The Role of the Online Instructor as a Guide on the Side

2011 ◽  
pp. 224-241
Author(s):  
Margaret Mazzolini ◽  
Sarah Maddison
Keyword(s):  
Online Learning ◽  
Asynchronous Discussion ◽  
Pedagogical Issues ◽  
Discussion Forums ◽  
Prior Learning ◽  
Learning And Teaching ◽  
Online Experience ◽  
Online Instructor ◽  
Student Instructor

We present research results and advice on the role of the online instructor in relation to a particular example of technology-supported learning and teaching — the use of asynchronous discussion forums. Pedagogical issues and studies discussed here are based on six years of designing, coordinating, and teaching into Swinburne Astronomy Online (SAO), an online international program. We discuss some implementation issues associated with the use of asynchronous forums and the induction of instructors, plus the role of the online instructor as a “guide on the side.” As an example of issues involved in maintaining a constructive online learning environment, we discuss strategies used to accommodate students with varying degrees of prior learning. We also summarise results of our research on student-instructor interactions, plus feedback on students’ and instructors’ perceptions of the online experience. The results of this research are used to inform the induction and mentoring of instructors in SAO.

Successful Design and Management of Asynchronous Discussion Forums in Online Higher Education

2019 ◽  
pp. 101-118 ◽  
Author(s):  
Andreea Cervatiuc
Keyword(s):  
Higher Education ◽  
Online Courses ◽  
Asynchronous Discussion ◽  
Discussion Forums ◽  
Learning Modules ◽  
Online Higher Education ◽  
Successful Design ◽  
Effective Organization ◽  
Online Instructor

This chapter focuses on asynchronous discussion forums in online higher education. Drawing on recent research and her experience as the program coordinator of an online Master of Education and developer and instructor of online courses, the author of this chapter identifies and explains some principles for the successful design and management of asynchronous discussion forums, such as the relevance of the course topics, flexible, accountable, active, collaborative, and focused learning and the ideal role of the online instructor. The author also proposes a framework for the effective organization of learning modules in asynchronous online courses.

Social Presence in an Online Learning Environment

2021 ◽  
pp. 1-21
Author(s):  
Billi L. Bromer
Keyword(s):  
Online Learning ◽  
Social Presence ◽  
Sense Of Community ◽  
Social Connectedness ◽  
Community Of Inquiry ◽  
Learning Experience ◽  
Active Engagement ◽  
The Social ◽  
Online Experience ◽  
Online Instructor

Technology alone cannot create the sense of community that is needed for effective online learning. Participants in an online environment can perceive a sense of isolation when social connectedness is not created and encouraged. A community of inquiry emerges when online participants perceive that they are seen and heard and opportunities for active engagement with others is provided. This chapter provides guiding principles for an effective online experience and includes multiple suggestions from an experienced online instructor to create and maintain the social presence of all participants in any online learning experience.

scholarly journals The impact of institutional surveillance technologies on student behaviour

2002 ◽  
Vol 4 (1/2) ◽  
Author(s):  
Shane Dawson
Keyword(s):  
Human Resources ◽  
Learning Experience ◽  
Asynchronous Discussion ◽  
Teaching Staff ◽  
Discussion Forums ◽  
Writing Style ◽  
Learning And Teaching ◽  
Contemporary Education ◽  
The Impact ◽  
Learning Options

Contemporary education institutions are increasingly investing fiscal and human resources to further develop their online infrastructure in order to enhance flexible learning options and the overall student learning experience. Coinciding with the implementation of these technologies has been the centralisation of data and the emergence of online activities that have afforded the capacity for more intimate modes of surveillance by both the institution and education practitioner. This study offers an initial investigation into the impact of such modes of surveillance on student behaviours. Both internal and external students surveyed indicated that their browsing behaviours, the range of topics discussed and the writing style of their contributions made to asynchronous discussion forums are influenced by the degree to which such activities are perceived to be surveyed by both the institution and teaching staff. The analyses deriving from this data are framed within Foucault's works on surveillance and self governance. This paper discusses the implications of this new mode of governance for learning and teaching and suggests areas of further investigations.

Moderating Learner-Centered E-Learning

2011 ◽  
pp. 536-561
Author(s):  
Curtis J. Bonk ◽  
Robert A. Wisher ◽  
Ji-Yeon Lee
Keyword(s):  
Online Learning ◽  
Idea Generation ◽  
Learning Problems ◽  
Student Reasoning ◽  
Online Instructors ◽  
Learner Centered ◽  
Problems And Solutions ◽  
E Learning ◽  
Online Instructor

In response to the changes taking place in collaborative online learning environments, this chapter discusses how the simultaneous emergence of collaborative technologies and the learner-centered movement impacts the role of the online instructor. As part of this review, research related to online moderation and facilitation of learning is summarized.  It is suggested that online instructors need to facilitate student generation and sharing of information, while assuming the role of learning coach or mentor to provide needed leadership and guidance.  Finally, ten key benefits and implications of e-learning, as well as ten potential problems and solutions, are summarized to assist e-learning decision makers and instructors.  Among the benefits include the permanence of the online text, the availability of online mentors, and the fostering of student idea generation.  Some consistent online learning problems include learner confusion, lack of justification of student reasoning, and difficulties in grading online content.  Instructors are provided with guidelines on how to take advantage of the benefits while limiting or overcoming the problems.

scholarly journals Intentionality and Players of Effective Online Courses in Mathematics

2021 ◽  
Vol 7 ◽  
Author(s):  
Salman Hussain Raza ◽  
Emmenual Reddy
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Pedagogical Practices ◽  
Discussion Forums ◽  
Success Rates ◽  
Learning Space ◽  
Problem Solving Skills ◽  
Mathematics Courses ◽  
Learning And Teaching ◽  
Online Mathematics

Mathematics is the engine, vehicle, driver, and language of today’s initiatives, innovations, and human endeavors. In this mathematical-driven world, the ability to perform mathematical tasks and logical reasoning is also essential in solving quotidian tasks and problems. Therefore, mathematical competency and problem-solving skills are kept as an integral component in almost every educational curriculum around the globe. However, there are numerous stumbling blocks along the way to successful teaching, conducive learning environment, and good student performances in almost all disciplines, but more prevalent and visible in mathematics. The major concerns of educators responsible for teaching mathematics and mathematics-related courses are to find effective and innovative ways to deliver mathematical content, to extend the concepts and theories beyond the classrooms, to integrate mathematics with important concepts such as gamification, data mining, learning analytics, deep learning, and effective tools such as mobile devices, learning management systems, and digital technology, and to maintain a good record of students’ performance. In online deliveries, these concerns are further escalated due to no or limited one-to-one interactions and lack of face time, to mention a few. This article investigates the efficacy and effectiveness of traditional and innovative pedagogical practices used in online mathematic courses at the University of the South Pacific (USP). It examines the interdependence of embedded activities and students’ achievement. The results indicate that these online mathematics courses were highly dominated by conventional approaches and were less interactive and engaging, resulting in lower success rates when compared to the courses from other disciplines. To recommend possible ways to enhance the quality of learning and teaching in online mathematics courses, selected online courses from the information system discipline were explored. The reasons for the high online presence in the course were investigated and activities that could lead to collaborative and active learning beyond the passive materials were data mined. The evidence drawn from the statistical analysis highlights the importance of including selected interactive and engaging activities in online learning space of mathematics courses to promote student engagement and help create a sense of community among geographically dispersed students. Overall, based on the observations and theoretical foundation from literature, it can be said that including regular and frequent active assessment strategies, such as weekly quizzes and discussion forums, could extend and promote interactive and engaging learning in online learning space.

scholarly journals Students’ Perception of the Role of Online Teachers:Comparing Routine and Emergency Times

2022 ◽  
Vol 6 ◽  
Author(s):  
Hava Sason ◽  
Egoza Wasserman ◽  
Mordechai Zvi Safrai ◽  
Shlomo Romi
Keyword(s):  
Online Learning ◽  
Online Courses ◽  
Academic Program ◽  
Online Teachers ◽  
Learning And Teaching ◽  
Perceptions Of Students ◽  
Education College ◽  
Different Characteristics ◽  
Student's Perceptions

Social distancing during the COVID-19 pandemic forced the education system to instantly transition to online learning and teaching. Studies show that the challenges of emergency remote teaching (ERT) differ from those of online learning during routine times. Do student’s perceptions of teachers’ roles during online learning differ between ERT and routine online classes as well? Addressing this question can illuminate different aspects of the role of a teacher at different times, thus facilitating the improvement of online learning. This study compares students’ perceptions of their teachers’ roles in the online courses they attended during the pandemic, with perceptions of students who attended online courses in routine times when distance learning was a regular part of the academic program. The participants who attended online courses during routine times were 520 undergraduates in a teacher-education college. A second group of 475 undergraduates from the same college responded at the end of a semester of emergency online learning during the pandemic. Both groups answered questionnaires regarding their perception of four aspects of the role of online teachers: pedagogical, technical, affective, and differentiating. The findings showed that during emergency times, students had significantly higher expectations for teachers’ technical and affective roles than in routine times. However, students had lower expectations regarding teachers’ differentiating role during emergencies, and similar expectations for teachers’ pedagogical role in both situations. These findings highlight the need to plan curricula to suit different situations and different needs, and emphasize the different characteristics of the teachers’ role in different situations, in order to optimally address students’ needs in times of routine and emergency alike.

Moderating Learner-Centered E-Learning

2004 ◽  
pp. 54-85 ◽  
Author(s):  
Curtis J. Bonk ◽  
Robert A. Wisher ◽  
Ji-Yeon Lee
Keyword(s):  
Online Learning ◽  
Idea Generation ◽  
Learning Problems ◽  
Student Reasoning ◽  
Online Instructors ◽  
Learner Centered ◽  
Problems And Solutions ◽  
E Learning ◽  
Online Instructor

In response to the changes taking place in collaborative online learning environments, this chapter discusses how the simultaneous emergence of collaborative technologies and the learner-centered movement impacts the role of the online instructor. As part of this review, research related to online moderation and facilitation of learning is summarized.  It is suggested that online instructors need to facilitate student generation and sharing of information, while assuming the role of learning coach or mentor to provide needed leadership and guidance.  Finally, ten key benefits and implications of e-learning, as well as ten potential problems and solutions, are summarized to assist e-learning decision makers and instructors.  Among the benefits include the permanence of the online text, the availability of online mentors, and the fostering of student idea generation.  Some consistent online learning problems include learner confusion, lack of justification of student reasoning, and difficulties in grading online content.  Instructors are provided with guidelines on how to take advantage of the benefits while limiting or overcoming the problems.

Dialogic Teaching and Translanguaging in Deaf Education

2018 ◽  
Author(s):  
Ruth Swanwick
Keyword(s):  
Language Learning ◽  
Learning Experience ◽  
Deaf Education ◽  
Deaf Children ◽  
Learning Needs ◽  
Learning And Teaching ◽  
Diverse Learning ◽  
Language Context ◽  
Pedagogical Framework

This chapter proposes a pedagogical framework for deaf education that builds on a sociocultural perspective and the role of interaction in learning. Pedagogical principles are argued that recognize the dialogic nature of learning and teaching and the role of language as “the tool of all tools” in this process. Building on established work on classroom talk in deaf education, the issues of dialogue in deaf education are extended to consider deaf children’s current learning contexts and their diverse and plural use of sign and spoken languages. Within this broad language context, the languaging and translanguaging practices of learners and teachers are explained as central to a pedagogical framework that is responsive to the diverse learning needs of deaf children. Within this pedagogical framework practical teaching strategies are suggested that draw on successful approaches in the wider field of language learning and take into account the particular learning experience and contexts of deaf children.

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