‘Tis The Season! 3 Holiday Gifts Intended for Online Learners And Teachers
December 22, 20190 Comments
Content Holidays! Whether you celebrate Xmas, Hanukkah, Kwanza (, or even Saturnalia or Festivus), we all want to make sure we get that special present for those special someone’s.
But in this holiday season, let’s also remember our on the internet instructors and learners! In the soul of giving, this article proposes three or more gifts that every online instructor plus students need but often absence.
1 . Time
There’s a perception (erroneous) that online learning doesn’t requirement a lot of time. Indeed, one of the attractions associated with online learning to those who are new to it does not take belief that it takes less time compared to face-to-face learning. Many universities, companies, and organizations share the same perception and often fail to provide online teachers with sufficient, dedicated time to coach and manage their online programs.
If you’ve taught online, you know it is something you do every day. You know that you might spend many hours in one day assisting one student. You know that you need to offer comprehensive and detailed feedback on assignments and tests. You know that will write online and shaping what you want to express and how you want to say it is time-intensive. You need time to explain concepts that could be complicated or complex. You need time for you to carefully read and respond to student posts. And, you need time to get in touch with those students who are struggling, who would like to drop out, or who may have fallen out.
Time is the most precious associated with gifts in an online environment. Whenever online instructors are given insufficient period, they reduce communication. They may remove certain activities—like detailed feedback. They might respond rapidly and briefly, unknowingly communicating a tone that is construed negatively by the learner. They may triage what is absolutely essential, focusing on assessing actions but abandoning the rich social communication that is so critical to a meaningful online experience with regard to learners and instructors alike. This particular dilutes the quality of online instruction. This dilutes the learning experience for the pupil. It renders online learning the pale version of face-to-face studying.
Our first gift, then, to instructors is this gift of time. Right here I’ve focused on time for teachers, but the ultimate recipient of this present is the learner.
2 . Support
The second gift is support.
What do we all mean by “support”? Support is basically any assistance that an online student needs to successfully complete a training course or program. In an online atmosphere, support assumes many forms. It could be technical. It can be logistical. It can be intellectual, emotional, moral, administrative, academic, or even informational. It can be resource related. It could be episodic or intensive, as required or constant. We know that learners require support the most when they are trying to put into action a new idea, change actions, or transfer learning from an online program to their professional environment—whether it be considered a boardroom or a classroom.
This issue associated with support in online courses will be linked to learner completion, satisfaction, plus performance. High rates of attrition in online courses are in big measure due to feelings of remoteness and anonymity, and the feeling there is no one to help (Hope, 2006). Higher rates of learner dissatisfaction along with online courses occur when on the web learners lack support, contact, plus confidence (Burns, 2011).
Online students need the types of support I have listed above. But so do online instructors—a reality that is often overlooked. Whenever online instructors feel unsupported plus overburdened, they, too, become disappointed, frustrated, and “check out.” They do less. They go through the movements. In some cases, they may do the absolute minimal. Without support for instructors, there may be little support for learners.
Three or more. Presence
Presents? Didn’t you just declare?
Ah. Presence! The third gift.
We all know from research on online studying that the physical and temporal splitting up between online instructors and their own students poses challenges to this many, fundamental relationship. Like the lack of assistance (mentioned above), it can increase the danger of online learner isolation plus, inevitably, attrition. As such, developing a feeling of “presence” in the online studying environment is critical to establishing a sense of community and shared objective for learners.
Like support, “presence” has a cognitive, social, psychological, psychological, instructional, and managerial dimension. Intellectual presence pertains to the learner plus instructor co-constructing knowledge in an on the internet environment and to the instructor assisting learners to master content.
Social existence, which is critical in mitigating contrary to the isolation of online learning, requires learners and the instructor seeing each other and others as “real people” use in a common, though virtual, job.
Emotional presence involves sharing feelings in an online environment. Psychological existence (closely related to social and psychological presence) involves the instructor in developing an environment in which learners feel secure, believe they can “be themselves,”, and where they know they may not be alone but rather are part of a residential area of like-minded colleagues “working together” on shared goals.
Instructional existence involves active facilitation, modeling associated with learning strategies, and regular plus constructive feedback to learners. Bureaucratic presence represents the course trainer demonstrating that he/she is positively involved in the administration and functioning from the course through assigning grades, solving technical or administrative issues, and so forth (Lehman & Conceição, 2010).
Hence, presence essentially involves the trainer doing as much as possible to demonstrate to students that he/she is engaged, obtainable, responsive, and caring. The presence manifests itself in ways such as communicating with students, reaching out when there are problems or even when a learner drops off from routines or discussions, facilitating discussions, assisting with content, tutoring, providing training support, sometimes providing emotional assistance, connecting learners, assessing and supplying feedback, and direct and led instruction.
Presence is not only an instructor’s responsibility. As members of an on the internet course, learners must realize that they have got a responsibility to be a caring, involved, active colleague. Such behaviors assist to cement the ties among most online learners, elevating the experience for many.
These 3 gifts are total and intertwined. Instructors and students need time to offer support plus develop a sense of presence. Assistance is an important manifestation of presence. However, surprisingly, these gifts of time, assistance, and presence are often overlooked within online courses. But they are ineffable elements of online learning that can change it from a pro forma experience to some rich one, that shift the particular course ethos from one based on conformity to one based on commitment and that create not just a sense of collegiality yet of community that benefits each learners and instructors alike.
Burns, M. (2011). Distance education and learning for teacher training: Modes, versions, and methods.
Hope, A. (2006). Factors for success in dual-setting institutions. Vancouver, BC: Commonwealth associated with Learning. Retrieved from
Lehman, L. M. & Conceição S. Chemical. O. (2010). Creating a Sense associated with Presence in Online Teaching: Ways to “Be There” for Distance Students. San Francisco, CA: Jossey-Bass