Learners often choose to study online because they are busy with other roles and responsibilities in their lives which limit their ability to be physically present in classrooms. It is important that facilitators DEFINE EXPECTATIONS upfront so students can arrange their schedules, know when and how to reach the instructor, and plan accordingly (Boettcher, 2013). “As teachers/ trainers, we are charged with respecting learners and their time, and giving them value for their attention. We must present the best information in the best format.” (Kelly, 2006, p. 48).
Online students need easy access to the digital tools and learning environment, and for the process to be user-friendly (Salmon, 2018). “Learnability can mean the difference between success and failure” (Dron & Anderson, 2014, p. 21). It already takes diligence and self-discipline for online learners to study on their own schedule. Problematic, faulty, and difficult-to-access technologies can be infinitely frustrating for any learner, and especially damaging for those who are busy. Facilitators must consciously HEED THE PRESENTATION, “providing clarity and relevance through content structure and presentation” (Dunlap & Lowenthal, 2018, p. 83).
Online learners require extra motivation and organization to show up to learn without the solid schedule of a classroom. Therefore it is paramount for facilitators to CREATE ENGAGEMENT for students, offering only relevant content, creating healthy interactions between students, and providing support by showing up, being available and present, and giving constructive, timely feedback (Dunlap & Lowenthal, 2018).
“Learning is hard work and studying online can sometimes feel isolating, confusing, or discouraging. The effective online teacher makes intentional efforts to communicate specific encouraging messages to individual learners and the group as a whole” (Bull, 2013). Facilitators should strive to BE THE COACH, supporting and encouraging hands-on learning, like teaching a man to fish instead of giving a man a fish.
Keeping an empathetic FOCUS ON LEARNERS can help online facilitators to be flexible and continually improve. Becoming a great teacher is not arriving at a finish line, it is a never-ending journey of self-improvement which can bear many fruits as the education planted flourishes into future generations and makes the world more awesome.
Feel free to comment if you agree or disagree with any of my points, or if you think a more important strategy is missing.
References
Boettcher, J. V. (2013). Ten Best Practices for Teaching Online.
Bull, B. (2013). Eight Roles of an Effective Online Teacher. Faculty Focus.
Dunlap, J. C., & Lowenthal, P. R. (2018). Online educators’ recommendations for teaching online: Crowdsourcing in action. Open Praxis, 10(1), 79–89.
Dron, J, & Andreson, T. (2014). Teaching Crowds. Athabasca University Press.
Kelly, M. H. (2006). Teach an old dog new tricks: Training techniques for the adult learner. Professional Safety, 51(8), 44.
Salmon, G. (2018). The five-stage model. Online resource.
Hi Angie!
I like your infographic very much and coincide particularly in the use of a good sense of humor to make the learning appealing to students. It might not be appropriate to include humor from the start because the instructor must sense the audience first, and then use the appropriate kind and dose of humor to be effective (Torok, McMorris, & Lin, 2004). But I can tell you from experience that it is far better to include humor, even a little bit, than not have it at all.
Humor allows for manageable situations when the teacher makes a mistake, it happens and it is as valid (hey, we are humans) as when a student fails so use humor to learn from a mistake, instead of punishing the mark and embarrassing the student (never do that!).
Cheers!
References
S. E. Torok, R. F. McMorris & W. Lin. (2004) Is humor an appreciated teaching tool? Perceptions of professors’ teaching styles and use of humor. College Teaching, 52:1, 14-20, DOI: 10.3200/CTCH.52.1.14-20
Hello Alfonso, thank you for commenting on my post.
I like humour because it’s fun to laugh and I want to enjoy my life, especially while learning and working. Yes, I agree with you, it is important to use some discernment about appropriateness of when to use humour. I like sometimes trying to lighten people up when they’re worrying or being too professional and serious. Life seems to go by fast and I want to feel happy, even if I’m working or studying.
A bank robber pulls out gun, points it at the teller, and says, “Give me all the money or you’re geography!” The puzzled teller replies, “Did you mean to say: Give me all the money or you’re history?” The robber says, “Don’t change the subject!”
Hi Angie,
Nice design. The colours really make the design stand out. One thing I like about your design is that you’re bringing up issues that I’m not seeing in others’ designs, so it’s giving me some things to think about.
“State how much time and effort learners should expect to put in” – I rarely see online facilitators estimate how much time students will need to put into activities, and have wondered whether this would be useful.
“Mentor your students” – What would it mean for online facilitators to mentor their students?
Hi Jason, thank you for taking the time to comment.
Regarding my recommendation to state the time and effort required: I have participated in quite a few MOOCs on various platforms. The course intro pages usually estimate how many hours per week a learner can expect to invest. I’ve found that info helpful when deciding which courses to take and seeing if the courses will fit into my life at the time. Schedules in MALAT help me as a contractor to see ahead which job contracts I should say yes or no to, or to help me look ahead and get ahead in schoolwork if I know I’ll be too busy doing my job near a school deadline.
Mentor your students: I meant instead of being the instructor demonstrating expertise and lecturing knowledge while learners watch from the sidelines, guide the learners to be players in the game instead of passively spectating. Be supportive and encourage hands-on learning. Be communicative, positive, and offer constructive feedback.