Many educators who start teaching online believe that they can make the transition easily from teaching in a traditional college classroom to an online classroom.
Educators who have taught in a traditional classroom are often surprised to discover that online teaching requires a different teaching strategy, and even using a different set of skills, the first time they have knowledge of a virtual learning environment. The transition can be fairly easy for some educators, especially if they have become accustomed to teaching in a particular way and have not had to change (or have been unwilling to change) their approach to the instructional classroom.
Online teaching is not just about learning how to set up an online classroom and adding learning resources; is a question of how the class and form of the instruction used is taught. To become an instructor effective online not to be thought given as to how technological tools are used, how to translate traditional communication in digital media, and how to evolve from an instructor who stands in front of a class and directs the Flow conversations and interactions to someone who can facilitate and guide the learning process, to keep students interested and engaged in the course. Learning to teach online requires having an open mind and a willingness to learn, in addition to making an adjustment for the time needed to implement new methods, while monitoring the effectiveness of instruction until excellence is achieved.
Pedagogy front Andragogy
There are two fundamental principles that are relevant to the field of education, pedagogy and andragogy. The principle of andragogy is intended to respond to adult education and is generally based on the premise that adults are self-motivated because students have specific needs and want to participate in an active learning environment. They also have the existing knowledge and experience that needs to be recognized and harnessed in some way by their instructors. This is in contrast to the principle of pedagogy or teaching children, which is a teacher-centered environment where students are told what to learn and how to learn.
A major challenge for university teachers who want to apply the principle of andragogy to their teaching practice is that traditional adult teaching methods in a college or university setting are still aligned with the principle of pedagogy to some degree. In other words, the teacher in a traditional classroom offers a lecture, directs what students should learn, and measures their progress through a half-term and final exam. This leaves them with little flexibility to cope with the needs of adult learners as indicated by the principle of andragogy. What educators find is that the nature of the online classroom forces them to look for new teaching methods and now they have more flexibility to add in a variety of techniques to address.
Verbal Front Instruction Writing
One aspect of online teaching that is a challenge for traditional instructors at first involves performing a tradition of verbally presenting their lectures to post written messages as a new form of lectures. When an instructor prepares his class lecture or creates notes or speaks from memory of what he knows, regardless of the mechanics of those notes or what is going to be spoken, since they are the only one who will read those notes. When an instructor teaches online mechanics matters more than ever since it is the main form of communication and those words now represent the instructor. This now requires a change in thinking process and focus for the development of educational materials.
The following is a sample of what could be talked about during a class conference and how you could write if there is no consideration made by the mechanics of the conference: hello class. Today we are going to talk about the management of employees and we have much to cover. A manager must learn to have patience with the employees there, which is something I have learned in my career. I have also learned that there is a difference between leading and managing.
As you can see in this sample there are numerous errors, and these are the common mistakes among adult students who are accustomed to speaking rather than written communication. This is not to say that instructors are not competent in writing; it is meant to illustrate a change in thinking that is now required. For example, if an instructor placed this conference in an online classroom in this way there would be a negative perception in student power of the instructor. For instructors who are competent writers and have well developed the academic skills of their own, making this transition would not be difficult. But there are also instructors who have not been required to submit written papers or participate in professional development activities that require some type of writing activity, and this presents a challenge for online teaching. Now all aspects of written communication matter will take time and practice to learn to use the right mechanics.
Telling You vs Showing
The issue of correct writing, coupled with the development of academic skills for instructors, also applies to another important aspect of online teaching work with information that has been obtained from sources, whether these sources were obtained from sites Web site or an online library database. Traditional instructors are generally well aware of copyright restrictions when using fonts in class, but this extends further with online teaching. During a classroom conference the instructor can tell students about an article that was recently reviewed and that would probably suffice for that classroom environment. However, there is a notable difference between talking about sources and writing a post classroom, which incorporates information from sources in some way that is already quoted directly or indirectly with the paraphrase.
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For example, an online instructor is not advised to post a written message that reads as follows: In a Forbes article he had given advice on managing employees stating “employees should be taught about empowerment.” Or it could be written without the quotes and simply stated directly in that same sentence. For both examples, the sources were not correctly recognized with quotations the correct format in the text and that would be an example of accidental plagiarism. In a traditional class an instructor does not have to explain the use of the fonts from the format perspective. But in an online class instructor you should use appropriate citations and formatting because your messages are written, model this for your students in all their positions, and teach students how to properly work with sources. This can present a steep learning curve for instructors who have not been required to learn a specific format style.
Rigidity vs Adaptability
An instructor who is new to online teaching may either persist and learn this method of instruction, or be frustrated and eventually conclude that this environment may not promote learning. As a result of the demands of adapting to a virtual class, some teachers become resistant in their thinking and decide that they do not want to learn new methods. This creates a rigid mentality and, as a result, does not show flexibility in their willingness to learn and adapt.
Facilitator vs Mediator
Another reason why online teaching is a challenge at first for traditional instructors is that they are no longer in the front and center of all classes, from the perspective of their visual presence. Some schools use the word facilitator to describe the work of an online instructor and while it may seem that a facilitator is someone who is sitting on the bench his role is much more important. An online instructor should be highly committed to participating in their class if they are going to keep students interested and engaged in the class. Its role as an educator has not changed, but the format has and requires the development of new teaching strategies.
Online teaching is different from teaching in the classroom, and it is more than the use of an enabled technology classroom that creates those differences. Becoming a successful online instructor involves more than knowing how to set up a class and using the technological tools that are available. It requires developing an active virtual presence, learning to communicate effectively through written messages and messages, and cultivating productive working relationships with students who can not be seen. Most instructors can successfully develop new teaching and communication methods in this environment if they are willing to learn and adapt their existing teaching methods.