Setting Up An Online Learning Experience

Setting Up An Online Learning Experience

“Who dares to teach must never cease to learn”

John Colton Dana taken from Carmean & Friedman (2014)

            One of the best ways for an instructor to set up an online learning experience is to be ready on time and to be adequately prepared to take along the learners. The facilitator/the instructor need to plan the content to be taught with the learners in mind. Preparation of all the necessary tools before the course begins, and active presence to direct the learning process during the course are two important points to consider in setting up a successful online experience.

            Technology ensures connection throughout the learning process. What happens when all of a sudden a light is switched off in a room? One reaction is that: everyone stops whatever they are doing and waits for a resolution. During the waiting period, anxiety, frustration and confusion take effect. This is the scenario with technology when the connection with the instructor is cut off. The learning process is interrupted with the result that students experience frustration, anxiety and confusion. A positive learning experience requires an active instructor who works with the main tools of the online classes, such as the Course Management System offered by the institution. An example of a passive instructor is one who cannot even post material in their course, write announcements and/or send emails to students about the course. The instructor needs to be familiar with the basic technology tools such as emails, uploading content, posting announcement and sending emails as to keep the class warm and communication among the learners.  Oblinger (2013) posit that “Technology enables pervasive and continuous access, not only to information and ideas but also to resources, tools, people, and communities”. It is therefore important for the instructor not only to know what technology is available for the course but also how to use it to keep the learning community actively engaged in the learning process.

It is important to communicate clear expectations at the beginning of class because that “makes a significant contribution to ensuring understanding and satisfaction in an online course” (Boettcher & Conrad, 2010, p.55). This can be done by letting the students view the expectations even before the class starts so that they can organize their life around them. It is not good practice to keep on adding work to be completed randomly in an online class, as students may be located all over the world with different time zones and commitments. Ragan (n. d.) argues that “a course with a predictable pattern of operation and sequence of events provides the online learner with the structure they need to succeed” (p.10).  The expectations of the program need to be stated during orientation and at the beginning of each course so that learners can play on  how  fit their online studies with the rest of their lives. It is also the responsibility of the instructor to inform the online learners about his personal expectations and to further clarify university expectations, such as the policies on late submission, marking rubrics, preferred methods of communication and about the expected office hours. Hess, Falkofske and Young (n.d.) state that the more accurate the expectations; the less anxiety the learners will experience at the beginning of the course. Clear expectations communicated to learners as early as possible before online classes create a positive learning environment.

A well-planned learning environment is the key consideration for engaging and delivering effective online learning experiences. The ingredients include a clear set of expectations, the use technology tools available, and advance planning for all the events in the course such as the syllabus, rubrics, assignment and discussions. Once all activities are planned and included in the syllabus, it is important to prepare all the tools that will be used to ensure a smooth online learning environment.  Boettcher & Conrad, (2010) posit that “presence is the most important best practice for an online course” (p.53). When the expectations are stated clearly and the technology is available, then the instructor/facilitator/mentor should be ready to drive the learning continuously with his/her presence in the online learning environment.

References

Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.

Carmean, C. & Friedman, D. (2014). Conjecture, Tension and Online Learning. Retrieved from http://www.educause.edu/ero/article/conjecture-tension-and-online-learning

Hess, K., Falkofske, Young (n.d.). Syllabus template development for online course success. In R.Kelly (Ed.) 11 Strategies for managing Your Online Courses. Retrieved 10 March 2014 from http://www.facultyfocus.com/

Oblinger, D.G. (2013). Higher Education in the Connected Age. Retrieved from http://www.educause.edu/ero/article/Higher Education in the Connected Age

Ragan, L.C. (n.d.). 10 Principles of Effective Online Teaching: Best Practices in Distance Education. Retrieved 10 March 2014 from http://www.facultyfocus.com/free-reports/principles-of-effective-online-teaching-best-practices-in-distance-education/