Posted by Jeff Davis on February 19th, 2009
Haven’t we heard that before? Oh yeah, that baseball movie. You know the one. A true classic in my book. Much like the quote from the movie states, the online schools were “built” and the students did “come”. Whew! I must have had 20 or 30 online instructors over the past several years and I would have to say that 99% of them managed the online classroom in an efficient and effective manner. Managing an online classroom versus managing one on the ground is very similar, yet very different. For one, I cannot tell you what any of my past online instructors looked like. This just isn’t a concern in the online class. What does matter though is providing clear instruction, answering questions, and being readily available. My online instructors were able to accomplish this through the use of written syllabuses, emails, and even phone calls if necessary. The class syllabus was always clearly defined in what was expected, assignments, due dates, and how to contact the instructor for all types of situations.
Since all classes had different instructors, not all syllabuses were identical however. For the most part and regarding the assigned questions, team work, written assignments, and due dates, they were similar. But they did vary somewhat when it came to items such as preferred method of contact, leniency in grading assignments, and response times. Some instructors took a very active approach and participated in the class as much as the students, while others took more of a backseat approach and just issued reading assignments and seldom gave further guidance than what the syllabus already offered. These types of instructors were not in the majority and were typically the ones who seemed to have great difficulty in returning replies to students. Imagine that!
From what I recall the most about the overall effectiveness in the materials that were provided to us students, it was almost the same across the board. I would attribute this to the university probably having some identical format and curriculum when it came to what the students would receive. There were always plenty of relevant articles and book chapters to read for each class and of course, you could easily find more in the online school library. Resources were never a problem. The materials for each class always provided valuable information that proved to be effective in meeting the course objectives.
Overall, I believe that different instructors have different expectations. You just need to learn what your instructor expects from you and as long as you are willing to read until everything’s a blur, ask questions until you’re blue in the face, write papers until your hand cramps, research until your eyes hurt, spend countless nights without sleep, spend weekends at home fulfilling your online educational obligations, and able to get along with a diversified group of individuals who will help determine half of your grade, then you will have covered all the bases. But, it was still really enjoyable.
Tags: baseball, course materials, effective teaching, instructor availability, managing the classroom, Online Instructors, online professors, online resources, online students, online teachers, syllabus, the online classroom, University of Phoenix
Categories: Professors in the Online Classroom, Student Voices
Posted by Sharon Cece on February 18th, 2009
Think of a professor as a symphony conductor or an army general, or even–for zen‘s sake–gatekeepers to the portal of educational enlightenment. Any way you view them, professors and their methods hold the key to understanding your courses and, more importantly, succeeding in them.
At FSU, I was surprised how my online professors (likely with the aid of web designers and tech support) created a traditional college structure from within a computerized venue. Though every instructor had a different modus operandi when it came to e-course layout, all maintained the mandatory first day attendance policy and for good reason: in addition to course introduction and familiarization, everything you need to know is presented online that first day via the syllabus.
In regard to the syllabus, this document is essential to the success of the online student. Therefore, print it, copy it, save it, decorate your bathroom walls with it, hang it from your rearview mirror…I’m being facetious but the point is clear: the syllabus is the most effective piece of material the professor will provide in meeting your course requirements. One or two professors offered it as the only material needed for the entire course; more often, textbooks–sometimes with or without study guides and accompanying CD’s–are required. A few professors augmented all of the above with additional websites, links and yet more materials such as supplemental books of reference. These materials, with very few exceptions, were always sufficient in meeting course goals.
Online instructors usually post their content on the course discussion site and the students respond with questions and comments which are answered in a threaded format. Professors almost always hold e-office hours in the event you need to meet with them individually, or arrange virtual classrooms whereby the entire class could get information in real time. Questions are also fielded by TA’s, who are available a bit more than the busy professor. Email responses are arbitrary depending on the professor; if you’re fortunate you get an immediate answer but ususually it’s a day or more later. Information you require that is course-specific is best posted online publicly so that other students can add to the discussion; personal information (i.e.– you need to re-take a test or make up course work) should be emailed privately to the professor.
If you can bear one more metaphor, think of professors as snowflakes–no two are alike. Get to know each instructor, what materials they require and specifically what he or she expects from you as a student. You will be amazed at how much time and energy this will save you.
A small but essential piece of information to advance you to the portal of educational enlightenment.
Posted by Phyllis Stith on July 30th, 2008
Understanding Instructor Responsibility in the Online Learning Environment
Instructors in the online learning environment are faced with the same tasks as those that work in traditional brick and mortar institutions. However, there is also the added responsibility of facilitating online communication to ensure that discussions are both unbiased and lively, in addition to being educationally relevant.
Thus, the instructor is charged with developing pedagogical lesson plans that engage students in the critical thinking process through objectives that are both clear and concise. This is accomplished when the instructor facilitates discussions in ways that encourage active participation from students.
In addition, the instructor should remain objective when assessing student performance because personal biases can lead to unfair grading methodologies that hinder learning opportunities. In addition, the instructor must develop lessons and discussions that do no offend students that come from diverse cultures and backgrounds. Thus, sarcasm and other types of language that may be offensive should be avoided at all costs.
Instructors must also take the time to learn particular learning styles in order to meet the needs of the class and this can be accomplished when students are required to provide class introductions. Moreover, instructors must maintain a sense of flexibility because all students do not learn and comprehend at the same pace. However, the online learning environment is based upon the schedules that are developed by the learning institutions which means students must meet course requirements or receive incomplete grades if the situation warrants such a measure.
Finally, the online instructor must employ the use of effective classroom management skills at all times. This will serve to eliminate the potential for disarray which is not conducive to the learning environment. Thus, any behavior that is unsuitable for the classroom should be immediately addressed by the instructor and disciplinary actions should be taken on a case by case basis.
