There are no secrets to success. It is the result of preparation, hard work, and learning from failure. ~Colin Powell Preparation is key when planning and setting up an online course. Creating a positive online learning environment is key to learner success. There are some important considerations when creating your online learning environment such as technology, learner expectations, and how to set the stage for quality learner interaction. In this blog, we will discuss some recommended strategies for setting up a successful online learning experience. It is important that the instructor know the technology available to them in order to make smart choices for the course. “Focus on the essential tools, and build your first course around those tools. You can branch out later as you teach the course a second or third time and gain experience, confidence, and a sense of exploration. (Boettcher and Conrad, 2010, p. 57)” It is not necessary to know how to use all of the technology tools available. The instructor should have knowledge of basic technology tools such as navigating the Course Management System (CMS), E-mail and basic audio/video tools. “Just pick one to three that are best suited for your learning goals and discipline and learn those. (Boettcher and Conrad, 2010, p. 59)” A great strategy to learn new technology tools is to target one or two new technologies to master during each course iteration. It is also important that the instructor understands what technical support resources are available for their institution. This will be essential information to share with the learners in their course along with the minimum technology resources required to participate in the course (software, hardware). It is especially critical to clearly define course expectations to the learner in an online environment. Structure is necessary to the success of online learners and will ensure the learning environment is welcoming to all learners. The instructor can accomplish this by setting the ground rules which will create a safety net for the learners. “Ground rules should be established at the beginning of a course, and the instructor should explain the purpose they serve. (Brooks, 2010)” Necessary ground rules include:
(Laureate Education, 2010) The course guidelines and expectations should be presented during week 0 and prior to the first week of class. By sending out a welcome email the instructor can initiate the relationship between learner and instructor. The instructor should provide clear and concise instructions on how to get started in the online course. Providing a course syllabus is a smart way to provide consolidated information regarding expectations, grading, schedule, and other key points. (MarylandOnline, 2016) Directing the learner to review the welcome message, syllabus, instructor introduction, and other important information will help the learner assimilate. Online learning can be an isolating experience for the learner. “Online there is greater possibility for a sense of loss among learners—loss of contact, loss of connection, and a resultant sense of isolation. Consequently, attention should be paid to the intentional development of presence. (Palloff and Pratt, 2007, p. 31)” It is important for the instructor to create connections between learners and the instructor. The instructor should introduce themselves in a warm and personal manner. Share your hobbies, family life, and pictures to let the learner know you are a real human being. An icebreaker activity during the start of the class can jump start the social process, build the foundations of a learning community, and reduce the danger of learner attrition. (Laureate Education, 2010) “Forming a sense of community, where people feel they will be treated sympathetically by their fellows, seems to be a necessary first step for collaborative learning. Without a feeling of community people are on their own, likely to be anxious, defensive and unwilling to take the risks involved in learning. (Wegerif, 1998, p. 48)” During Week 0, an ungraded icebreaker activity offers the opportunity to socially interact within the learning environment without fear of failure. As I discussed earlier, providing technical support information can be critical to the online learner’s success. It is also important that accessibility and usability information be easily identified for the learner. Navigation design should facilitate ease of use. Consistent navigation and layout throughout the course will provide ease of use for all learners. Navigation should be “consistent, logical and efficient” (MarylandOnline, 2016). The course should contain accessibility information. “Learners with disabilities have access to information on the accessibility of the learning management system and all additional required technologies. (MarylandOnline, 2016)” This information can be located within the course syllabus or a separate page that is easily recognized. By following the strategies discussed in this blog, the instructor can ensure the online environment is ready for the influx of learners. It will also create a learning environment that will be welcoming to the online learner. What other strategies have you used to ensure the success of your online course? Let’s start a conversation! References
Boettcher, J. V., & Conrad, R. (2010). The Online Teaching Survival Guide. San Francisco, CA: Jossey-Bass. Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass. Laureate Education (Producer). (2010). Launching the online learning experience [Video file]. MarylandOnline. (2016). The Quality Matters program rubric. Palloff, R.M. and Pratt, K. (2007) Building online learning communities: Effective strategies for the virtual classroom. 2nd edn. San Francisco, CA: Jossey-Bass Inc., U.S. Sole.Social (2016) Sole social erasmus plus. Available at: http://sole.social/wp-content/uploads/2015/04/sole-social-erasmus-plus.png Wegerif, R. (1998). The social dimension of asynchronous learning networks. Journal of asynchronous learning networks, 2(1), 34-49.
0 Comments
Leave a Reply. |
Stacy SpringerWelcome to my blog! I am passionate about great Instructional Design and Educational Technology. Let's start a discussion! Archives
June 2017
Categories |