Hello Friends and Colleagues,
Mark your calendars and join the free 3-week (June 2-23, 2012) online course on facilitating online learning: http://www.wiziq.com/course/4264-teaching-online
Thank you.
Warm wishes,
Dr. N. Deutsch
Can a teacher use the same teaching techniques in a face-to-face and an online course?
According to a study conducted by Park, Johnson, Vath, Kubitskey, & Fishman (2013) on Examining the Roles of the Facilitator in Online and Face-to-Face Professional Development Contexts (Journal of Technology and Teacher Education, 21(2), 225-245), teachers need to cater to individual learners more online than face-to-face. In the face-to-face environments, students learn from each other and from the teacher. In the face-to-face class, the teacher is able to summarize the information for the students and get feedback from the students body language on how well they understood the information. In the online class, the teacher only knows whether the students understood or not from their writing. Teaching online requires that the teacher be very attentive and aware of the student's individual interests, needs, and level of understanding.
This OLC Institute post suggested three purposes and provided numerous examples of social media implementation and integration that may serve to "support learning in online courses" (2016.05.17, ¶3, ff.), namely:
1. Amplifying the physical and psychological engagement of learners (Engagement using social media);
2. Providing instruction to "enhance learning outcomes" (Instruction involving social media); and
3. Facilitating access to, and increasing availability of academic, career, and other "support services" (Student support using social media).
Reference
Online Learning Consortium [OLC] Institute for Professional Development. (2016.05.17). Why Should I Learn More about Social Media? [weblog post]. http://onlinelearningconsortium.org/learn-social-media/
The 21st century classroom must be a place to network, to create, to publish, to share.
The new classroom does not integrate technology into an outdated curriculum, but rather infuses technology into the daily performance of classroom life.
In this new classroom, the teacher is not the sole expert or the only source of information, but rather the teacher is the lead member of a network—guiding and facilitating as students search for answers to questions they have carefully generated.
It is important to note that some students may be quietly sitting in the corner engrossed in an old fashioned text.
Daily and total access to computers allows students to realize that technology is not something they “do” when they go to the lab or when the teacher has checked out the laptop cart, but rather technology is something they can use everyday in class to help themselves learn.
In this new classroom, students will begin to understand that their computer is not simply a novelty to take notes with, but it is their binder, their planner, their dictionary, their journal, their photo album, their music archive, their address book.
tudents will begin to understand that their computer is not simply a novel
Gentle-Genitty wants her students to experience the full depth and enjoyment of online learning. To that end, she builds a framework inside Canvas that helps students understand the logistics and culture of the online setting
Gentle-Genitty prepares her students to be responsible online citizens, including using salutations and closings, avoiding boldface and caps, and writing clear subject lines. These are life lessons that facilitate communication beyond the classroom
Students’ interactions with peers throughout the collaborative composing process influence their writing practices on the micro-level in relation to patterns of word choice, as well as simultaneously enhancing the macro-level issues of meaning, tone, and structure
in a sense, the peer review process is embedded within the structure of collaborative composition on a shared document, as edits as well as oral and written meta-commentary occur and recur throughout the lifespan of a Doc
This approach to collaborative composition assignments manifests baked-in peer review from the get go (Reflection and Limitations of the Approach, ¶1).
Ruth Li "presents an innovative approach to the design and integration of collaborative writing projects using the Google Apps for Education online platform (OWI 4). The setting is a traditional, face-to-face high school English classroom in which students write in class simultaneously, each on separate devices, on shared Google Docs. In particular, I offer specific strategies for teaching students to write collaboratively in a variety of creative genres, including plays, poems, narrative essays, and speeches" (Explain broadly..., ¶1).
