When one begins teaching online, they might find it
overwhelming at first. It is a very daunting task; you have to learn the CMS
software. If you are lucky, as I am, to have an entire department dedicated to
the betterment of online teaching. Then they will train you and support you while
(initially) fumble through the software although emersion is the best teacher.
Practice makes perfect, and I always tell my students, I can’t make you
perfect, but I can make you practice. Then there is the generating of content.
If you have taught the class in “brick” format (in person) then this shouldn’t
be too much of an issue, because you already know what works, and what doesn’t.
You can already predict the student troubles in the content. There is the time
that will take to digitize this content, but you can give that to your TA’s (if
you are lucky enough to have them…I am not). What if you haven’t taught the
class before? Well, that is going to be a lot more work, and that can
be…stressful. But, I will provide some tips and tricks that will ease any
possible anxiety to the new online instructor.
When instructing in a classroom, it is important to find
your voice and your lecture style. The online environment is no different.
When I started, my lecture videos were choppy, I felt like
and (probably sounded like) a robot. My videos were dry, and lacking in the
confidence I had when I was in a “real” classroom.
No one wants to listen to (or watch) something like that. It
is just as important to make the human connection with your students in the
classroom, as it is online.
It is very easy for a student to feel isolated and
overwhelmed in an online environment, by showing them that there is a human
being on the other end can be very beneficial to a student’s success. Some
students do not need that connection and that is OK too.
As an online mathematics instructor, I find that this
connection is very essential. At first, I struggled to make this
connection. I wanted to be super professional, and super accurate, added to my
self-consciousness lead to what I believe to be sub-par lectures. I tried to
correct this by writing scripts. I stumbled, fumbled and stammered over my
lectures.
This is not something I would do in my in person classes so
it shouldn’t happen in my online classes.
The pedagogy should translate. The delivery method has
changed, you, as an educator should not. The only difference between brick and
click is the delivery.
To overcome my clumsiness, when recording my lecture videos,
I just (and I know this sounds silly) pretended my computer was a class of 30
students and I lectured to them.
It broke down the barrier that I build within myself. So
what makes a good online instructor? The answer is the same as the question
“what makes a good instructor?”
The first thing that makes a good instructor (according to
me, this is ALL my opinion), above all else is competency in their field and the ability to communicate it
effectively. I stress this because it is vital. Albert Einstein is quoted as saying, “if you can’t explain
it simply, you don’t understand it well enough.”
As educators it is our DUTY to explain it simply.
The next topics appear in no particular order of importance,
as I feel they all have equal standing.
·
The availability to support your students
learning.
·
Patience and Understanding
·
the ability to accurately assess students
learning with meaningful assignments that challenge the student to expand their
thinking while pinpointing the specific skills/concepts you are trying to
assess.
·
Ability to provide detailed, constructive, and
meaningful feedback on said assignments in a reasonable amount of time.
o
I emphasize reasonable, mostly for me because I
stink at getting my grading done…really who among us actually enjoys grading?
·
Ability to promote community and a comfortable
learning environment.
So how does this all translate to the new delivery method?
Here are some tips that I have picked up along the way.
Although the pedagogy is the same, there are exterior facets that a new online
instructor should adapt to in order to be successful.
Be available to your students. Do not ignore their emails.
This is their primary method of communication. Many distance learners cannot
come to office hours in person. Hold online office hours. I hold them a minimum
of 2 hours a week. These allow you to answer their questions in real time. I
also recommend being online an additional 1-2 hours a day, reading and
responding to discussion posts and emails. There is no argument that teaching
online is a slightly larger time commitment (especially in the beginning).
You should have access to video and voice sharing. I use Black
Board Collaborate which is built directly into the CMS (Blackboard Learn);
however, software as simple as Skype is sufficient. (Msn, Facebook messenger,
google +/google hangouts are also acceptable, but they shouldn’t be linked to
your private social networks). Have a separate account just for teaching. If
you have a lack of students during these hours, use it to stay on top of the
evil g word. I have found that online grading is some of the easiest I have
ever done. If you require digital submissions, you can grade them right on your
computer, tablet, or even cell phone. I do sometimes still get paper
submissions, but I just grade those the old fashioned way.
Having access to this technology really aids in being able
to communicate mathematics effectively. I use a graphics tablet to respond
directly on .pdf, .doc, and .xls files, thanks to the wonderful grading window
in BB. I also use an android tablet for mobile management of my documents,
classrooms, etc.; although, Learn Mobile doesn’t have access to my grade
book…yet (if any software developers are reading this please consider my
suggestion? Thanks!). I do this because typing Mathematics without LaTex can be
extremely annoying…although, I have mastered Microsoft Equation Editor (I can
hear the mathematicians cringing).
Sometimes I will even create simple desktop capture videos to send to
the student, writing in Microsoft paint, explaining the mathematics as I
demonstrate an example. Our time is valuable. Why spend 30 minutes trying to
write out mathematics, when I can demonstrate it in “real” time and provide the
student and explanation they can pause. For the lecture videos, I started using
software called Jing, but have since upgraded to Camtasia Studio. Jing creates
5 minutes screen capture videos that are already in web format, and it takes
little to no effort to make these videos. It is a highly effective tool,
however; not mobile friendly. Jing produces .swf files, which are flash files.
These are not readable on any mobile technology. Therefore, I edit my videos
and put them in the .mp4 format, as suggested in BB Mobile Best Practices. My
students enjoy being able to do their work on their mobile technology. It is so
expensive, why don’t we make it work for us!
Another piece of advice I can offer is don’t change your
teaching style just because you are in an online environment. Remember to
promote community and establish the human connection. Once you get over
yourself, and allow yourself to acclimate to this environment, your voice will shine
through.
So now, what makes a good online classroom/lecture?
First off, don’t just create “text on screen” make the
student interact with their environment, stimulate auditory and visual
learning. Use videos, pod casts, articles, and hands on activities. Yes, I just
said hands on activities, these activities should be designed to have materials
that the students would have readily available or at minimal cost to them. I
definitely suggest making everything downloadable. If you choose to make
videos, whether it is screen captures or you in front of a chalk board being
filmed, don’t sweat the small human mistakes. Cell phone, pet, and children
interruptions will happen. Don’t try to be a 100% polished on your first time
out. It is too complicated and too much work. Instead, let your course grow as
it normally would. As you teach the course more often, you can rewrite, reword,
rework, edit and rerecord. Those interruptions will work themselves out. Keep
your videos/podcasts short and concise. No more than 15 minutes in length (I
have 1 that is 20 minutes in length. All the rest are below 15)…so if your
student gets interrupted in the viewing of them, or have a question when they
are doing their assignment, they revisit the information easily and quickly.
Label all of your content clearly. Find a format and stick
to it. Each class will be different, each instructor is different. We are
unique individuals and that will filter through our classes. I can’t stress
enough how important this is.
Often, I have heard nightmares from students about how
instructors (not necessarily in our institution, but it does happen) do not get
back to their students or their presence in the classroom is not felt. I feel
this behavior is troubling and completely unacceptable. Your online students
are not the second class citizens of the University. They are equal and
deserve just as much of your attention. Don’t let your professionalism sway,
even for a second, even if you are logged on in your pajamas. Lead by example,
all of your posts should be grammatically correct and professional, and this
should be encouraged in your students. You wouldn’t expect any less in your
classroom, don’t do it online. Students need to know you are there for them,
let your online presence be known. Communicate to them when you are available
online.
Keep your online classes organized and simple. Every lesson
should be structured the same, with detailed instructions, including by not
limited to:
1.
Expectations
2.
Rubrics/or a statement on how the student will
be assessed
3.
Assignments with clear due dates and
expectations.
4.
The lecture materials
5.
Relevant web links to extend learning outside
the classroom
6.
An assignment that will promote community and
discussion within the classroom (where fitting).
I would suggest staying as close to your institutional
standard as possible, but if it doesn’t work for you, find a CMS that does. One
Professor at our institution designed his own (he has been teaching online for
almost 10 years now).
Now I have suggested a great deal of practices that will
certainly take work, time and dedication, but remember, they do not all have to
be implemented on day 1. No course is perfect the first time you teach it,
whether in person, or online. Cut yourself some slack, establish a routine, and
stick with it. The students will fall into place.
