The study of online teaching methods, including the goals of online education and the ways these goals might be achieved We’ll look at and discuss online pedagogy by exploring how online learning takes place and how online curriculum can be developed to support support self-monitored learning through active participation.
Elements that Effect the Online Learning Environment
Motivation, content retention, reduced feelings of isolation, and attendance can be improved through active participation in learning
Collaborative learning activities will enrich the online experience and will facilitate the development of effective cognitive processes
Teaching and Learning styles can serve to facilitate or hinder the effectiveness of online learning
Online communication methods can promote active learner engagement and strengthen active cognitive engagement
Wide representation or diversity works better than homogenous groups
Communication must be inclusive to avoid feelings of isolation
Good leadership and support will help learners keep on track and motivated
Teaching and Learning Styles Why bother to examine our educational values? After all, we have a lot of experience, are successful, know ourselves, and we are here because we are motivated and want to develop a better understanding of online learning, become aware of better methods, and discover new resources. What do teaching and learning styles have to do with it?
Teaching and Learning Styles Have you had situations where learners don’t feel comfortable, have problems learning, or demonstrate inappropriate behavior? Most of us have had these moments. Could our teaching style have some impact? Most of us have a tendency towards a particular teaching style, which may to some degree reflect our own learning style. Limiting our activities to meet the needs of one learning style can result in alienating students who have other learning styles. By having an awareness of our own learning preferences and our teaching-style tendencies, we can work to deliberately create effective learning opportunities for all students.
Formal Authority : Teacher-centered where teacher feels responsible for providing information and controlling the content and learning. Community or relationship building is not a focus.
Example: Language Lesson, with practice exercises, and a quiz
Demonstrator : Teacher-centered where teacher demonstrates and models what is expected , such as skills or processes, and then guides learners in applying knowledge. Encourages student participation and addresses different learning styles.
Example: Physics lesson with samples and examples of applications followed by critical thinking questions for application of concepts
Facilitator : Learner-centered where teacher uses activities for learning and expects learners to take initiative for learning. Focus is often on group activities and collaboration.
Example: Team management lesson with team presentation on content applied to real-life situation
Delegator : Learner-centered where teacher gives learners a choice in designing their own learning projects. The teacher then acts as a consultant. Learners work alone or in groups.
Example: End-of-course computer science project demonstrating concepts learned in the course