When
creating strategies and tools for online learners, it begins with creating a
learning environment that is open, supportive, and respectful (Durrington,
Berryhill, & Swafford, 2006). The online learning environment needs
to promote a trust between instructor and classmates. The online learner needs
to feel wanted and does not want to be ridiculed because of thoughts and ideas
that the learning might divulge. One of the ways an instructor can promote
students to want to engage in online learning, is to have a syllabus that
clearly defines expectations, guidelines, and learning objectives (Durrington
et al., 2006).
Assignments
and discussion form need to be facilitated by the instructor by promoting
students to answer questions that pertain to the topics in course and help with
leading in to a meaningful conversation between students. Students should
provide meaningful responses in order for other students to post questions and
add more insight into the topic.
Students
should be given opportunities to work together in an online environment
(Durrington et al., 2006). Their responsibility is work together, participate,
and provide their thoughts and ideas to the group projects. Clear expectations
of what is required for group interaction should also be presented in the
syllabus.
Students
should be able to use the internet to further their research when it comes to
assignments, discussion post, and other elements of the course. Also, an online
learning environment should give students new networks to access information,
experts, and make global connections. (Siemens, 2008).
References:
Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190−193.
Siemens, G. (2008, January). Learning and knowing in networks: Changing roles for educators and designers. ITForum.
In your post you spoke about the internet being used both to access content and increase connections. It has been amazing to see how easy it is to increase my personal learning network through connections made during collaborative assignments. I believe that this is one of the greatest benefits of an online distance program.
ReplyDeleteJoshua
I think you are so correct when you say, “the online learner needs to feel wanted and does not want to be ridiculed because of thoughts and ideas that the learning might divulge”, as this can set the stage for how successful the learner feels and how much engagement they will want to put into the course in question. Just like a building I suppose, a good foundation can make all the difference in how much weight a structure can take; therefore, an “open, supportive, and respectful” environment for establishing engagement in online courses make good design sense.
ReplyDeleteSebert
Tracy
ReplyDeleteI like the way you layout your concept map, it seems to me that you are saying the focus should be on the strategies and tools for online learners and then instructor should then draw on the available tools and resources to engage the learner. Where these tools and resources can be such things as the learning environment, theories like problem based learning, make use of discussion boards, utilize the internet, and make use of the vast networks of global experts. The increase in online communication, experiences with the ever-evolving new tools, growing comfort with online discourse and the ability to communicate with diverse and global groups makes your concept map a practical reality.
Sebert