If you’re educating programs on-line, have you ever thought-about that the planning and preparation to show on-line is markedly completely different than educating in-person? Though greater training programs have been provided on-line for a few years, the COVID-19 pandemic compelled most programs to go surfing in a rush. A few of these programs have continued to be provided on-line and professors have realized the majority after all preparation have to be accomplished previous to the primary day. On-line educating preparation is sort of completely different than the standard in-person course.
As educating professors throughout the pandemic, we needed to be taught not solely to show on-line, however to shift our preparation practices to greatest practices for on-line learners. At our college, we subscribed to Charlotte Danielson’s Framework for Efficient Educating Mannequin (1996), the place one in all its 4 domains focuses on planning and preparation. Moreover, we made adjustments to conventional in-person programs and our on-line programs based mostly on the Neighborhood of Inquiry Mannequin relative to greater training (Garrison et al., 2000). The mannequin signifies that three issues have to be current for profitable on-line educating and studying: social presence, cognitive presence, and educating presence. We propose that if you find yourself getting ready to show on-line, thorough planning for these three points ought to happen earlier than the course begins moderately than predominantly throughout the semester, as is typical in conventional face-to-face classroom settings. We mixed Danielson’s planning and preparation greatest practices with the Neighborhood of Inquiry Mannequin to reimagine on-line educating preparation. This angle embraces realizing and valuing college students, constructing responsive studying environments, and interesting college students in studying, as outlined within the Framework for Distant Studying (The Danielson Group, 2023).
Lesson one: Planning educating presence
At our college coaching throughout the pandemic, professors realized that enhancing flexibility for on-line learners concerned making all assignments and actions accessible on the primary day of sophistication—this fashion college students might work at their very own tempo. As an example, we provide a 400-level undergraduate literacy course to pre-service academics. Our college makes use of an internet studying platform, Want to Study (D2L). College students are required to finish on-line chapter quizzes based mostly on the course aims and textbook for the course inside D2L. When the course was taught in-person, three assessments have been administered to college students and evenly spaced all through the semester. In the course of the first semester the course was on-line, and we determined to supply 13 shorter quizzes. All quizzes have been ready previous to the beginning of the semester and open/accessible all through the semester, this fashion college students might take the quizzes at any time when they desired. Throughout that first semester, all quizzes have been due on the identical date on the finish of semester. This design was assumed to offer our college students with the best period of time to finish the quizzes. There have been no intermittent due dates all through the semester. We seen that some college students waited for weeks to start taking quizzes, which didn’t correspond with the curriculum and different studying actions. This method additionally didn’t enable college students to get well from poor efficiency.
In subsequent semesters, we realized to steadiness pupil flexibility with test-taking by establishing due dates all through the semester, in addition to setting level deductions for quiz-taking after the due dates. The adjustments in our educating preparation truly offered college students with extra choices in order that learners might start studying and taking quizzes instantly, but additionally set particular due dates to maintain college students on monitor for achievement. Including quiz due dates additionally offered college students with grades and suggestions earlier within the semester. Walvoord and Anderson (2010) and Wiggins (2012) recommend that a typical timeline to return graded work is 5 to seven days after the project is submitted. On-line studying can exceed these expectations by offering college students with instant quiz suggestions.
Lesson two: Planning social presence
Earlier than the semester begins, we create a social presence by sending a welcome electronic mail and sharing a welcome message on D2L, accompanied with a hyperlink inviting college students to view a welcome video from the course professor. College students are additionally requested to reply with their very own video and share details about themselves. They’ll then watch their classmates’ movies and reply with a video or written response utilizing Flip. College students have interaction with each the professor and friends earlier than and throughout the first week of the course. This method establishes a social presence throughout the studying setting.
College students have commented that receiving the welcome electronic mail and seeing and listening to the professor helped alleviate new semester nerves and worries. College students’ feedback to classmates additionally have a tendency to offer linkages of comparable pursuits or commonalities. One of many assignments within the course concerned small teams of scholars working collectively. As a result of college students have linked by way of movies, connecting with friends in school relative to coursework helps the circulate.
We additionally require college students who work collectively on the group venture to finish an internet kind documenting the precise work contributions of every group member to additional an equitable social presence.
Lastly, we monitor pupil log ins on the web studying platform. If a pupil doesn’t log in for a couple of days, we contact the coed to inquire in regards to the absence from the platform. This contact informs the scholars we’re noting on-line presence and monitoring participation within the course.
Lesson three: Planning cognitive presence
A part of the change in how course quizzes have been delivered lies within the cognitive presence side, characterised by the extent to which learners can assemble and make sure which means by way of sustained reflection and discourse (Garrison, Anderson, and Archer, 2000). With out common quiz-taking, college students don’t obtain scoring suggestions, so instituting weekly deadlines for quizzes offered wholesome cognitive discourse. Though we needed to provide college students some flexibility with logging in and taking quizzes, we additionally anticipated our college students to be taught appreciable info all through the semester, which required common suggestions on quizzes. We settled on half of the quizzes due simply earlier than mid-term and the opposite half due close to the tip of the semester. We seen that after the mid-term, college students have been extra dedicated to an everyday schedule of test-taking than the primary half of the semester.
We additionally made be aware of generally missed quiz questions and posted additional explanations and examples after quiz due dates. This demonstrated an ongoing cognitive presence by monitoring pupil participation and progress in relation to understanding the course curriculum and aims.
Through the use of greatest practices from Danielson’s Framework for Educating (FFT) inside the planning and preparation area and mixing these with the Neighborhood of Inquiry Mannequin, which was particularly developed for on-line educating, college professors can mirror on how our preparation for on-line educating differs considerably from in-person educating.
Susan M. Sibert, DeAnna M. Laverick, and Kelli R. Paquette are all professors from Indiana College of Pennsylvania.
Danielson, Charlotte (1996). Enhancing skilled apply: A framework for educating. ASCD.
Garrison, D. R., Anderson, T., & Archer, W. (2000). Crucial inquiry in a text-based setting: Pc conferencing in greater training mannequin. The Web and Larger Schooling, 2(2-3), 87-105. https://doi.org/10.1016/S1096-7516(00)00016-6
The Danielson Group (2023). The framework for distant studying. http://danielsongroup.org/the-framework-for-remote-teaching/
Walvoord, B., & Anderson, V. J. (2010). Efficient grading: A software for studying and evaluation in school (2nd ed.). Jossey-Bass.
Wiggins, G. (2012). 7 keys to efficient suggestions. Academic Management, 70(1), 10-16.
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