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.