Kathryn Cremeans EDU 697Dr. Lisa Marie Johnson October 7, 2012
Teaching a synchronous virtual class is more than just delivering facts to students at one time. There are guidelines to follow to ensure students obtain and retain the information they are being presented. When teaching a class of this type, each instructor should be familiar with what information is included and how it will delivered to the students. Just-in-Time instruction is vital to the student or staff member to progress, therefore, complete understanding of the material is necessary. The following presentation will touch on some of the key factors each instructor should include in their lessons.
“Synchronous learning occurs in real time and is facilitated by an instructor through e-Learning technologies such as video conferencing or webinars. It is similar to a traditional classroom environment because the class occurs at a set time and instructors and students are able to interact and communicate throughout the duration of the class. Synchronous learning allows instructors to facilitate and engage the class, encourage discussion, call on students and ask or answer questions”(Tannahill, 2009).
“Procedural tasks are best taught by step- by-step demonstration of how to perform the task, followed by guided hands-on practice with feedback” (Clark & Kwinn, 2007, p. 71).
The instructor should first demonstrate the procedure then provide a step-by-step guideline to the class. As each step is done the instructor should provide feedback to any questions the students may have. o Direction to students: highlight all instances of feedback on this slide Examples can be provided or the step can be shown to the students upon completion. This allows the student to see if they were correct in that particular step before moving on to the next. Each student can be called upon to demonstrate the step to the entire class and receive feedback through direct messaging.
“Principle-based or far-transfer tasks require a different instructional approach than procedural tasks. Since the guidelines of far-transfer tasks must be adapted uniquely to each work situation, learners need to see demonstrations of how far-transfer tasks are performed in diverse circumstances” (Clark & Kwinn, 2007, p. 73).
Once the task has been demonstrated, students should then be divided up into small groups to perform some type of research on the topic before beginning the task. Discussing the topic among themselves via direct messaging or breakout rooms will show how each student’s views may be different. This type of activity would be good when assigning role playing tasks.
“A process is a flow of activities among different individuals, business units, or equipment components” (Clark & Kwinn, 2007, p. 75).
Processes should show the students how something is done and who would be responsible for each part of the process. Show students visuals in the correct order and explaining what each should or should not do then have each student determine what task is needed to correct any existing problem will assist them in the learning the proper process to follow. Asking students “What if?” scenario questions will assist them in using critical thinking to determine the correct solution.
“Facts are unique, specific information needed to perform a task” (Clark & Kwinn, 2007, p. 78).
Facts are facts. True in nature Cannot be edited or changed Cannot be disproved Can be memorized or presented in reference material More of a proper name or description
“Incontrast, concepts are single words that represent classes of items-all of which share common core features but differ on irrelevant features” (Clark & Kwinn, 2007, p. 78)
Concepts should be taught separately from tasks or other activities Instructors should define each concept before assigning a task and include examples Visuals such as graphs and pictures can help the student to understand the concept before proceeding with the assignment
“Nomatter what medium you are using, the methods for teaching the five common content types of facts, concepts, processes, procedures, or principles are the same” (Clark & Kwinn, 2007, p. 81).
Clark, R. C. & Kwinn, A. (2007). The new virtual classroom: Evidence- based guidelines for synchronous e-learning. San Francisco, CA: Pfeiffer & Company. Clark, R. C. & Kwinn, A. (2007). Accompanying CD to The new virtual classroom: Evidence-based guidelines for synchronous e-learning. San Francisco, CA: Pfeiffer & Company. Tannahill, K. (2009). Methods of facilitation for online learning. An overview of asynchronous, synchronous and blended learning, Retrieved April 9, 2012 from http://kristatannahill.suite101.com/methods-of-facilitation-for-online- learning-a150017
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