the beginning of the course, making the students feel comfortable.  A climate should be built "which causes adults to feel accepted, respected, and supported" within "an atmosphere which is friendly and informal (Conrad and Donaldson, 2011).

                Every function of the  Course Management System (CMS) should be practiced by the instructor, just in case a learner needs assistance. Weekly Teaching Guides should be reviewed by the instructor, ensuring that the goals are met with the week's activities, (Boettcher and Conrad, 2010).  Setting up a To-Do-List may help the instructor develop the online course and stay on track (Boettcher and Conrad, 2010). This simple step will serve as a check off document, ensuring that important steps are not forgotten.

References:

                Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.

                Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass.

                Fish, W. W., & Wickersham, L. E. (2009). Best practices for online instructors: Reminders. Quarterly Review of Distance Education, 10(3), 279-284. Retrieved from www.waldenu.edu.

 

The Impact of Online Learning Communities

 

               Currently, I am enrolled in Online Instructional Strategies, which is an online course that I am taking for the accomplishment of my MS in Instructional Design and Technology. We will study and write about strategies that well help the instructors and students accomplish their learning goals.  

                Online learning communities impact student learning and satisfaction by properly engaging students who have come together for an opportunity to learn and explore new knowledge (Laureate, Inc., n.d.).  The instructor's responsibility is to engage the students in the first two weeks of the course to prevent attrition in the classes. The engagement can take place in several ways, but according to Doctors Palloff and Pratt, the most effective way is by the instructor making himself known to the adult learners,  and encouraging the learners to feel  comfortable in the course.  If the facilitator notices that there are students who are not responding to course information posted within the first two weeks, the  instructor should reach out to these students and  'grab' them before they are lost (laureate, Inc.., n.d.). The initial two weeks are a critical period, where the students unite or leave the online course.

                The essential elements of online community  building include (a.) the people who are willing to attend the online community, (b.) the purpose of the people who join the community; why they have come together, and (c.) the process, which involves the way the students are engaged in learning. The social presence of the adult learners and the instructor has proven to be important also. The people in the online community need to know that there are other people who share the same objectives and goals that they do.  It is beneficial to the online community's success if the instructor assures his social presence as well, so that the learner are ensured that there is a human being who will monitor their work and be available for assistance if needed.

                When the instructors are dedicated to sustaining a successful learning community that will include effective online learning, he/she will engage the learners within the first two weeks by not only establishing a presence, but  also by assisting in the design of the course management site.  The site should be set up for ease in navigating from one place to another.  Only simple technology should be introduced in the beginning of the course. If additional technology adds to the outcome of the lesson, then it should be included later in the learning.  However, instructors should be prepared to assist learners who may struggle with the technology addition (Laureate, Inc. n.d.).

                The online learning community should ensure  that a learner to learner engagement exists so that the adult learners can learn from each other. The adult learner needs to communicate and share learning experiences with one-another, resulting in new learning outcomes.

                It is important that the learners are transformed from their  learning experiences, and have the perception of a deeper and a more self-directed learning experience when they complete their course, preparing them for the next class.

 Reference:

Laureate, Inc. (n.d.). Online learning communities. Retrieved from www.waldenu.edu.