1. Describe qualities of a successful online or blended environment
An online or blended environment will only be truly successful if good teaching is taking place. That means that many of the activities and pedagogical practices of an online learning environment are not too different from those in a brick-and-mortar establishment. The best online courses are those that incorporate learner-centered, constructivist practices. When students (vs. content) are at the forefront of lesson design, and when they are encouraged to shape the learning experience, their sense of autonomy and independence is greatly enhanced. For many students, online/blended environments are new, confusing, or overwhelming. A solid sense of community, featuring peer and teacher assistance, will help students find their way. Just as in a physical classroom, scaffolding and modeling are great ways for online students to understand expectations as well as feel welcomed and supported. A successful online environment should also be well-supported by coordinators and counselors (and accrediting agencies that evaluate teacher and program success). There should be a prevailing sense of transparency and accountability to high standards and continual improvement.
The teachers that design, deliver, support, promote, and perpetuate a successful online/blended environment should have a solid understanding of both content and pedagogy. She should be offering up-to-date course content with up-to-date technology tools. (For example, the teacher must be prepared to design Web-based curricula and use the technology required for leading the class (such as LMSs).) It is important for any online program to present clear objectives and expectations. Based on these, the instructor should establish feedback protocols.
The online activities should promote 21st century skills by design, and they may often involve the instructor teaching them explicitly. Thinking outside the box is more meaningful that thinking within the confines of a textbook (even if it is an ebook!). Instead of just posting course content to the web for students to access and digest, a successful teacher should engage the learners in problem-solving, synthesizing, and thinking critically about the material. Not only that, but the students should be expected to reflect and interact using multiple media (typically digital tools). The teacher must model this while facilitating it. She must also offer feedback
In addition to being current and creative, a successful online program’s teacher is also highly communicative. Peer interaction is a big feature of any successful online/blended class. All participants use their learning community network, often expanding to a broader (perhaps global) audience, to share ideas, critique work, collectively gather information, and collaborate on meaningful projects. (Managed) discussion boards, synchronous meetings, and collaborative document tools like Google Docs all aid in fostering a community atmosphere.
The design of the program should be trustworthy and well-established, while at the same time being adaptable and adaptive. The environment should accommodate diverse learners (in that it is accessible, has intervention options, and offers flexibility to encourage learner autonomy.) The design should include a solid evaluation process. It should use authentic, formative assessments rather than just one final formal formative assessment. It should also use data to inform decision-making about content, activities, and behaviors. An online course’s design should be ongoing and interactive. This makes the environment dynamic and continuously improved.
2. What issues must a teacher consider that are specific to teaching in an online or blended environment?
An online instructor needs to learn a lot about her students to ensure the course material is being accessed in the best way or to find alternative ways to customize the material to help them learn. First of all, she must consider what technology resources and wi-fi capabilities are available, which may influence course activities. She must consider whether they are attending the course as a full-time online student or as a supplement to their traditional school environment. What kind of support is available through this program? A teacher can create ways to get to know students through conversations, pretests, interest surveys, etc. What has brought them to this format? Are there opportunities for socializing person-to-person whether it be through clubs, activities, or field trips, or should the instructor make a concerted effort to include that? Are the students accessing the course from the same part of the world, or different parts of the country? This could make a difference when it comes to synchronous discussion and collaboration (with respect to time zones). All of these questions are relevant to course design and implementation.
A lot of management goes into online or blended teaching. There are discussions and resources which need constant attention. Parents need to be contacted regularly, as there needs to be more adult support “on the other side” when students are learning online. Both synchronous and asynchronous components need to be planned for so as to increase the sense of human presence that helps enable collaboration and peer teaching. Finding opportunities for discussion helps lessen the psychological distance. It is also important that the teacher projects a strong online voice, so that her students come to see her as a helpful, compassionate, and reliable guide. She must also manage alternative ways to moderate group work, as it is hard to “see” groups in action to take note and assist when things go wrong. One of the most challenges management pieces is maintaining motivation. A good online environment offers opportunities for each student to shine and be a leader.
A teacher working in an online environment must engage in a lot of behind-the-scenes work to make sure things run in an organized and efficient way. She must consider legal and ethical matters to put into place appropriate, healthy, and responsible uses of communications technology. To that end, it is critical that the online environment is kept up-to-day with current topics and resources and emerging technologies. One way to do that is to join a professional learning community to seek out resources and to collaborate with other online educators. Since it is rare to have “inservice” time with colleagues or to chat about issues around the water cooler, an online instructor needs to find ways to stay connected to trends and best practice. A lot of time is spent at the beginning of a course setting up the structure, policies, logistics, activities, protocols, and assessments (and ensuring they are aligned to objectives). An online instructor has a very labor-intensive and task-oriented role, so she must be able to manage personal time. Sometimes it is hard to establish a separation between work and free time when we are always “connected”, yet it is important that a teacher have some distinction in time and space between the two spheres.
3. What types of students might be most successful in an online or blended environment? How do we ensure that all students are successful?
The type of student that would be most successful is one who is highly driven and relatively independent. The student should be organized and resourceful. They should also be patient for when things do not go as expected. (They should have problem-solving skills to help them work through their frustration.) It is helpful if they are familiar with the use of digital content resources, but if they are not, the instructor will have to give time and offer support in their acquisition of many of these digital literacy skills. For instance, the students will need to be socially and technologically comfortable using a variety of communications tools to collaborate for teacher, peer, and content interactions and virtual field trips.
Learners that are most successful are self-regulated and reflective. They are not prone to too much distraction, and they are always monitoring their own performance. Their metacognitive skills are engaged and ready for action! These students take time to be reflective both privately and publicly in their participation in discussion groups and personal blogs. The student should be willing to take part an active part in the online community. They must understand that there is no passive enrollment, that they are here to think critically and work collaboratively.
To ensure that all students are successful, we must provide clear expectations and offer continuous communication. Physical and emotional support is crucial to make sure a student does not get overwhelmed or feel abandoned by the virtual learning environment. We must also provide opportunities through which they engage in peer teaching and learning, so they experience leadership. At the same time we must be flexible and mindful of their autonomy, so that their learning experience is personalized and more meaningful.
References
Rice, K. (2012). Making the move to K-12 online teaching: Research based strategies and practices. Boston: Pearson Education.
Rubenstein, G. (2010). Ten takeaway tips for online learning. Retrieved from http://www.edutopia.org/stw-online-learning-ten-key-lessons
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