Chapters 2 and 3 Reflections

2007-05-17T18:28:00.000-07:00

Chapter 2 Relections
While examing Table 2.3 in chapter 2, I found myself agreeing and disagreeing - basically arguing with myself, much to the concern of those around me...
Through my experience teaching various college-level classes, I had to agree that I take on the role of Manager, Expert, Timekeeper and Dispenser of Information (pg. 53). My classes are all face-to-face and I find that I have fallen into the traditional face-to-face roles. However, one of the classes I teach is a very self-directed class - Portfolio Projects. Students are required to bring in all their artwork they have created throughout the program and evaluate, revise, review and update to end up with a professional quality portfolio suitable for the very competitive job market. When I first started teaching this class, I felt guilty - the need to do a 'stand up' lecture and lead the class. I took on the role of the Facilitator, Advisor and Resource (the role attributed to online learning). The end result of this class was incredible. Students started to take control of their learning and worked with each other. This chapter was enlightening for me in this respect - I did not realize what I was struggling with my change in role (from Manager to Resource). I had to agree with the teacher role as it related to the student role in each category. When I taught in the traditional face-to-face role, I acted as a Manager and students passively listened. When I taught in the role attributed to online learning, I acted more as a Resource and students took more responsibility for their learning.

Chapter 3 Reflections
Communication Conventions and Instructional Synchronous Chats (pg. 77)
This study by Murphy and Collins (1998) looked at communication conventions in distance learning. While reading through this study, I am reminded of a commercial on TV for a wireless company - the mother and the daughter are having a conversation using common online 'shorthand' (daughter "WU?" mother "I'll tell you what's WU, this online bill. Who are you texting so much?" daughter "IDK, my BFF Jill....").
In one of my online classes recently, we were required to 'meet' for a weekly online chat. Upon first entering the chat room, everyone is interacting and I gained a lot of valuable information. When the instructor "took over" (by turning on the Handraise mode), the interaction came to a screeching halt. I became very disinterested as the conversation become more stilted and careful - it felt like the instructor was trying to take on the traditional role of leader (as described for the face-to-face situation in Table 2.3).

Collaboration in Online Learning (pg. 86)
As I read through this study, I was not surprised at the findings, although I also find this topic to be one of the bigger challenges in my day-to-day work in instructional design. "Overall, the most meaningful learning for students seemed to occur when they shared personal experiences related to course content." I agree that getting to know the other participants in the course enhances the interactions. The conclusion to the study stressed the need for instructors to consider the overall environment and to provide an area that promotes the learning community.

Students' Frustration with a Web-Based Distance Education Course (pg. 98)
The study Hara and Kling (1999) conducted was a topic that I am very familiar with in my day-to-day work. Teaching an online course is quite different than teaching face-to-face. Instructors must pay very close attention to communications - from the frequency to the content. If a student has reached a point of frustration, having a lack of timely communication can only compound this feeling. Technology should be a tool to help facilitate learning, not be a barrier. There are also different expectations from student of instructors - what do you mean they are sitting at their computers 24/7 just waiting for my assignment, questions, posts and emails?!

EDT 6460 - Studies in Ed Tech

Chapters 2 and 3 Reflections