Challenges to Face When Beginning to Plan One’s Online
Instruction
A Self-Reflection
What do you think the biggest challenges you face as you
begin planning your online instruction? To fully answer this question that
triggers lots of reflection on prior experiences and what one can confront in a
real online teaching scenario, I must consider –in depth- two different
considerations: the readiness of the
platform and curricular academic
concerns.
As a language instructor, one of my main concerns when
it comes to think of imaginable problems one can foresee is the readiness of the platform. From my
personal experience I have witnessed peculiar complications with an LMS such as
the lack of IT prompt responses, the inconsistencies of the course tool to be used in
diverse browsers, and the optimal personal [psychological]
features of students.
In the case of IT prompt
responses, I have had several headaches with them. As part of one of my
course, in which I tried to implement a hybrid learning modality [F2F lab
instruction and independent online individual work], I asked the IT Department –via
my school direction- to install three vital pieces of free software to work on
the creation of language-teaching materials. I was told that such software was
going to be ready to use no later than two weeks after my request, but it was
available for lab use six weeks after what was promised. What do you do in an
outrageous case like this? Conflict with the head of the IT Department?
Another kind of trouble an instructor can confront in
his/her course is the inconsistencies of the course
tool to be used in diverse browsers. For some strange reason I cannot
figure out well, users’ computers –supposedly with the same Windows packages-
function differently. And when these user [our students] get to use the
learning platform, it doesn’t work properly or some of its most relevant
features do not work or become invisible for users. From my experience and my
former students’ complaints, some sort of PC or laptop’s specifications should
be provided to learners, so they can double check the their Windows Packages
are fully compatible with the LMS.
On a lighter note, the
optimal personal [psychological] features of students are another issue
to take into account when planning your online instruction. Distant education –so
to say- is a kind of learning that is not suitable for all individuals. If a learner is about to embark him/herself
into taking an online / blended course, s/he needs to be aware of what is
expected of him/her along the course in terms of academic responsibilities and
effective use of his/her time. If the student does not have what it takes to
study in this learning modality, it is wise that the Registrar’s Office or the
Academic Counselors give them some convenient advice prior enrollment. Neither
the instructor nor the rest of faculty members want to deal with frustrated
learners who cannot cope with an online learning platform and the constant need
to set priorities to independently work on it.
As someone who has worked on curricular design for over
ten years, I have some other academic
concerns away from the readiness of the platform: The creation of learning tasks, course
pacing and chronogram, and the marketing of
the course. Creating learning tasks for
a course is no easy task in the ELT domain, but in curricular design we have an
advantage, which is the fact that we are producing things for students to
acquire English and what is developed usually comes from a collegiate decision.
But what happens when you inherit a course that has already been designed,
planned, and that cannot be modified by the instructor? Looks like it is tough
when one’s teaching philosophy goes beyond the boundaries of a learning
platform, and decisions have to be made at a higher hierarchical level.
If the instructor is consulted about course pacing and chronogram, can decisions at a
higher hierarchical level affect the way time is going to be managed by the
instructor? Collegiate decisions ought to give room for instructors to voice
their opinions and course burdens (concerns). In this way, administrators,
designers, faculty, and instructors can make the learning experience for
students much more rewarding than when a pacing and a chronogram is imposed in
a course that has been assigned to a given teacher.
Learning is meant to be rewarding for all students, and the marketing of the course is a need prior to the
beginning of a college term. Before students get to sign for an online course,
several things must be explained to them in regards to this way of studying,
working on assignments, and develop their learning of the subject-matter. Their
new educational panorama and the use of a learning platform as part of their
course duties also needs to be presented to them to make them feel aware of the
importance of prioritizing homework, reading assignments, reflections, forum
participations, etc. Educational counselors need to have an active role in this
part of student’s learning choices: What’s better from them, based on their
psychological profile, an online course or a regular F2F class?
E To fully develop and comprehend this teaching issue,
it’s advisable to research and expand these areas:
1
|
How to cope
with lack of response from the IT Department
|
2
|
Given technical
support to one’s online students
|
3
|
What it takes
to be an online learner
|
4
|
How to design
learning tasks for VLEs
|
5
|
Matching pacing
and chronograms in online learning
|
Professor
Jonathan
Acuña-Solano
ELT
Instructor & Trainer based in Costa Rica
Freelance ELT Consultant four OUP in Central America
For
further comments or suggestions, reach me at:
@jonacuso –
Twitter
Other blogs and sites I often write for my students at
the university are:
Get a copy of "Challenges to Face When Beginning to Plan One’s Online Instruction by Jonathan Acuña" right here.
Monday, July 29, 2013
