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the biggest difference between F2F and online learning is that more times than not, traditional F2F is teacher directed whereas in the online environment, the learning is student centered; students direct their own learning.

the biggest difference between F2F and online learning is that more times than not, traditional F2F is teacher directed whereas in the online environment, the learning is student centered; students direct their own learning.

In my f2f General Psychology class I plan on having students submit a draft of their paper, everyone exchange in class, and then together we go through the rubric. My self-regulation professor, Dr. Heidi Andrade suggested going through the rubric with student in class and having them use different colored pencils to underline sections in the paper that meet or do not meet specific rubric requirements.

Speaking conversely about F2F learning, does that medium not dictate its own set of constraints?

In this course we are experiencing our teachers presence in our discussions and that is a large part of her presence in the course. She is guiding our learning by questioning our thoughts, and asking for data to back up our opinions. And we are taking part in each students learning process, by reading their posts and reading Professor Picketts response.

My role in the discussion forums is that of a "silent facilitator". I provide daily private feedback - corrective and supportive - to the student discussants.

focused on humanist practices in education by Sonia Nieto, Carl Rogers, and bell hooks (available on You Tube). All educators were passion about being open in the classroom, being mindful, being compassionate, educating out of respect and not out of love for students, and delivering education that is affective. These ideas are also implied in Maslow’s Hierarchy of Need (available on You Tube).

The 4 essential skills of a mindful teacher are: Stewardship of the Group; Talking with the Group; Guidance (not performance, but connection); Curiosity About Participants Experiences

being available and around are what I believe you define as "teaching presence." But the kind of presence I mean, or mindfulness, comes from being present (in Buddist terms), being aware of every step, listening, paying attention to details, and stepping outside of oneself to assess the learner environment and relationships within it - without bias or judgement.

Being an “intentional learner” means “developing self-awareness about the reason for study, the learning process itself, and how education is used…take the initiative to diagnose their learning needs, formulate learning goals, identify resources for learning, select an implement learning strategies, and evaluate learning outcomes.”

In doing a little research, I came across a book by Terry Anderson called, "Theory and Practice in Online Learning." He has some suggestions for giving students an outline, or what he calls an information map, at the beginning of a lesson or module. He talks about the importance of how content is presented initially, and how that affects memory.