Week Four

Is teaching online the same as teaching FTF? How? Why? Also, how did that influence your team’s design?

Teaching online is not the same as teaching face-to-face. Bringing social presence into an online setting is important to help build interpersonal relationships as learners do not meet face-to-face. The most important barrier for effective online learning is the challenge of bringing social presence in online class. Jones, Warren and Roberson (2009) noted, “…when learning moves from face-to-face to online, the intimacy and rapport is reduced” (p. 270). Technologies such as asynchronous and synchronous discussions meetings help bringing social presence in online learning environment.

In addition to social presence, designing instruction that encourage peer-learning/peer-instruction is a significant consideration in online learning. I have realized this importance through my personal learning experience since I got in to this program. Without peer-instruction I would not have been successful in this program.

In online learning environment learners get more time to think and reflect where as in face-to-face students have to response quick. Also, in face-to-face shy students do not participate and engage actively in comparison to online where everybody feels comfortable to participate. But in online learning instructor has limitation to observe learners’ body language and facial expressions to draw attentions and engage learner.

Self regulation is one of the most important characteristics need to have a learner in order to be successful in online learning. Self motivation is also key quality to be successful in online learning. David Searls (2012) suggested ten simple rules for online learning are 1) Making a plan, 2) being selective, 3) organizing learning environment, 4) doing the reading, 5) doing exercises, 6) doing assessments, 7) exploiting the advantages, 8) reaching out, 9) documenting achievements, and being realistic.

Research shows teaching presence is a significant determinate of student satisfaction, perceived learning, and sense of community (Garrison, 2006). The attitude, practice, and expectations of both learners and teachers need to to be fundamentally different in an online context compare to face-to-face.

Reference

Jones, J., Warren, S.J., and Robertson, M. (2009). Increasing student discourse to support rapport building in web and blended courses using a 3D online learning environment. Journal of Interactive Learning Research, 20(3), 269-294.