Transcript Reconceptualising the way you teach: Online teaching

Demystifying the Myths around
Online Teaching and Learning
Prof Fatima Suleman
HOS: Pharmacy and Pharmacology
2010 UKZN Distinguished Teacher Awardee
Outline of Presentation
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Introduction
Online Teaching
Myths about online teaching
Key Points
Final Thoughts
Introduction
• Increasing number of students in Higher
Education
• Requests for access in non-traditional
sense
• Flexibility of learning – increased demand
• ? Non credit or non degree programmes
Types of Courses
US Figures – Fall 2003
Online Offerings
Why?
• Some say it is a response to mass education
and the need to cater for more diverse student
groups;
• Others argue it is a response to industry needs
for ‘on-the-job training’ or
• Champion its value in promoting ‘lifelong
learning’,
• Others link it to emerging educational theories
concerning teaching and learning, particularly
those who support constructivist approaches.
What is the purpose of the
Technology?
Myths of Online Teaching
Myth 1: Online learning delivers an
impersonal learning experience.
Reality
• Any educators feel that an online classroom provides
an impersonal and limited learning experience, but this
viewpoint can apply equally to the in-person classroom
experience if the educator is functional, expedient, and
antiseptic in delivery.
• Students regularly say they rarely participate in their
real-world classes the way they do in the online space.
• They are more confident writing texts and speaking,
more willing to take risks in the comfort of their home,
and more willing to share personal and professional
learning in their discussion boards because of the
venue's familiarity.
AOI Example
Student One:
Student Two:
Myth 2
They're texting each other, Googling, and
Lord knows what else. It's impossible to
learn in that environment.
Reality
• In a physical classroom, the instructor doesn't make a
habit of inviting students to chat with their neighbours
or pass notes - interfere with the learning experience the students become distracted.
• The virtual classroom has no notes per se, but it does
have texts, chats, and other capabilities, which seem
distracting - transform these distractions into learning
tools — encouraging text chat and using the instant
feedback from students accelerates learning.
• Valuable for:
– Shy students
– Participation by all
AOI Example
107 messages in total
Online Masters Example
Myth 3
My course is unique. I create a special
environment and could not possibly do
online what I do in a real classroom.
Reality
• Online courses offer many tools to the virtual classroom: blogs,
discussion forums, wikis, drop boxes, surveys, chat, and workgroup
tools, to name a few.
– Faculty have to understand how they work, how to set them up, how
to manage them — and why they are needed.
• For example, a discussion forum can develop skills in advocacy,
influence, and analysis. The forum's content should be designed to
build on the classroom discussion and blog exchanges, but without
becoming redundant.
• The strategic use of these tools requires substantial planning, design,
and tweaking — before the virtual classroom opens — to ensure that
students learn.
• Good online classes can be more interactive than F2F and allow for
shyer students, women, students of colour, and second language
learners to participate more frequently than they would otherwise.
AOI Example
Online Masters Example
Myth 4
Teaching online will save time since I don't
need to be in class 3 hours per week.
Reality
• Teaching an online class the first time can
take up to 40 percent more time than a
face-to-face (F2F) class.
• Online courses are not F2F class
conversions – they require much time,
thought, and new approaches to transform
an online class into a meaningful learning
experience for students.
Myth 5
Discussion forums are just another exercise
in pushing a string
Reality
• A weekly blog entry where the student must apply the
week's learning to an existing situation, integrate his or
her prior knowledge, and then integrate the learning
and applications from week to week during the course
provides powerful, real-time insight into the depth and
breadth of the student's learning experience and
growth.
• Blogs also facilitate the educator's ability to tailor the
following weeks' classes to address gaps or extend
the learning further based on the blog's contents.
Reality
• A unique opportunity to expand the classroom learning
in two ways:
– A well-constructed forum discussion can set the stage and
engage the students prior to class. It provides an opportunity
to deliver the initial foundational learning on a particular case
or topics that can jump-start the class's exploration of the
subject matter.
– The discussion forum can be used after the class session to
extend learning.
• The discussion forum is not about the number of posts
but about idea momentum, where students obsess on
ideas and check the forum for posts as obsessively as
they e-mail or text.
Masters Online Example
Myth 6
Online group projects are impossible
because the "group" is scattered across
the Internet and questionable because one
or two students can carry the group.
Reality
• Sounds problematic, but -students organised in a
group with a specific assignment - requires them to
report back to the entire class in a defined period of
time.
• A sense of learning urgency emerges - navigate their
virtual relationships.
• In the global business world - demand the same skills
— solving a problem with a virtual team while under
time pressure.
Specific Assignment
Myth 7
Technological problems will derail my
teaching and undermine the student
learning experience.
Reality
• Tech failure disrupts learning - takes
precious time away from the session.
• Fortunately, online tools provide avenues
for repairing the situation.
– For example, the instructor can add a postclass discussion forum or blog to facilitate
teaching content missed during the
interrupted class.
Myth 8
I don't know html (or how to make Web
pages), so I can never teach online.
Reality
• With programs such as Dreamweaver, you
do not need to be a computer programmer
to build an online class.
• Also, draw upon the expertise of your
academic technology staff and the
numerous online resources to help you.
• Learn as you go. It’s more effective
Myth 9
Students in an online course do not learn as
much as students in a f2f course.
Reality
• NOT! The virtual classroom provides new avenues for
learning that require a teaching delivery for that venue.
• Instructors need to use these tools differently and exploit the
virtual qualities of the learning experience.
• The virtual classroom becomes a safer place for creative risk
taking.
• The research confirms that it's about the same when the
online class uses collaborative learning approaches, critical
thinking prompts, and discussion boards.
• The following characteristics are required for online learners:
highly motivated, self-disciplined, good time management
skills, learn independently, express themselves in writing,
tolerant of occasional technical glitches, and not easily
frustrated.
Helping Each Other Learn
Myth 10
Once I develop my fully online course, the
work is done. In the future, just add
students.
Reality
A great online course requires ongoing
participation from the instructor to guide
and provide feedback to students.
Key Points
• Instructional design is critical
– design it ahead of time and think through everything
you are asking the students to do - and make sure it
works
– relax and have fun learning about the new experience
– remember it takes time to develop a teaching style
online
– evaluate your course regularly
– the most important role you will have is as a
cheerleader and motivator
Key Points (2)
• Be prepared
– tools are secondary -- learning is critical
– trying to replicate what you do in the regular
classroom is pointless if not impossible
• Make sure you know what you are getting into,
expect to work harder than with any other course
– try not to feel that you have to respond to every
comment
– use time-management strategies for online teaching
and feedback
Key Points (3)
• Course development must be student friendly and where
students are active participants rather than bystanders to
learning
– the same pace, content and approach will produce different
results with different people
• Encourage mentoring relationships and learning
communities
• Be explicit to students about the norms and grading
• Don't underestimate how much time students are
spending online, doing readings, reading each others
discussion and posting - think about the workload - and
don't overload them
Final Thoughts
• Enough said. Are you ready to take flight?
• What do you think of online teaching and
learning?
• Are you flying? Afraid to get on the plane?
An enthusiastic world traveller?