“If teaching is largely about faculty-student interaction that we have to recognize that human interaction is changing. Our interactions with students are all hybrid. We will need an equally hybrid strategy for creating courses that leverage the best of each world.” (Bowen, 2012)
The availability of technology has changed the way how faculty and students interact. Questions often arise when we have choices of different ways to communicate and interact with each other. Which way is the better way?
I remember there are times that students complaining that the posted office hour doesn’t work for their schedule but they still prefer to face-to-face interaction instead of emails. Conversely, many students contribute more meaningfully and frequently in online forum, than in the actual classroom. Just like what’s being said in the quote, our interactions with the students are all hybrid now. Even in an online course, there are still opportunities that you may meet your students in a face-to-face setting (if the student is on campus) in cafeteria, in the hallway or even in social events. Despite the variety of teaching approaches, one of the enduring goals of faculty-student interaction is to create a learning environment where the student is comfortably yet intellectually challenged, at the same time, providing relevant content and fostering life-long learning. The question today is how we accomplish these goals with thoughtful choice of the communication “medium”.
Traditional faculty-student interaction includes face-to-face lecture, discussion, case studies, and team projects. Good learning occurs in a collaborative and social environment. It is also widely accepted that sharing ideas and responding to others’ reactions deepens understanding and improves critical thinking (Chickering & Gamson, 1991). Chickering and Gamson (1991) also identifies seven principles of good practice in undergraduate education – contact between faculty and student, cooperation among students, active learning, prompt feedback, time on tasks, high expectations of students, and respect for diverse student learning styles. Almost half of these principles involve effective faculty-student and student-student interaction. From my experience, in a small class, it is much more effective to motivate each student on an individual basis. Therefore, the essence of human interaction leads to the very common concern that online learning cannot as effectively deliver content as traditional learning environment.
It is us who teach, not the magic of technology. Technology along cannot cannot create a learning community without sophisticated practice and reflective adjustment to suit actual learning needs (Babb, Stewart, & Johnson, 2010). Sense of community is measured by students’ perception of connectedness. It is composed of four elements: membership, influence, integration and fulfillment of needs, and shared emotional connections (McMillan & Chavis, 1986). Effective interactions in instructional process should therefore aim at building membership, encouraging influence, fulfilling needs, and sharing emotional connections. In online interaction these reduced social cues such as tones of voice, facial expression, can be conveniently (although partially) made up through video conferencing and individual video chat.
Understanding types of communication also helps instructor to decide what kind of interaction mode is the most appropriate for particular purpose. There are three types of communication (Haythornthwaite, 2002):
· Content-related: e.g. asking and answering a content-related question, sharing information or ideas
· Planning and Collaboration: e.g. planning work, allocating tasks, coordinated joint effort, negotiating and resolving conflicts
· Social support: expression companionship, emotional support, providing advice
These three categories are not necessarily exclusive. They all play a significant role in learning. Content-related communication is essential for learning; planning and collaborating-related communication is important to foster learning skills; and finally social support-related communication works towards cultivating relationships and creating positive learning environment.
I come to realize the determination of interaction mode (traditional or online) rests on the question of how well it enhances student’s learning experience. I will also keep in mind what the learning objective is, and particular learning goal is on certain learning stages.
When in-depth reflection on complex issues is needed for both instructor and learners, an asynchronous online interaction will be more appropriate. Emails may be the easiest way for individual content-based communication. Discussion board is useful for collaboration-related communication. If students are expected to reflect individually on course topics, they may be asked to maintain a blog. If students are expected to share reflections or critically assess their peers, I should establish an online discussion board. Traditional interaction is useful when a less complex issue is discussed or an immediate reply is needed. It is also a more effective way to get acquainted and create community. If possible, organizing a non-mandatory face-to-face meeting with online students, or coordinating a group conference call with off-site students are both effective ways in an online course to build social support.
For my teaching practice in the future, I’ve also come to a few thoughts of how I can bridge from virtual interaction to the real, especially when a physical presence is due to time and geographic restrains. In the very first class of the semester, I will let the students know the expected response time of emails, and let them know options of communication paths, and how quickly they will be responded. I will also make effort to reduce virtual proximity by responding to emails quickly, and setting up virtual office hours, and providing prompt and effective feedback. I believe the more accessible the instructors are, the more likely the students would interact with us. I am also planning to try audio/video feedback to compensate the lack of social cues in written feedback.
Creating a sense of community can also be achieved in a hybrid manner. In an on-site or hybrid course, collaboration related and social support based communications should be done in the classroom where my students and I get to know each other. I am also going to establish discussion forum topics online that require participation and engagement. So that the student-student interaction and faculty-student interaction can still continue when the class time ends. I will also participate in the online discussion more frequently to increase my own online presence. The sense of influence and fulfillment are indispensable elements for creating community. To increase the senses of influence and fulfillment, I also plan to let students be forum facilitators and allow them to construct learning more flexibly.
Overall, how to interact and communicate with students is all about the balance of humanity and technology. A hybrid interaction mode allows us to make the best use of tradition/synchronous, and online/asynchronous interactions to suit particular goals in teaching and learning.
References
Babb, S., Stewart, C., & Johnson, R. (2010). Constructing Communication in Blended Learning Environment: Students' Perceptions of Good Practices in Hybrid Course. MERLOT Journal of Onlien Learning and Teaching, 6(4), 735.
Bowen, J. A. (2012). Teaching Naked: Howe Moving Technology Out of Your College Classroom will Improve Student Learning (1st Edition ed.). Jossey-Bass.
Chickering, A. W., & Gamson, Z. F. (1991). Applying the Seven Principles for Good Practice in Undergraduate Educaiton. New Directions for Teaching and Learning, 47.
Haythornthwaite, C. (2002). Building social networks via computer networks: Creating and sustaining distributed learning Community. Cambridge, MA: Cambridge University Press.
McMillan, D. W., & Chavis, D. W. (1986). Sense of community: A definition and theory. Journal of Community Psychology, 14(1), 6-23.
Tanya's Teaching, Learning and Sharing
Thursday, June 4, 2015
Friday, May 29, 2015
There may not be standardized golden rules in teaching....
p.19
“…there will be very few standardized practices that help students across the
board learn essential skills and knowledge. An approach that one students finds
particularly useful or congenial may well be profoundly unsettling and
confusing to the student sitting next to her.” (Brookfield, 2006)
Objective
In
the second chapter of The Skillful Teacher, Brookfield introduces three core
assumptions of skillful teaching. They are “(1) skillful teaching is whatever
helps student learn. (2) Skillful teachers adopt a critically reflective stance
towards their practice (3) the most important knowledge skillful teachers need
to do good work is a constant awareness of how students are experiencing their
learning and perceiving teachers’ actions”. The first assumption is
self-explanatory. In reality teacher’s choice that helps one student learn does
not necessarily help the other. To some degrees, our teaching styles are shaped
by our learning experience, advice from colleagues, professional standards and
models that guide us “what should work”. Brookfield (2006) then states that when
many colleges nowadays have adopted a virtual “open admission” policy, our
students are likely very diverse in their learning styles, learning abilities
and their readiness to learn. Standardized and replicable approaches rarely work
as ideals. All we can do is to extract useful information from these gold
rules, and apply them situationally in our classroom. This also asks for
accurate interpretation of the nature of diversity we face in the classroom.
Reflective
When
I started my current job, I intended to follow what the former instructor did
and mimic their approaches because of the fact that “it worked well”. Unfortunately
it wasn’t always successful. Some of the students are able to grasp the concept
from listening while the others are not linguistic learners who need visual
aids to illustrate. We have self-directed learners who will preview course
materials while others may come unprepared with little knowledge or interest of
what the lesson is for. I started to be skeptical that “they should all work”
could have been too optimistic. This quote answered my question – if any, there
will be very few universally effective practices that will help all students learn.
Every learner has their own learning style that should be considered at least
in some of the classroom activities. Besides the diversity in learners,
teachers have their own strengths and weakness, competencies and skill set.
Blind adoption of someone else’s instructional approach may not work in every
classroom.
Interpretative
Not
all students learn the same way. Gardner (1993)identified eight
intelligences: verbal-linguistic, logical mathematical, visual-spatial, bodily-kinesthetic,
musical-rhythmic, intrapersonal, interpersonal and environmental-naturalist. In
reality a large class could consist of even more than these eight learning
styles. Hence teachers are always faced with the challenge of adapting their
teaching styles to accommodate the variety of learning styles. While the net
generation “Millennials” are coming to college and universities, they have
added digital learning style to the already diverse learning style inventory.
These digital natives grew up with technology and then lived in a digital
world. They often have a short attention span for learning (Oblinger, 2005). They were described as "assertive,
self-reliant, and curious person who is enmeshed in an interactive
culture" (Tapscott, 1998). The awareness of the diversity of
learning styles in our classroom is our most prominent consideration before
implementing the right teaching strategies.
As
interpreted from the quote, there are very few practices that we can directly
use to solve all the problems. However we can always adapt effective approaches
to the suitable situation or modify an approach to fit into our teaching
styles. While learning styles provide insight of how learners perceive,
interact and respond to learning, teaching styles reflect the beliefs and
values that teachers hold about teaching – that do not often change in short
time being. After all we are the best of ourselves. We need to remind ourselves
not to teach in a way that we were taught before which is very likely with a
content-oriented approach with little student involvement but structured
activities (Brown, 2015).
We shall find a balance point where students’ learning preference matches
optimally with our teaching styles in order to maximize student’s motivation
and learning achievement. On the other hand learners are informed that it is
almost impossible to have the teacher teach exactly to their “taste”. Learners
need to become all-around learners by adapting their own learning styles and
learn to perceive knowledge in multiple ways.
Decisional:
Teaching
is highly situational by its nature. It depends on accurate classroom
observation, thoughtful consideration of leaner’s learning styles, learning
progress and regular evaluation of teaching and learning. In my future
practice, it is important to develop learning activities with different
learning styles and expectations. I will start from the learning outcomes that
need to be achieved, then take full consideration of the learning outcomes,
learning styles and my teaching styles in lesson plan. I will begin from asking
myself several questions: 1) do I know my students, their learning styles,
their preference, and their expectations? If not, design a pre-formative
questionnaire to acquire knowledge of the learners 2) How will I adapt and
accommodate their learning needs without compromising the learning outcomes?
Teaching
adaptively is both intellectual and technical (Corno, 2008).
In my future practice, as I respond to learners I should also read student’s
verbal and non-verbal signals to diagnose needs on the fly. It is important to
quickly assimilate any past experiences to seek ideas of adaption and fine
adjustment. I understand that not every attempt of accommodating multiple
learning styles can be successful. However thoughtful reflections upon teaching
practice will lead us closer to real skillful teaching in the future.
Bibliography
Brookfield, S. (2006). The Skillful Teacher: On
Technique, Trust, and Responsiveness in the Classroom. San Francisco:
Jossey-Bass.
Brown, B. (2015). Teaching
style vs learning style, myth and realities. Retrieved from
http://www.cete.org/acve
Corno, L. (2008). On
teaching adaptively. Educational Psychologist, 43(3).
Gardner, H. (1993). Multiple
intelligence: the theory in practice. Basic Books.
Oblinger, D. (2005). Educating
the net generation. Retrieved from Educause:
http://www.educause.edu/educatingthenetgen
Tapscott, D. (1998). Growing
up digital: the rise of the net generation. New York: McGraw-Hill.
Tuesday, May 19, 2015
"Take-away" from PIDP3260
PIDP 3260 has strengthened my perception in
immeasurable aspects. One of the most important “take away” is integrating
reflection in everyday teaching practice and the effectiveness of reflecting on
my own learning. I increased the emphasis of reflective learning in the lesson
plan and grading rubric. In the last formative feedback many of my students
expressed their appreciation of the learning reflection component. They’ve
found it very helpful in their personal and academic growth.
On the other hand, I particularly enjoyed the topics
that are highly relevant in instructor’s professional practice but rarely
discussed before. In the first four weeks I learned the importance of
evaluation and how to design an effective evaluation. It is also advantageous to
conduct case studies of program evaluations to prepare for future elevated
responsibilities. Week five “Values, Ethics and Perspectives” is thought-provoking.
The reading materials significantly increased my self-awareness in ethical
issues and personal values. The discussion on professional boundaries allowed
me to join the PIDP community. Additionally I started thinking the best way to
maintain a cultivating relationship at a professional distance with students.
This also initiated more thoughtful considerations of social media use in the
classroom. Week 7 provides insightful advice towards how to begin a
professional teaching career, how to keep involved, and how to plan for the
future career move. It is worthwhile to examine our visions and values to
pursuit what exactly we want to be in the future.
Overall
PIDP3260 has been the most memorable learning journey so far for me. Unlike
other classes I took before, I am more confident to readily apply what I
learned for the course in my current practice. The impact it immediately brought
me motivated me– in both teaching and learning. I truly appreciate our
dedicated instructor for preparing all course materials, giving prompt and
constructive feedback, and demonstrating an excellent example for my future
course development.
Subscribe to:
Posts (Atom)