The close of my first semester as a graduate student (attempt number two) has arrived and in turn, the expectation of reflection on my experience and learning.
The course outcomes for Methods for Online Teaching and Learning can be synthesized to the development of online instructional strategies and the development of best practices in encouraging multi-directional communication and feedback between students and instructors. If I begin my journey here, it is easy to see what I have learned (and what I still need to learn!).
Online Instructional Strategies
Online instruction is a dichotomous world of asynchronous events and synchronous events. Current learning models throw environment into this mix - where a student may be learning from home or from a brick and mortar school, or from... The models are varied and the best "use" of the instructor can be argued, but my learning distilled two important characteristics of effective online instruction: student engagement and class discussions.
Discussions - It could be argued that discussions are one way to engage students, but my reading and experiences in EDU 654 made it obvious that discussions are the wormhole to deeper learning that also allow teachers to build community, perform formative assessment, and help students form the connections with material that enable them to do more than regurgitate learning. Choosing the format (casual versus formal), the location (in a learning system versus social media), and even the roles of participants (leader, participant, questioner, antagonist, summarizer, etc.) has a great impact on the educational outcome. As if those decisions aren't big enough, teachers still have to find ways to engage students in the conversation.
Which leads me to characteristic two of an effective online learning environment:
Engagement - Learning style inventories and movements such as Universal Design for Learning have come into play because research has solidified the belief that student learning is proportional to student engagement. (proportional - my first attempt at a master's degree was a masters in math)
Engaging students in online learning environments is more challenging from the perspective that an instructor can no longer use volume/tone of voice and proximity to maintain a student's focus. However, because online learning can be anonymous, social stigmas that inhibit participation in face-to-face learning can be reduced to allow a broader audience. Ultimately, the same rule for student engagement in a face-to-face classroom applies to an online environment: consider the needs of your students and antagonize and/or incentivize their participation while meeting their needs.
Self-Assessment of My Development of Online Instructional Strategies - Experience has taught me how to build relationships and use learning styles to personalize learning in a traditional classroom. This skill set translates fairly easily to an online environment. Where I would like to continue to develop personally is finding ways to get students to take more of a leadership role in asynchronous discussions. Building personal connections and seeking information relevant to their own ideas feels like a great way to maximize student learning. I would also like to continue to develop stronger skills in facilitating synchronous, online learning experiences. This is a deep skill set that requires TPAK at a mastery level that I have NOT yet achieved.
Communication and Feedback
While not part of Methods for Online Teaching and Learning, one of the best examples of the power of communication and feedback on learning is the video Austin's Butterfly: Building Excellence in Student Work. First, this video is a clear demonstration of the power of meaningful feedback. Through continued pursuit of a high standard, a first grade student constructs an image of a butterfly that begins as a rough image of a winged insect but, with the help of peer feedback, becomes a textbook-worthy illustration. You read that I said first grade student right?! That means the feedback came from peers in first grade also. Peer feedback is the second part of the importance of this video in illustrating my learning. Coaching of the instructor to build a community of high expectations led to peer feedback eliciting outstanding results.
The connection between this video and what I learned in Methods for Online Teaching and Learning comes down evaluating the best possible role of the teacher in the classroom. Is it the sage on the stage? Is it the guide on the side? Can it be both? Communication and feedback are the key to answering these questions. Communication pathways between students and between teacher and students are what establish the classroom culture. If cultivated well, the vital feedback necessary for growth and learning can come from peers or the teacher. The role of the instructor then becomes that of facilitator - a sometimes leader, a sometimes participant, an all-time instructional leader.
Self-Assessment of My Development of Communication and Feedback in My Classroom
A lot of the activity in the classrooms I supervise are evaluated with performance rubrics. This inherently requires communication between student and teacher to help the student ensure the performance or artifact of learning demonstrates proficiency. What doesn't come as naturally is the peer feedback and communication. As I continue in my role of curriculum and instructional design manager, I will endeavor to provide the professional development necessary to my staff to establish this multi-dimensional world of communication and feedback. Based on my learning from this course, I believe this will amplify the learning in the classrooms.
In Conclusion
Teaching is an art form. There is no scientific formula that makes a perfect teacher. Online and blended instruction only add to variables that a teacher must balance for an effective classroom. Methods for Online Teaching and Learning illustrated this art form and its complexity. As it is only my first course in online pedagogy, I am in awe of the remaining techniques to be learned.
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