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Educator's Voice

Volume 6, Issue 9
September 22, 2005

Intentional Teaching: Online Educational Experience

Online teaching is often viewed through the lens of the conventional teaching method by both educators and students. Educators who have done land-based teaching can become entrenched in using the lecture as the main system of delivery. The full spectrum of educational delivery—the flexibility that online teaching has to offer—is often misunderstood. Educators are not the only ones who may feel the need to stick to the familiar "sage on the stage" format. Students who need the external motivation that strict class attendance requires, who need to see the professor face-to-face or who enjoy the camaraderie that a small classroom may engender, often reveal challenges for the online instructor.

Preparation

Intentional online teaching involves providing a cohesive online learning experience for students through a collaborative approach. To be an effective online college instructor, it is important to start with an understanding of the population being served: adult learners. Do they prefer auditory, visual or kinesthetic venues? Do they respond well to learning experiences that are individual, group, oral, written, sequential or global? One way to arrive at this understanding is to determine how each person learns best through a free self-assessment and then have them provide feedback to you on what they have learned about themselves.

The Index of Learning Styles Questionnaire, designed by a chemical engineering professor at North Carolina State University, is one helpful resource. Dr. Richard Felder's 44-item online questionnaire is based on the English language and provides students with free information regarding their learning styles. An added benefit of this initial contact is that rapport is developed early with individual members of the class, which establishes a learning relationship between instructor and student. The outcome of the adult learners' feedback will provide information to direct the design of a multi-method classroom that is captivating to adult learners. This will be accomplished by providing communication that occurs in real-time (classroom chats) and posted (discussion threads, e-mail); mediated learning that provides students with timely responses, and a full classroom with weekly modules that parse information and assignments; and concrete instruction in which students make specific responses. Adult learners respond to a multi-method classroom environment, recognition of their autonomy, flexible course topics, a platform to share experiences, the ability to ask questions and the ability to link content from class with a variety of experiences (i.e., family, personal and work experiences).

It is essential to learn the traits and backgrounds of students within each separate class environment. Instructors need to use every contact with students to get to know the individual, to promote cohesiveness within the class, and increase understanding of the concepts and content in the class. Instructors develop to this point by attending trainings and workshops, and most important, by planning.

Planning

Intentional online teaching goes beyond relying on the basic platform structures common to online instructors, which routinely include formats for setting up weekly discussion forums related to textbook and class content, announcements to keep students informed with lists of weekly assessments, and digital drop boxes or shared folders to upload graded papers. To go beyond the basics, the instructor can provide full interactive, multimedia presentations. Instructors who go beyond the basics utilize valuable Web resources, PowerPoint presentations, interactive links to textbook and software publishers, course templates, real-time office hours (online chat, videoconferencing or teleconferencing, or some combination thereof), course-related Web sites to complement materials presented in class, pre-established interactive tutorials (see Merlot.org), post-study guides, practice exams and more. The list for going beyond is limited only by the instructor's creativity. Students respond favorably to thoughtful instructor information and presence.

Presence

Intentional online teaching involves being approachable and available. Many remember large lecture halls, austere lectures from professors (if not teaching assistants) and inflexible classroom schedules. We need to rethink our role as faculty. As online instructors, we want to be personal and accessible. Setting up a 24-hour response system to answer questions posted by students and keeping regular online office hours helps. We want to provide a classroom setting that is flexible. The student should be able to go into the classroom anytime, day or night, weekday or weekend, and have lessons that are accessible and easy to understand.

We need to make sure that the students know that there is a person running the class, so be present via announcements or e-mail, discussion forums, a class Café, document sharing, instructor links, etc. Instructors should use each interaction to provide simple, clear, written directions; individualize assessments (homework, quizzes); promote accountability and leadership; deliver consistent, positive feedback; and conference with students. Instructors' provision of positive feedback and promotion of learner accountability in a nonjudgmental environment increases adult learners' motivation and reduces learners' recidivism.

Conclusion

Adult learning online is encouraged by an interactive environment. Providing adult learners with access to free, individualized learning style assessments and encouraging each person's direct feedback at the start of the class helps develop rapport early. The key ingredient to a successful class is ongoing communication with students. Motivating students through positive, consistent, nonjudgmental feedback that is immediate increases their motivation by providing a welcoming environment that encourages students to stick with the process. Providing students with access to a variety of educational media beyond the routine online platform is attainable and helpful.

Use each contact with your students as an opportunity to provide a collaborative, rather than self-directed, teaching experience. More effective methods that offer a variety of educational experiences are important but should never override the communication between you and your students.

Resources

Bennett, S., & Lockyer, Lori. (2004). Becoming an Online Teacher: Adapting to a Changed Environment. Educational Media International, 41 (3), 231-244.

Conaway, R., Easton, S. S., & Schmidt, W. V. (2005). Strategies for Enhancing Student Interaction and Immediacy in Online Courses. Business Communication Quarterly, 68 (1), 23-35.

Edwards, J. (No date). Coping with Information Overload. knowledge finder,Retrieved Aug. 15, 2005, from http://www.knowledge-finder.com/computers/internet/information-internet-online.html

Felder, R. M., & Spurlin, J. E. (2005). Applications, Reliability, and Validity of the Index of Learning Styles. International Journal of Engineering Education, 21(1), 103-112.

Kerka, S. (2002). Teaching Adults: Is It Different? Myths and Realities. Retrieved April 19, 2005 from http://www.ericacve.org/pubs.asp.

eCollege would like to thank our guest contributors:

       —Valerie Bradley-Holliday, Ph.D., is an online professor for Walden University and ITT Technical College.

       —Mary Etchinson, Ph.D., is a professor at Northern Michigan University.

TIP

Increasing Student Commitment

Keeping students involved and motivated requires your personal touch, but how do you go about doing this? Here are a few ideas:

By doing these simple things, you let students know that you are not a "virtual" person.

       —Valerie Bradley-Holliday, Ph.D.