The questions continue, as they should; distance learning is not only exponentially growing but also changing. New technology, teaching strategies, school regulations, and problems come at a rapid pace—and with more online courses being offered and a greater number of online instructors this translates into thises and thats of what to do, how to do, and why to do. And that's why I'm here: using my 19 years of distance learning experience and the input from many distance learning colleagues around the world to help untangle each question as it comes across my computer. So do write (errroldistancelearning@gmail.com), and I'll try to help you.
Here is an interesting mix for this edition's column:
So, what's the deal with the rubric? Suddenly, my department chair has insisted that we develop and use a rubric for all assignments in our class (I teach education). Things were working well before—I read over a student's work, put in comments, and gave an overall summary with a grade. It seemed to work well. Can you tell me if there is any advantage to using a rubric?
How timely is your question, as you'll find my other column in this issue— “Try This”—focused on the rubric for the distance learning instructor! Read it to get the ins and outs of how to create and use an online rubric that will serve well you and your students. As for your question, it is a common one, and more schools with online courses are using rubrics to help meet accreditation standards; the rubric quantifies the details of a student's grade. Also, it cuts down on students challenging their grades, to the instructor or the school, as it offers a breakdown of each component of the assignment and the how and why of a student's effectiveness in responding to each component.
Yes, it can seem much easier to jot down a summary with a grade, but the more you use a rubric the more you'll come to understand its value in the online classroom. One item that is especially improved through the use of a rubric is student motivation to do all the readings and implement all instructor's previous assignment comments: knowing each part of an assignment, the value of each, and what is expected of each to receive a good grade can immediately let a student know, “Hey —you did not do all the readings this week!” or “It seems you did not pay attention to my previous comments.” Try it out—I think you'll like it!
A family member is going into the hospital at the beginning of next year for a major operation, and I need take time off from my online teaching responsibilities to help her out. Although I will be traveling out of town and will have an Internet connection I know I will not have the proper amount of time to effectively teach my classes. At the earliest, I would be able to resume teaching duties next summer or fall. My question: how best should I handle this with my school to assure I have a teaching spot when I can return?
Your e-mail did not give any indication as to how long you have been teaching at the school or if your evaluations have been good (I'm presuming they have been!), but the first item you must do is let your direct departmental chair or supervisor know of your circumstances. The earlier you break this news the more it appears you are thinking ahead, not wanting to hit the school with a last-minute announcement. Additionally, in your correspondence with this person—and I'd do it by phone so there is more of a personal connection and so your tone of voice (sincerity and interest in teaching) can be heard—emphasize how much you enjoy teaching for your school and that you are eager to return. And if this is a one-time situation, as you seem to indicate, mention that as well so there is no concern about needing to again find a replacement shortly after you return.
Meanwhile, be sure to teach your remaining classes at your best level—and then some. You want student evaluations and any faculty evaluation to be the best possible; this gives an indication of your value as a teaching asset to the school. Finally, while you are on this necessary sabbatical stay in touch on a fairly regular basis with your chair or supervisor: in the online classroom voice, e-mail, and texting are all you have (when you are not in the same city as where the school is based), and silence can easily equate into your presence becoming a thing of the past—something you obviously do not want.
Just when everything seems to be going quite smoothly in my class I find there is a student who likes to challenge me, no matter what I post to the class, in discussion, or on his assignments. He comes across as a “Mr. Know It All,” and has stated—on several occasions in class—that he is going to give me a bad evaluation. Fortunately, several students have come to my defense, and I have handled him as politically correct and positive as I believe I can. But I am concerned about his threat to give me a poor evaluation. Any suggestions?
This is more common than you might think, and it not surprising given such a wide variety of students (backgrounds, locations, personalities) taking a distance learning course and its asynchronous nature, thus allowing for more “faceless” posts. What you don't want is to let the one ugly dot on an otherwise pristine wall (your comment about other students sticking up for you gives this impression!) of teaching get you down. And, yes, there a few things you can do.
First, immediately contact your direct supervisor, letting him or her know of this student's actions; be sure to enclose copies of his postings, along with those of the students who have come to your defense.
Also, add in a few of your responses to him to show you did not write anything to antagonize this individual and that you've tried to handle the situation in the best way possible. After that, just teach your course as you normally would, and when responding to him do so as you would to any student's posting or assignment: in response to the quality of the posting and assignment, nothing else (and always toss in a few positive comments—just as you would for any student). Don't let such a student derail your effectiveness!
I'm fresh off completing my master's degree in creative studies, and I'm set to begin teaching my first online course in the spring. This is exciting for me, as I've heard so many positive comments about teaching online from some friends who have been doing it awhile. (They have also loaned me copies of Distance Learning, and I've learned much from your columns—I think they will help me be a better online instructor.) But with my degree I'm wondering: is there room for creativity in the online classroom? From what I've heard they are pretty structured as to the syllabus, the course layout, and the assignments.
First, I'm glad my columns have been constructive reading for you—all the information in both columns is based on real situations and concerns in the distance learning classroom, so I know it can enhance your online teaching efforts! Now, as to your question—the answer is yes and no. Yes, you are correct; there is much structure in the online classroom, and this is important, as it is in any course. Students need a solid outline of what they are going to learn, when they are going to learn it, and the course materials available; some schools even provide templates for assignment feedback and discussion and/or assignment comments. But by no means does this translate into you placing your degree on a shelf to gather dust—not at all.
Look over the details of your course structure and the subject, then link what you can with what you've learned in your degree program; you will no doubt find many ways in which you can enhance your teaching efforts by using your creativity studies to make the course material especially exciting. Too, nearly every school offering online courses encourages instructors to post additional resources for students; here is where your degree can really come in handy by posting info, articles, essays, videos, et cetera that are associated with your degree and relate directly to the course (just be sure to give the students a brief explanation as to this connection). Also, inquire as to whether your school offers opportunities for faculty to contribute to a faculty bulletin or newsletter and make webinar presentations to faculty; these would be excellent venues for you to use your degree by focusing on the needs of the school and its faculty.
Remember: No matter how super one might seem each person always needs help from others: The Lone Ranger had Tonto, the Green Arrow had Speedy, Superman had Jimmy Olsen, and Batman had Robin.
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