"How do we create an open atmosphere in online courses?"…
"How do we create an open atmosphere in online courses?"
Micro-Level (example: Teaching and Learning in Distance Education -> Interaction and communication in learning communities, learner charateristics)
...act as a role model"
...give clear instructions when to do what and where there is freedomn exploring individually what to learn/do next"
...motivate learners to participate"
...share their content"
...encourage frequent and open communication
...think of online courses the way they think of campus courses (for ex. in classrooms you often give examples to prove different things, the same is needed for the online course)
...give equal support like online library and librarian available to the online students
...offer face-to-face meetings (Mary Burns (2011), page 194)
... announce the schedule of online class/es as early as possible and give ample time to the students to prepare
Macro-Level (example: distance education systems and theories -> e.g. access, equity)
Does equal access mean equal opportunity? Important to consider how different purposes and learners overlap or don't. Is asking courses to take on as many students as possible fair on teachers and students, or does it make learning difficult? (compare
Dixon) (maybe this should be under meso-level? I couldn't decide.)
In this level underlies the opportunities that teachers have.
In Sweden, hours for teaching are assigned via specific calculations. While universities and departments have freedom to move hours around, the signals from the state are important. Often distance education is seen as easier and less time-consuming for the teacher, so it could mean that he or she will get less hours for it. That sends a signal, and maybe it is not the right signal?
Meso-Level (example: Management, Organization and Technology -> cots and benefits, technology)
...open their programmes
(at least some of them")
While keeping in mind various additional needs that his may create. If possible have an "auditing" group and an "actively participating" group?
...be open for critic and feedback"
...provide a technical stable and easy to use environment"
Audience and Purpose need to align. Too many different purposes in taking a course, will make online engagement difficult as some may participate all the time while others might not participate at all. In addition, there can be many different reasons for this, and teachers may not know whether it is a lack of time, interest, or technological difficulties (among others). (Hannon and D'Netto).
Collaborative learning demands following characteristics (Mary Burns (2011): Distance Education for Teacher Training: Modes, Models, and Methods, page 152; orig. Johnson & Johnson, 1988) - Marja
Access to peers (p 186)
Reading for the three levels; macro-, meso- and micro-level (p. 15-17..from 521;
Topic 1: Online participation & digital literacies