Many individuals have their own perception of what distance learning entails, typically viewing it as an educational method that involves technology and a separation between instructor and student. This separation introduces unique challenges that aren’t usually present in traditional classroom settings. According to Adair and Diaz (2014, 12), “Because learner support provides a foundation for student success, a quality educational experience includes processes and resources that are customized to the needs of the online learner.” With this in mind, efforts are made to foresee issues before classes begin, create curricula and activities that promote active engagement, and develop ways to build community and rapport in the virtual setting.
Customizing the online learning experience involves leveraging experience and insights about student performance to anticipate and address their needs as educators prepare to teach and support student achievement. The article shares effective strategies and practices for online teaching, which can be adapted to fit different instructional contexts. Being proactive is key. Once the course “shell” is available, instructors should prepare it for students. Familiarity reduces fear, so informing students early increases their comfort.
Once the class roster is ready, a pre-course welcome email should be sent to students. This should include details about required textbooks, with a link to the college bookstore, emphasizing the importance of having the book before classes start. Providing the course syllabus early helps smooth the course journey for both students and instructors. A policy letter should outline expectations, such as the necessity for extensive reading and independent work, and explain academic rigor, deadlines, and penalties for late submissions.
An Assignment Matrix, initially created for personal tracking, has proven beneficial for students. It offers basic details about assignments and deadlines in a one-page, Excel format. Listing assignments and due dates in advance allows students to process and plan, which can reduce anxiety and even encourage some to begin their work early. During the course, the concept of teacher presence, as discussed by Garrison et al. (2000, 96), involves designing the educational experience, selecting content, organizing materials, and presenting them through content delivery, activities, and assessments.
Facilitation might be shared with other instructors or students. Understanding challenging tasks and skill-deficit areas, such as APA formatting, helps instructors provide resources and warnings to aid students. These resources are typically distributed through the Learning Management System (LMS), under sections like “News” or “Announcements.” They can also be tailored to individual needs. Some supplemental resources and practices to consider include video tutorials, templates, and answer documents.
Creating short video tutorials using tools like ScreenPal can guide students in tasks like writing citations or finding primary journal articles. Templates and answer documents serve a dual purpose: guiding students in assignments and standardizing assessments, which helps in objectively scoring student work. Examples are also valuable, offering students clear models to learn from and emulate. Weekly announcements can include helpful information, templates, rubrics, and parts of the Assignment Matrix relevant to that week.
Advance notices can help students with difficult assignments, and posting reminders well ahead of due dates can prevent last-minute issues. Providing relevant resources equips students with necessary tools, but it’s essential to keep posts concise to avoid overwhelming them. According to Vygotsky (1978), effective feedback should be timely and specific. In the first weeks, grading assignments as they come in and providing immediate feedback, including specific corrections and references to the APA manual when needed, is recommended.
Original Source: facultyfocus.com
