Module 4 Reflection

Online education has become the leading modality for distance education (Mayadas, Bourne, & Moore, 2005). One of the problems faced by educators using this model is keeping the students engaged in an online community. Distance learning may cause a psychological, as well as a physical gap (Durrington, Berryhill, & Swafford, 2006). Students may feel isolated and lonely. A lack of face-to-face communication and competition can affect their motivation. There are other barriers that may hinder student engagement and should be considered when teaching online verses face-to-face. According to Spelling (2005), barriers for adult learners are categorized as situational, institutional, and dispositional. A person's circumstances in life at any given time are considered potential situational barriers. Different policies and practices may make course participation more difficult are considered institutional barriers. Students' attitudes about their own abilities to succeed are considered dispositional barriers. These barriers present additional obstacles for adult learners who attempt to obtain an advanced degree (Spellman, 2007). To be effective and/or successful at online instruction, a student centered learning environment needs to be established. This can be achieved through discussion boards that allow students to interact with the instructor and fellow students to learn and problem solve. Students need to feel as if they are connected to others by establishing dialogue and interacting with other students and the professor. Once this atmosphere is created it sets the stage for the learner to become more collaborative, judgmental, reflective, and integrative (Spellman, 2007).

The instructor’s role is to bridge the gap between the social network and the students’ use of technology in such a way that learners are engaged (Anderson, 2008). Making students aware of the tools available to enhance online learning is crucial to its success. However, many students are already using this tool. Students entering higher education today, researchers note, possess a different view of technology due to lifelong immersion in a digital, media-rich, and networked world. These learners are often described as “millennials” (Oblinger & Oblinger, 2004). The online instructor encourages students to use a number of technological tools and strategies throughout the course to make sure the content is fully covered and understood. This can be achieved through research using the internet and search engines such as Google and Yahoo.

The Internet (Google, Yahoo and Internet Explorer) can be used to research information and gain clarity of content. The content can be delivered in different formats or a combination of formats, including multimedia, immersive environments, video, audio, and text which give access to learning that addresses the various learning styles of students. Discussion boards, Skype, and other social networking sites such as Facebook, LinkedIn, and MySpace allow students to communicate and problem solve while developing critical thinking skills. These modes of communication also help the students establish social presence. Online teaching also involves devising and implementing activities to encourage discourse between and among students, between the teacher and the student, and between individual students, groups of students, and content resources (Anderson, 2008). Collaborative technologies such as Wikis, Blogs, Eluminate, Web 2.0 gives students the opportunity to work in virtual groups to complete learning tasks as well as assess peer work and give feedback.

References

Anderson,T. (Ed.). (2008). The theory and practice of online learning. (2nd ed.). Edmonton, AB: Athabasca University Press.

Durrington, V.A., Berryhill, A., & Swafford, J. (2006).
Mayadas, F., Bourne, J., &Moore C. (2005). Introduction. In Bourne, J., & Moore, J. C., (Eds.), Elements of quality online education: Vol. 6 Engaging communities (pp.7-10). The Sloan Consortuim.

Oblinger,D., & Oblinger,J. (2004). Educating the net generation [e-Book]. Retrieved January 10, 2008, from http://www.educause.edu/educatingthenetgen

Spellman, N. (2007). Enrollment and retention barriers adult students encounter. The Community College Enterprise (pp. 63-79). Livonia, MI: Schoolcraft College.

http://mywebspiration.com/view/310982ad38f

Assessing Collaborative Efforts

Many students who have a need for social presence often times prefer to work alone rather than in a group where peers collaborate. Being able to express one’s personality in an online environment can be achieved if several elements exist such as the ability to carry on an internal dialogue, creating a sense of privacy, the ability to deal with emotional issues in textual form, and the ability to create a mental picture of the other participants in the learning community. Therefore, instructors should seek to ensure the development of connectedness and presence for members in the community (Palloff & Pratt, 2007).

Once students become a part of the online learning community, measures should be taken to assess the members within the group. Assessing learning cannot be achieved effectively if it is done in the manner it has been in the past. Siemens explains several methods for assessing distant learners. Students assessing students is a method that allows students to actively participate in the assessment process. Feedback from online learners allows fellow students to participate in open communities which are often achieved through list serves. Educators can assess based on student contributions that allow others to look at how many times each student logs on and participate in class through discussion boards, chats, or blackboards. The final method Siemens describes is assessing based on metrics/numerical grades from learning management systems through timed tests /quizzes (Siemens, 2008). It will be important for instructors to make sure the grading practices are fair and equitable. Students have different levels of skills and knowledge to bring to the learning environment. Level of performance on a given task(s), authentic participation in class discussions, and student growth should all be considered when assisting each participating in this type of learning environment.


References

Palloff, R. M., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom. San Francisco: Jossey-Bass.

Siemens, G. (2008) The Future of Distance Education, Laureate Education, Inc.: Principles of Distance Learning Vodocast.

Storyboard of Video Presentation

http://thewaldens.pbworks.com/Ellis