Teaching Online:
Overview of my approach to teaching online.
Disclaimer Haiku
This is what I’ve done
It won’t work for everyone
The students like it.
Key ideas
University instructors can create good online courses on their own with easy-to-use tools already available to them, namely a computer and their institutional learning management system (LMS).
Online course delivery is a different space than a classroom, so we need to adapt our teaching to this new space. That means making use of the tools available to us, and leveraging them for good learning experiences.
We think we have to produce audio and video versions of lectures, but doing so is an attempt to recreate the classroom space in the virtual space. Let’s use the virtual space on its own terms.
My courses rely on a lot of readings, viewings, “listenings.” Curating these in a thoughtful manner, and then providing students with the opportunity to discuss what they’ve read/seen/heard, opens up new pathways to learning.
One of the best tools available to us in an LMS is the discussion forum. Yes, it’s often clunky, but it can be used to great effect.
Advantages
University instructors have the tools they need to produce on their own good quality online courses. Instructional designers can then devote their time to more intricate instructional needs.
Students are encouraged to be a little more self-sufficient with regard to their learning.
In a discussion-based online course, students feel more engaged - they’re not being talked at, they’re doing the talking.
Student participation increases - we hear from everyone, not just the five keeners sitting at the front of the classroom.
This approach decreases the need for a lot audio/video production, thereby simplifying course design.
My course design translates well to classroom courses, too. In fact, I have taught these courses online and in-class in the same term, with students from both sections sharing the same LMS course site. It has worked well.
Adjustments
Instructors shift from lecturing to discussing - they lecture less and discuss more.
Instructor preparation time shifts from planning lectures to planning readings, viewings, etc. and questions/discussion prompts for the curated content.
Teaching becomes more about being part of the discussions and commenting on shorter written assignments.
Instructors feel a little less in control of what's happening in class. For example, students will say things indicating they have misunderstood concepts. But not to worry; this is already happening in normal face-to-face courses. Here at least we have a chance to jump in and show them the error of their ways.