Looking back on the first half of my introductory course to the Online Learning Certification program, I am amazed how at the amount of ground we have covered.
We have learned about the Online Learning Environment, Models of Online Learning, Learning Styles, Teaching Styles, Accessibility Issues, E-portfolios, Wimba, Blogs, Group Teaching Projects and more. All this and we are only half way through the class!
When I started the class I checked the syllabus, and became anxious yet excited about learning so many new computer technologies. I had no idea how many resources were available to enhance an online course. I lost my anxiety as I became more competent in the computer applications, and now look forward to the second half of class. Bring it on!
Beyond the computer skills I have gained, I paid special attention to the areas of the course that focus on teaching and learning. Obviously, it is mandatory for an online instructor to be competent in teaching. I have enjoyed participating in discussion threads and group activities.
I was pleasantly surprised to find that I felt as connected to my classmates in this class, as I have in face-to-face classes. I have found my student-instructor interactions at the same level compared to my face-to-face classes. My instructor has responded quickly, consistently and provided helpful critiques of my work. I plan to live up to her example.
I have found the assumption that online learning lacks interactivity and a sense of community to be false. In this class I have experienced an interactive community of learners. If an online instructor uses the email, Wimba, discussion threads, activities, chat rooms and conferences available and productively, students will not feel disconnected.
Unique characteristics that define online learning (most commonly asynchronous text-based interaction) can actually lead to enhanced or hyper communications (Walther, 1996).
I completed a survey and found my learning style was balanced. I now know that I want to enhance any courses I design with activities that suit all learning styles. Visual, Audio and Kinesthetic learners can be engaged in many ways which we began to apply in our group teaching project.
http://www.eazhull.org.uk/initiatives/KingswoodFS/learning_styles.htm
It has become clear to me that my learning and teaching styles should be considered when I design courses. I plan to develop strategies that improve student comprehension by reflecting on the strengths available to my learning and teaching styles.
I want to build courses from a constructivist approach so that the educational experience is an active process. I have learned that my innate teaching style is as a facilitator. I plan to focus on integrating this style when teaching psychology by facilitating student-centered discussions and activities. Designing group activities that promote active learning and student-to-student problem solving will improve student comprehension and memory recall of key concepts.
In addition, I have learned about the challenges that disabled students encounter when they take online courses. Whenever possible I plan to keep these students in mind. By adding audio and visual content for accessibility reasons, benefits can be extended to all students.
I am convinced that becoming certified in online teaching is going to enhance my online and face-to-face teaching skills. The current generation of students has been enmeshed in connective technology.
More than one-third of public university faculty have taught an online course while more than one-half have recommended an online course to students, according to an unprecedented study of administrative and faculty views toward online learning released today by the Association of Public and Land-grant Universities-Sloan National Commission on Online Learning. (http://www.sloan-c.org/publications/survey/pdf/staying_the_course.pdf)
Online teaching is no longer the future. It is the present.
Walther, J. B. (1996). Computer mediated communication: Impersonal, interpersonal, and hyperpersonal interaction. Communication Research, 23(1), 3-43.
