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Reading Map #3: A Look at Teaching & Distance Education (Teacher…
Reading Map #3: A Look at Teaching & Distance Education
Teacher-centered vs. Student-centered Instruction
"From distribution of requirements to connected learning" (Oblinger, 1999, p.168).
"From credit hour "seat time" to performance standards" (Oblinger, 1999, p. 168).
"From taking attendance to logging in" (Oblinger, 1999, p.168).
"From competing to collaborating" (Oblinger, 1999, p.168).
Reflection:
I definitely agree with this statement. It's hard for students to compete with one another in an online, asynchronous course. While Blackboard discussions may present small opportunities for competition, there isn't a lot to compete over. In a traditional class setting and synchronous course, it is easier for debates to happen among classmates. It's also easier for students to appeal to their instructor. In my opinion, online instructors feel an increased obligation to bring students together. What better way then to promote collaboration in assignments and projects.
"From lecture to coaching" (Oblinger, 1999, p.168).
"From library building collections to networked connections" (Oblinger, 1999, p.168).
"From passive to active learning" (Oblinger, 1999, p.168).
"From textbooks to customized materials" (Oblinger, 1999, p.168).
Good Instructional Practice Principles
"Communication with students" (Sorensen & Baylen, 2004, p.171).
"Prompt feedback" (Sorensen & Baylen, 2004, p.171).
Reflection:
In my experience, it is very important that online students feel a good sense of reliability and care from their instructors. Distant students already deal with the distance between them and their instructors and classmates. Not responding promptly to student emails and assignments can cause that distance to widen. Online students must feel that instructor credibility and immediacy is high in an online course environment. Without this, they easily can become uncomfortable or disinterested in a course. Depending on the student's own motivation, they may even drop the course or be less engaged and score poorly.
"Active learning experiences" (Sorensen & Baylen, 2004, p.171).
"High expectations" (Sorensen & Baylen, 2004, p.171).
"Collaboration among students" (Sorensen & Baylen, 2004, p. 171).
"Respecting diversity" (Sorensen & Baylen, 2004, p.171).
Faculty Concerns
"Faculty size and job security" in distance education (Moreland & Saleh, 2007, p.167).
Reflection:
In my experience as an online instructor, job security is a big concern. The unpredictability of distance education's future and the fluctuation of institutional support for distance programs has become a major problem for online instructors. For profit colleges are even more unpredictable. Adjunct instructors typically don't know how many courses they will receive, nor how big their class sizes will be until the course start. If this continues throughout distance education, colleges and universities will lose experienced, quality instructors to more traditional course offerings.
"Quality of distance education" (Moreland & Saleh, 2007, p.167).
"Interactivity in distance education" (Moreland & Saleh, 2007, p.167).
Plagiarism in distance education (Moreland & Saleh, 2007, p.167).
"Assessment and dishonesty" in distance education (Moreland & Saleh, 2007, p.167).
"Credits, clock hours, and student contact requirements" in distance education (Moreland & Saleh, 2007, p.167).