Author’s note: I’m taking a few weeks off to do some traveling with my family. In my absence, I’m going to run a series of older posts that I’ve written on online teaching. This week’s post originally appeared in October 2015. Enjoy!
A few months ago, the US News and World Report identified 6 signs of a bad online instructor. The list includes such markers “no set timetable for emails” and “an unclear syllabus.” The list was primarily designed for students enrolling in an online class so they could easily assess the quality of a class and withdrawal if needed. It’s kind of like the brown M&M story for Van Halen. In their concert contracts with venues, Van Halen would require a bowl of M&Ms backstage with all of the brown M&Ms removed. While many people felt the band was just exerting their excessive celebrity status, the reasoning was actually much different. Since the contracts usually outlined explicit safety considerations that were needed for the band to perform, the brown M&M’s gave the band manager an easy way to assess whether the venue had done their due diligence. If he saw brown M&M’s in the bowl, he would know that the venue hadn’t followed the contract to the letter. It’s a quick and easy assessment.
While these “signs for bad online instructors” may provide the same easy assessment for students, it’s not that helpful for people wanting to develop engaging online classes. An online instructor could essentially correct the “6 signs” and still have a poorly constructed online class. Rather than focus on these areas, I offer the following strategies for building more engaging online classes. Most of them are directly or indirectly related to Dikkers, Whiteside and Lewis’s work with the Social Presence Model.
1. Be involved. Students find online courses more engaging when they know the instructor is participating herself. I’ve blogged about this before and discussed the need for instructors to be VOCAL (visible, organized, compassionate, analytical and a leader-by-example). When students submitted an assignment, provide individualized feedback to students. If you’ve assigned participation in discussion forums, respond to their discussion posts. It’s important that you’re e a participant in the online class and not just an observer.
2. Get students talking early. In the very first module of my online courses, I usually have students introducing themselves to their classmates. This helps to break the ice in the class and fosters a larger community across the group. I find early involvement in online classes leads to more extended engagement with course content and in the discussion forums.
3. Use a mix of media. Students like to hear the voices and see the faces of the people in their online classes. Rather than having students submitting papers or taking online tests, have them use online tools (MyBrainShark, Screencastomatic, etc.) to record their voices as they present their ideas. Instead of uploading text-based documents, create short lesson videos that teach the content. By using a variety of modalities with your online students, you can help them engage with the class at multiple levels.
4. Connect the content to students’ lives. While this may be difficult with some subject matter, it helps to build social presence with students. By having students connect the content with their experiences, you tap into the element of the Social Presence Model that Dikkers, Whiteside and Lewis call “Knowledge and Experience.” When students share their knowledge and personal experience with a topic, they feel more connected with the content.
5. Seek out new alternate forms of content. The Internet houses a wealth of educational material. From blogs to videos to simulations, the online instructor really has a world at their fingertips. Not finding anything valuable on YouTube or through Google? Check out some of the sites for Open Source Educational Content.