Setting Up an Online Learning Experience

An online learning environment requires a significant amount of planning and set-up initially.  This is essential for engaging the learner from the start and setting a positive tone for a productive course.  As an online learner myself, I have seen the benefits of each of these  practices mentioned below.  One of the most favorable activities I have seen and will aim to do myself as a future online instructor is to be present as much as possible for guidance and support.  Of all my learning that I have done in any classroom environment, the presence of an effective instructor has always helped me see most success. Here are some other effective practices:

Using Technologies:

There are many items that should be included when setting up the beginning phase of a course such as a course syllabus, discussion area, resource area and student lounge.  Interaction in the different areas may require use of different technology skills, such as a uploading videos and external links, requiring the set up of blogs and other potential skills.  Throughout the course the instructor will need the technology skills and knowledge to upload and retrieve text documents and to post grades, and he/she will need to have basic knowledge of the CMS (course management system) that the school is using.

It is very important that the instructor is aware of the different resources available and becomes comfortable using the required tools. It should be noted that it is not essential, or even ideal at times to use all of these technology resources at the same time or in the same course. Boettcher and Conrad (2010) suggest to beginner instructors for online learning that “the best approach to teaching a first online course is to keep it simple.  Focus on the essential tools and build your first course around these tools” (p. 57). Some great advice I found was to accept help from students.  In these times, technology is ever changing and students may be more familiar with certain tools.  Instructors should encourage students to share useful technology tools with the class as we are told, “students can also be a source of help and advice. Don’t be shy about accepting their help” (Boettcher and Conrad, 2010, p. 57).  It is also important to be mindful of those students who are not as familiar with the technologies and to support them as needed.  Conrad and Donaldson (2011) suggest that for these novice learners ‘the best way for students to learn to use the online course tools is to actually use them’ (p. 39).  It is important to be aware that some learners are unfamiliar to certain tools, but it is equally important to use them still if they enhance the teaching and learning.

Communicating Clear Expectations:

There are many similarities between an online course and a face-to-face classroom environment; however, there are also many differences.  One of main expectations that should be made clear is the time and interaction required for the course.  It is useful to develop a weekly rhythm for the discussions and assignments as ‘online students have schedules from many competing responsibilities’ (Boettcher and Conrad, 2010, p. 82).  The schedule allows learners to plan around other commitments and it is important that learners commit the needed time to the course.  Another important communication needed is the grading criteria.  Online learners should be aware of discussion and assignment rubrics to help guide the level and quality expected.  Along these same lines- detailed, constructive feedback is also essential.  A final, equally important expectation that should be communicated is the style of writing required.  As a lot of the submitted work will be by text, online learners should be told of the expectations of clear, Standard English and the appropriate reference format required and should be advised not to use the text lingo that is often used in other online environments.  

Additional Considerations:

Above are a few suggestions for setting up an effective online environment.  In addition, a detailed course syllabus must be created and available for the learner, prior to the course.  This will allow the learner to familiarize him/herself with the course content and expected outcomes.  This syllabus also helps the instructor to plan the course in full, which is useful for both the online instructor and the online student.  It is necessary when setting up a online course to plan activities that create the online community referred to in my previous blog post.  Icebreaker games might be considered at this point.  An instructor should aim to learn about students both socially and cognitively. 

References:

Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. 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.