Approaches and Strategies for Online Teaching

Education and Learning, Hybrid and Blended Learning, Online Instruction, online learning, Online Teaching Practices, VLE 0 comments

Learning Reflection: Approaches and Strategies for Online Teaching

In hindsight, after a complete module of Hybrid and Blended Education, several ideas are still whirling around my mind that need to be conceptualized and re-conceptualized, too: The way I used to understand blended learning, the dynamics in real online learning contexts, and my vision of what courses with online components must be taught. The experience so far has been enriching and way profitable for my future teaching.

Understanding B-Learning

The idea of blended or hybrid learning had crossed my mind before when I started a pioneering strategy for teaching at Universidad Latina back in 2010. Not having a very clear understanding of what B-Learning is (or was in 2010), many of my efforts to merge virtual learning platforms with F2F teaching were good but random attempts of what I really wanted to achieve. Discussing approaches to online learning with colleagues and my peers in my PLN (Personal Learning Network) over here in Costa Rica somehow shaped my inappropriate comprehension of what blended learning is. It needs to be admitted that there is a confusion of the boundaries between what online learning is with e-learning. As explained by Penn State University, “A blended learning approach combines face to face classroom methods with computer-mediated activities to form an integrated instructional approach.” But we have been using digital materials to support face to face instruction, but not necessarily as true hybrid learning materials in which students can learn and explore new content linked to the class curriculum.

Current Dynamics in Blended Education

Throughout this first module on Hybrid and Blended Education, participants have been somehow exposed to Kolbe’s Learning Cycle of Experiential Learning to live and outlive the experience to really understand the hidden dynamics and the roles of an instructor and course participants. This approach has made us confront ourselves with healthy course management strategies to vividly witness how to deliver ours in the short run. Additionally, once the misconception of what blended learning is has been unlearned and replaced by the new straight conception, we can better comprehend what is expected from us as instructors (or students) and how learners can feel if the “rules” (or practices or management strategies) are not followed or respected. Understanding how one can design courses to foster student learning (see Boettcher, J. V. (2008, March 17). Designing for learning.) can make our and students’ experience gratifying and success-oriented.

Personal Insights and Vision for Future Courses

Universidad Latina in Costa Rica has a very strong Moodle platform called Campus Virtual and, through its partnership with Cambridge University Press, language teachers have another solid learning management system (LMS) to engage students and to encourage them to become fully responsible for their language learning. What I see myself doing in the short and long run is taking learners into making successful and optimal use of these two tools to guarantee that their learning experiences can be encased –as much as possible- within Kolbe’s Experiential Learning, so they can have meaningful and memorable learning experiences.

I am –no doubt- craving for using Hootcourse in my courses to be more accessible to students via Twitter. This way I can also train students how to use Twitter for educational purposes: 1) to be in touch with class members through social media, 2) to ask one another or to ask the teacher for assistance, and 3) to direct learners to sources of practice or information to guarantee learning. By following this way of working, any instructor can ensure his/her teaching presence, student social presence, student cognitive presence.

Online teaching is a challenge that I am looking forward to doing again but with a second wind. Are you also willing to embark yourself into venturing away from F2F traditional teaching?

E To fully develop and comprehend this teaching issue, it’s advisable to research and expand these areas:

1	Advantages of blended learning
2	What blended instruction is
3	Reasons to employ blended learning
4	Kolb’s Learning Cycle in hybrid education
5	Integrating b-learning in one’s curricula

Professor Jonathan Acuña-Solano

ELT Instructor, Course Designer & Teacher Trainer based in Costa Rica

IATEFL Member and NCTE Affiliate

Resource Teacher at CCCN

Senior ELT Professor at Universidad Latina

Freelance ELT Consultant four OUP in Central America

For further comments or suggestions, reach me at:

@jonacuso – Twitter

jonacuso@gmail.com – Gmail

Boettcher, J. V. (2008, March 17). Designing for learning.	Retrieved from http://www.designingforlearning.info/services/writing/ecoach/tenbest.html
Kolbe, D (2003). Learning Styles Models	Retrieved from http://www.businessballs.com/kolblearningstyles.htm
The Pennsylvania State University (2009). What is Blended Learning?	Retrieved from http://weblearning.psu.edu/blended-learning-initiative/what_is_blended_learning