Since I began writing this column—2 years now!—I have enjoyed the variety of questions relating to distance learning, and this issue’s selections showcase this mixture. It also reminds us: as much as has been written about distance learning there is still much more to learn, to understand, to absorb, for when compared to face-2-face classrooms online learning is still a baby. And with its growth comes new challenges, obstacles, and difficulties, so keep asking away!
For this issue …
Engaging students, engaging students, engaging students—that seems to be the majority of e-mails and training sessions I receive and am invited to attend at the two online schools where I teach! Perhaps this is good stuff for someone new to online teaching, but I’ve been doing this for 5 years—I’d think the schools would realize that vet instructors with good evaluations (I fall into this category) don’t need to be reminded.
Ah, this topic is a favorite of mine. It reminds me of folks in search of the perfect diet: if it had been found there would be no need for new diets, diet programs, and diet books! Unfortunately, the same can be said of student engagement, for with all the material published, presented, and discussed on the subject there remains a major problem with student engagement in the online course. I really can’t fault any school for wanting to push up student engagement a notch or two—beyond the pragmatic reason of the more student engagement equals more retention, thus the more money for the school, one must also look at this from what an engaged student gains. Certainly, with more class involvement he or she learns more—for the long haul—and this is always a good thing. And keep in mind: today’s students have many other responsibilities, pressure, and diversions that can contribute to lack of engagement. If your school offers suggestions and info on how to improve student engagement take it—your students can gain from your efforts, and to continually improve as professionals is what we must strive to do (we will never reach a point where we know all there is to learn about any subject—including student engagement).
Do you have any guidelines for the user of copyrighted material in the classroom? My school seems to be coming down hard on this recently.
Although you did not mention whether you teach for a for-profit or not-for-profit online school (or a school offering online courses with both online and face-to-face courses), I suspect you are teaching for one that is for profit. There has been more federal government scrutiny put on these schools of late, and some of them are taking extra precautions in all areas—including the use of copyrighted material by its faculty—to be sure nothing is amiss that can hurt their accreditation and association with the federal government. Certainly, your school can set its own parameters when it comes to the use of copyrighted material—and the school is your employer, thus you are obliged to follow it guidelines on this. Typically, however, teachers have always been covered by what is known as the Fair Use doctrine, which is part of the Copyright Act of 1976. For detailed info on this the University of Maryland University College—the online college of the University of Maryland—has an excellent website: http://www.umuc.edu/library/libhow/copyright.cfm. Also, check out Georgetown University’s website on the topic: http://policies.georgetown.edu/copyright/sections/resources/. Finally, Gallaudet University has interesting information on an update to the Fair Use doctrine, the Technology, Education, and Copyright Harmonization Act. Known as the TEACH Act, it provides for legal performance and display of some resources in online education: http://libguides.gallaudet.edu/content.php?pid=47250&sid=1433456.
I am new to online teaching, and my school has a list of “must dos” that instructors must implement prior to the first day of class (I suspect this is the same at other online schools?). One of these is a welcoming announcement to the class, and we are given a list of items to include in this first announcement; this list has been a great guideline for me. But based on your experience, can you give me some tips on how to make this first connection with my students a really great one?
Nearly all schools offering online courses place much emphasis on that “Welcome to the course!” announcement or e-mail, and for good reason. No matter how well-stocked with materials is the course and how exciting the subject, all of this only comes to life through the online instructor; he or she must connect with the students, and this connection must be felt by the students as enthusiastic, committed to the course, and interested in the students’ learning throughout the course. It is in that first greeting to the class where this gets its beginning – it is that first impression that can get students thinking, “Hey—I think I made a great choice in taking this class!” or “Uh, oh—already I don’t like the look of things in this course.” To be certain your students have that first impression, pepper your opening message with enthusiasm … show excitement for teaching the class and the students’ learning … let the students know you are there to help them, and thus always welcome their questions and comments … use a bit of humor (helps to engage students by lightening up the class a bit) … address why the course is important beyond a grade or degree requirement. Include these with the requirements your school has for the first posting, and your opening announcement will be positively received by your students!
In teaching online I seldom have the opportunity to meet or intermingle with other faculty who also teach online in my department at the same school. This only happened a few times a year, at departmentwide webinars, to go over various policies and teaching strategies. However, this is always an enjoyable get-together, as we learn so much from one another; often, I have taken away some great stuff from my peers that have improved my teaching efforts, and they have thanked me for suggestions and information I offered. My question: is it a wise thing to do what is the obvious—reach out to these folks so we can stay in touch on a regular basis? My school has never said anything about this.
What you write about is one of those “secrets” to improving our teaching: interacting with colleagues, for when this occurs shared stories of challenges encountered in the online classroom (with possible suggestions for resolving them), additional teaching strategies and exercises, and helpful information are always the result. I have contacted my online peers to do this on many occasions, and all involved have felt it was worthwhile. But before jumping ahead with this remember a few things: (1) Check first with your supervisor to be sure it is acceptable; (2) If in a live webinar or chat don’t ask for colleagues’ e-mails in front of all—the persons may not want everyone to know their addresses, so either send a private message (an option in webinars and chats) or ask your supervisor for the e-mail addresses; (3) E-mail is a permanent record, so be certain all e-mail exchanges between you and colleagues are professional; (4) Once you have colleagues who have agreed to these exchanges don’t hesitate to send them suggestions, info, etc. you come across you believe would benefit others—and always send a copy to your supervisor so he or she can be kept in the loop. Once established, these colleague get-togethers and exchanges can prove valuable to all involved! (NOTE: Some schools have conferences or “rooms” set up for faculty to visit online; these are usually permanent and welcome all input on items relating to the subjects taught by the faculty. Be sure you visit this regularly if your department has one; not only can those great exchanges of info occur bit it also shows you as one really interested in contributing to the department, always a good thing!)
I’ve read your columns since you began writing for Distance Learning, and I’ve gained much valuable information and suggestions—thanks! But something you seem to stress that has me asking for guidelines: the use of extra resources in the online classroom. How does one know—or can one know—when there is too much of the extras in the class? Won’t the instructor reach a point when these can take away from the core material being taught?
Your questions and concerns are valid—the use of these extra materials in the online classroom is one of those “slippery slopes” that can have severe consequences if not handled correctly. It is easy to gather extra resources on any subject for the online classroom—they are easily found on the Internet, as well as in many print, audio, and visual sources. And because of this ease it may, at first, seem just grand to toss many around a classroom to give the students a better understanding of the subject and to demonstrate to supervisors your interest in the course. But these must be planned wisely: too many, as you say, and they have the risk of overtaking a course; rather, they should be a minor part of each lesson or unit or course. And when you do find yourself with an extensive amount of resources that you believe will really help in the class—including any suggested by students—create a resource bank where students can visit on their own but without you placing special emphasis on it (so it doesn’t take the place of the core course material). In the end, common sense must be employed if using these additional resources, but I do stress—as you point out I have in previous columns—they can be great aids in making the course richer, keeping the students more engaged, and strengthening the stu-dent-instructor rapport.
Remember: Fertilizers improve the quality of lawns, spices the taste of foods, and exercises the health of our bodies—as do questions the vitality, insight, and depth of our minds.
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