Distance learning has certainly come a long way since its beginning many years ago, but the challenges and difficulties that new technology, new approaches to education, and more complex online learning platforms bring equate to ongoing questions and confusion from distance educators. And that’s why I write my columns: to help you with a bit more clarification, some new suggestions, and updated information. I look forward to your e-mails in the coming year, and responding.
Some excellent questions:
It’s been a long year for me, Errol, and I speak here of distance learning. I’m rather new to teaching online, and in each of my classes I’ve had students who previously failed the same course. This I did not expect, and I find that I’m teaching, in essence, two different kinds of students, and I fear I’m not giving the repeating students the kind of assistance they really need. (By the way: if I compare their passing rates to students taking the course for the first time there is a stark difference: 27% versus 71% for the nonrepeating students.) I teach American History, and any help you can give me would be appreciated.
Ah, are you asking the right person this question! About a year ago I decided these repeating students—I’ll call them “R” students—were not getting the focus they needed, so I requested one of my classes be made up of 100% “R” students. This has made a huge difference, and while I’m not suggesting you do that, there are a few things I’ve learned that can help. First, out-reach is crucial—via e-mail, to be sure, but if your school allows it, also by phone call. And ask each student why he or she had trouble with the course previously; many will tell you why, and often you’ll get information that can better help students in your current course. Also, the constant outreach shows you care; letting students know you are always there to help them is crucial. Another important aid for these students: create a step-by-step guide to completing each assignment, ending by showing what an assignment should resemble. All students in your course will benefit from this, but especially the “R” students; many times, they get confused by or need more clarification on assignment directions. Finally, as you see any of these students faltering in class—either not turning in assignments or doing very poorly on assignments—be sure to reach out to them, reminding them of their goal for a degree and the importance of your course in the professional world. Do these suggestions, and I know your passing percentages for “R” students will increase!
Errol, your tips and insights on teaching online have been really helpful over the years. As this year comes to an end I wanted to thank you, and tell you how much I look forward to your columns in the coming year. And it is the coming year that has me asking you for help! Although I’ve been teaching online for several years, it is a part-time endeavor for me; I do have a full-time job (in the area of accounting). Recently, I received a big promotion, and this will entail visiting some of our accounts in Europe, Australia, and Latin America. I enjoy teaching online, but, of course, my full-time position must take priority. What do you suggest about my teaching out of the United States?
First, thanks so much for the positive feedback—it’s nice to know my efforts are helping folks! Distance learning is fun, but it also offers many challenges, and I always hope my experience in the field will be of assistance to others. Regarding your question, congrats on the big promotion—it sounds like the year ahead will be an exciting one for you. Teaching out of the country can be a bit tricky, but there a few items that can make it easier. First, remember the time zone differences; I’ve known many distance educators who vacationed out of the country, forgot the time zone differences, and missed important all-faculty webinars or student presentations they were to do. (Often, watches and smart-phones have world clocks on them to keep you on top of the time, and you ought to set alarms to remind you of important deadlines.)
If you need make any calls from out of the country, nearly all major phone companies have special plans where you can have a limited amount of minutes that allow you to call from out of major countries. (I don’t know the cities you’ll be visit-ing—check with your phone provider.) Regarding ongoing interaction with your students, such as e-mails, class announcements, and feedback on assignments, it is your call as to whether you want students to know you are out of the country. But I’ll give you my two cents here: minimize, if not totally eliminate, your being out of the country, as it can be a distraction for the students. (There is an exception: you are teaching accounting, and what you experience with a different country’s accounting practices might prove valuable to your students. In this case, your letting them know about being out of the country stands to enrich your course!) Finally, be sure you have a strong and reliable Internet connection—and that you bring a converter that allows you to use another country’s wall socket. Best of success in your new adventure!
My question is one I know you’ve discussed in several columns, on several different subjects, but it’s one I believe that can always use more input: making my class more inviting to my students. Certainly, I have the options of using different-colored fonts and highlighting, as well as changing the size of my fonts, and I try to use language that just reads more inviting. Yet I know there must be more I can do—does your experience offer any tips in this area?
Student engagement is the #1 concern of distance learning educators, and I have written several columns directly or indirectly focused on this subject. There is a variety of items that can be done in a classroom to make it more inviting—you’ve touched on one, the look of your text through size, color, and style of fonts. But also your language is critical—not only must it be uplifting but also somewhat “cool,” that is, you don’t want to come across as a staid academic, as there is nothing interesting about this type of writing. But writing that is more conversational in tone (you do mention this!) and always is motivating and looks to help students is more interesting. Also, if you have the option of using videos—making your own or posting others—that highlight different subject areas of the course and relates the course to the “real world,” do this! The visual, especially if it moves, keeps students involved. Of course, the use of cartoons, creating puzzles, and writing mini rap songs—all relating to your course (and if allowed by your school)—also makes a course more tantalizing. Finally: keep doing outreach—individual e-mails and, if acceptable, calls; these really will help you connect to the students … and make your course more inviting!
Errol, your columns have been a boon for our department, but I’ve always been curious about one item you’ve mentioned several times: connecting courses to the world of work. I can think of an easy way to do this: simply mentioning how a course, for example, physics (which I teach), is important in a job setting (which I do). But I know there must be a whole “bunch” of other ways to do this. Would you share, please? Thank you!
Tying the course into that “real world” is crucial, for it makes the course much more than something merely academic and only good for a grade. And once this is successfully done, students react very positively to it. You are doing one of the keys: reminding the students of how a course ties into the job setting. Beyond this, here are a few other suggestions: (1) In a discussion thread ask students to share how the course or a subject in the course relates to their goals/their work—students enjoy talking about themselves, and this gets them more active and reminds them of the tie-in. (2) When possible, include photos, stories, and video clips of the professional world where the knowledge of your course becomes crucial—this immediately reminds students that the course extends far beyond X number of weeks. (3) Creating a PowerPoint or a similar presentation with a focus specifically on the course’s relation to the job market allows you to structure the connection exactly as you’d like it—and the colors and slides are fun for students. (Too, if the capability in your classroom exists, create videos with the same focus.) (4) Include quotes from folks in an industry that explain or mention the importance of your course subject in the world of work or the world in general. (5) Search your library for links to the employment scene, and remind students of these: while these may not be specific to your course subject they do remind students of the school’s tie-in to the professional scene. Use one or more of these suggestions—they will make your students more interested in your course! (And by the way: thanks so much for the pat on the back—I’m glad my columns are helping your faculty teach online!)
Remember: Executive chefs can be stars—but not so much without prep cooks, sous chefs, and kitchen assistants.
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