Online learners reach beyond borders, and cultures. Your learners have rich, diverse experiences and can contribute to a robust learning community Who are your learners? How can we reach and teach with a God centered approach online? Start by building a learning community!
Who are they? Is English their second language? Are they a high school student a stay at home mom, or a middle age man seeking to finish his degree?
Professor Training, Master’s CollegeTMC OnlineMay 2012
Purpose of this PresentationTo present an overview of onlinelearning for course instructors atTMC to: Identify 3 phases online studentsexperience Identify teaching strategies toengage and motivate students Create a community of learningin by implementing outlinedstrategies3
ProgramCompetenciesStudent demonstratesBiblical view in context ofcourse contentCourseoutcomesCourseobjectivesLearningactivities/applicationStudentAssessment4Overview of Design Principles for Online Course
Student introductions through the introductory discussion forum inthe orientation period is effective in building a community oflearning This ungraded forum allows students to establish a personalconnection with peers Course instructors can get to know the characteristics and needs of thelearner by reading student introductions Student introductory forum is part of the orientation activities createdfor students within a given course. Instructions are in the course homepage in the orientation section of the course home page10
Phases of learning model: The learner The next three slides outline what the course instructor is required todo in the context of the 3 phases of learning Below is a review of the phases from learners perspective: Phase I: Students have questions, require clarification, are learninghow the course works (phase I also called the ‘syllabus blues’ phase) Phase II: Students are ready to discuss, apply content, engage withpeers and instructor, learn new concepts, thinks Phase III: Students should be able to demonstrate knowledge,concepts learned, engage higher order thinking skills12
Phase I: Course Instructor’s role: Clarifying13Support students by: Responding to coursecontent/syllabus questionspromptly Posting encouraging messagesin news board Getting involved in discussionforums Directing students toadministrative support/helpdesk/e-book Gives ‘tips’ for success
Phase II: Encouraging and InstructingEncourage students by: Clarifying concepts throughdiscussion and/or news board Grading forums each week Providing feedback to students’individual posts and/orassignments Constructive feedback onassignments14
Phase III: Challenging/MonitoringChallenge students by: Asking questions or directingquestions within classdiscussion forums Promoting discussion throughsuggesting controversial oropposing viewpoints in forums Posting supporting and relevantresources in news board whichrelates to content Continued feedback in forumsand assignments Encourage reflection andconsideration of content15
Conclusion Thank you! For further information and/or support, please consultthe professor course home page for links and resources Call Debbie at TMC Online department Review the instructor support tools within the Joulecourse home page - see bottom of page16