Setting Up an Online Learning Experience

Setting up an Online Learning Experience 

A good online course consists of many elements which may consists of student accessibility, instructor presence and appropriate feedback. How the instructor formats and interacts with the class will ultimately determine the student’s learning experience. With this being so, when setting up an online learning experience, one of the most important tasks that an instructor must consider is how they will get to know their students. Dr. Palloff (2010) mentioned that similar to a face-to-face course, instructors can get to know their students through the personal bios given in the first week of class and often refer to them to make informed comments and responses.

What is the significance of knowing the technology available to you?

Knowing the technology available is an essential component of success in an online course. Being able to navigate technology allows learners to not only complete the course, but it gives learners the opportunity to explore a variety of information and deepen their understanding of different concepts.

Why is it essential to communicate clear expectations to learners?

Communicating clear expectations fosters a sense of community. Students will know when expectations are reasonable or not. They will also quickly identify any perceived double standard associated with class expectations (Learning and Teaching Community, 2011). Clear communication should be clear and concise, proactive, prompt, frequent, authentic and supportive.  

What additional considerations should the instructor consider when setting up an online learning experience?

When setting up an online course, an instructor should also keep in mind the feel of the course and the experience. Ultimately, a good online course has elements that do not singularly exist, but rather has integrated elements that build upon one another. A good online instructor works to ensure that each element of the course builds upon the course objectives (Hathcock, 2012).

Reference

Communicating High Expectations: Increase Student Success, Reduce Teacher Stress (2011). Retrieved from https://learningandteaching.byui.edu/perspective-magazine/communicating--high--expectations--increase--student-#:~:text=Expectations%20give%20the%20students%20an,work%20required%20for%20the%20course.

Hathcock, D. (2012). Mapping success: Essential elements of an effective online learning experience. Faculty Focus. Retrieved from https://www.facultyfocus.com/articles/online-education/online-course-delivery-and-instruction/mapping-success-essential-elements-of-an-effective-online-learning-experience/

Walden University, LLC. (Producer). (2010). Launching the online learning experience [Video file].

EIDT 6510- The Significance of Online Learning Communities

 

The Significance of Online Learning Communities 

As outlined by Dr. Palloff and Dr. Pratt (2010), in online learning communities, the goal is a sense of co-created knowledge and meaning through learner-to-learner engagement. One of the challenges of online learning relates to students feeling disconnected to their classmates and instructor which can significantly impact both student learning and satisfaction (Gray & DiLoreto, 2016). In a similar topic of discussion that I have recently engaged in, I have expressed the importance of instructors providing topics and content that are relevant to current issues where students can connect practical and professional experience. This is essential as an element to building and sustaining an online learning community because learners may become more invested in course discussions, assignments and their colleagues.

Furthermore, establishing community building and effective online instruction helps a group of learner’s bond and work well together and is important in online courses given the potential for students to feel isolated and alone (Major, 2015). Community building and effective online instruction is more than participation; it requires moving from participation to engagement, involvement, and action.

The usability of a course is correlated to student satisfaction and learning. As I learn to become an effective instructor in the future, I will aim to develop quality courses that provide opportunities for interpersonal interaction. The following image below outlines ways to promote community in an online course. 

Reference

 

Major, C. H. (2015). Teaching online and instructional change: A guide to theory, research, and practice. Baltimore, MD: Johns Hopkins University Press.

Walden University, LLC. (Producer). (2010). Online learning communities [Video file].

Gray, J., DiLoreto, M. (2016). The effects of student engagement, student satisfaction, and perceived learning in online learning environments. NCPEA. Retrieved from https://files.eric.ed.gov/fulltext/EJ1103654.pdf