As an educator, it’s simply not enough to be outstanding in my content area. And of course if I’m teaching an online course, I must possess superb teaching skills that are suited for the online environment. With online education, we are ethically bound to support our learners, who for all intents and purposes could be sitting in the middle of a cornfield in Iowa.
Read any article on supporting learners in the online environment and you will read about well-designed, intriguing course materials and assignment, thought-provoking discussion posts, strong academic and tutorial support, superb technological support, access to an amazing online library (which really is worth its weight in gold), assistance with study skills, and so forth.
I was especially impressed by the findings of Lewis & Abdul-Hamid (2006) who summarized the most effective online teaching practices that enhanced student learning. As an online learner myself, their conclusions really rang true for me, and what has enhanced my own learning. The first is fostering interaction between students, and between students and teachers. I find that I really LIKE it when the coursemanagers are actively involved in the discussion posts; often posing questions in response to student’s posts. The second is providing feedback. I guess you’re never too old to appreciate a pat on the back from the teacher! But more importantly, I’m not pursuing this degree to make my mother happy (as a matter of fact, my mother thinks I’m insane for doing this, seriously), so honest feedback is appreciated and taken in the spirit in which it’s offered. The third is facilitating learning by setting expectations, crafting engaging learning activities (some of those in this course I actually plan to use in my own teaching), and providing access to experts. I am especially impressed with the global presence of faculty in the courses I’ve taken through UMUC.
So how has being a student made ME a better teacher? I find myself explaining learning theory to my students. Perhaps it’s because I’m such a strong disciple of the WIIFM principle (what’s in it for me?), and my very low tolerance for busy work, that I feel obligated to explain to my students why the content and techniques I’ve chosen to teach are important. I have found much greater acceptance of assignments such as discussions, reflections and journaling once I have explained constructivism! I am also a big fan of heutagogy, and I explain to my students that I (and my faculty colleagues) will not be with the student forever. They will have to fly the nest and think on their own two feet. Heutagogy (self-determined learning) can be taught and fostered – I explain it as a critical thinking process that is a very important life-long learning skill.
So, in conclusion, we must always support our learners, whether it’s in a face-to-face, blended, or completely online environment. I am humbled by the things I’ve learned as a learner, and have tried to use these experiences by in turn, supporting my learners. Maybe the Lion King was right – the circle of life (well, at least teaching and learning!).
Lewis, C., & Abdul-Hamid, H. (2006). Implementing effective online teaching practices: Voices of exemplary Faculty. Innovative Higher Education.
Read any article on supporting learners in the online environment and you will read about well-designed, intriguing course materials and assignment, thought-provoking discussion posts, strong academic and tutorial support, superb technological support, access to an amazing online library (which really is worth its weight in gold), assistance with study skills, and so forth.
I was especially impressed by the findings of Lewis & Abdul-Hamid (2006) who summarized the most effective online teaching practices that enhanced student learning. As an online learner myself, their conclusions really rang true for me, and what has enhanced my own learning. The first is fostering interaction between students, and between students and teachers. I find that I really LIKE it when the coursemanagers are actively involved in the discussion posts; often posing questions in response to student’s posts. The second is providing feedback. I guess you’re never too old to appreciate a pat on the back from the teacher! But more importantly, I’m not pursuing this degree to make my mother happy (as a matter of fact, my mother thinks I’m insane for doing this, seriously), so honest feedback is appreciated and taken in the spirit in which it’s offered. The third is facilitating learning by setting expectations, crafting engaging learning activities (some of those in this course I actually plan to use in my own teaching), and providing access to experts. I am especially impressed with the global presence of faculty in the courses I’ve taken through UMUC.
So how has being a student made ME a better teacher? I find myself explaining learning theory to my students. Perhaps it’s because I’m such a strong disciple of the WIIFM principle (what’s in it for me?), and my very low tolerance for busy work, that I feel obligated to explain to my students why the content and techniques I’ve chosen to teach are important. I have found much greater acceptance of assignments such as discussions, reflections and journaling once I have explained constructivism! I am also a big fan of heutagogy, and I explain to my students that I (and my faculty colleagues) will not be with the student forever. They will have to fly the nest and think on their own two feet. Heutagogy (self-determined learning) can be taught and fostered – I explain it as a critical thinking process that is a very important life-long learning skill.
So, in conclusion, we must always support our learners, whether it’s in a face-to-face, blended, or completely online environment. I am humbled by the things I’ve learned as a learner, and have tried to use these experiences by in turn, supporting my learners. Maybe the Lion King was right – the circle of life (well, at least teaching and learning!).
Lewis, C., & Abdul-Hamid, H. (2006). Implementing effective online teaching practices: Voices of exemplary Faculty. Innovative Higher Education.
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