Many individuals have their own perceptions of what distance learning entails. It is generally seen as a method of teaching that relies on technology and involves the separation of educators from students. This separation creates unique challenges that are typically not present in traditional classroom settings. According to Adair and Diaz (2014, 12), effective learner support is crucial for student success, and a high-quality educational experience must include processes and resources tailored to the needs of online students.
To address these challenges, it is essential to anticipate potential issues before classes begin, develop curriculum and activities that foster active engagement, and establish a sense of community and rapport in the online setting. Customizing the online learning experience involves leveraging prior knowledge and insights on student performance, as well as predicting student needs, to prepare for teaching and facilitating student success. The strategies and practices that have proven effective in online learning environments can be adapted to different instructional contexts.
Before the course starts, it is important to be proactive. Once the course “shell” becomes available from the institution, prepare it for the upcoming class. Students are more comfortable when they have prior knowledge of what to expect. As soon as the class roster is available, send a welcome email to students, including necessary book information and a link to the college bookstore, emphasizing that students need to have textbooks before the course begins.
Providing the course syllabus early is beneficial for both students and instructors, as it helps students understand the course structure. A policy letter should outline expectations, such as extensive reading requirements, independent work, academic rigor, and the protocol for late submissions. An assignment matrix, presented as a one-page Excel spreadsheet, lists assignments and their due dates, allowing students to plan ahead and reduce anxiety.
During the course, teacher presence is crucial, as highlighted by Garrison et al. (2000, 96). Instructors are responsible for designing the educational experience by selecting and organizing course content and facilitating activities and assessments. Experience allows instructors to identify challenging tasks and skill deficits, enabling them to provide necessary resources and advance warnings to students through the learning management system (LMS).
Supplemental resources, such as video tutorials, templates, and answer documents, are useful tools for students. Short video tutorials using programs like ScreenPal help students complete specific tasks, such as writing in-text citations. Templates guide students in their assignments, standardizing assessments and resulting in higher scores. Examples offer students concrete models to learn from and emulate.
Weekly announcements at the beginning of each academic week provide students with necessary information, templates, rubrics, and relevant portions of the assignment matrix. Advance notices for difficult assignments are posted in the news forum, advising students not to wait until the last minute to submit their work to avoid errors and grade penalties.
Providing students with appropriate resources is essential, and experienced teachers are generally aware of what is needed. Posts should be concise and complete, avoiding unnecessary information, as students may skip lengthy announcements. Fast and detailed feedback, as supported by Vygotsky’s (1978) research, should be timely and specific. During the first two weeks, instructors should score assignments as they are submitted and provide immediate feedback, highlighting errors and corrections.
Original Source: facultyfocus.com
