Facilitating Online

As a student in the online portion of this program, I was genuinely interested to read Facilitating Online and it made me reflect on my experiences over the past two years in the program. My experience online has had its ups and downs. I understand that I am part of the original crew so that I have hit a few more bumps along the way than others. On of the most important things I have learned is to speak up for myself as this is absolutely necessary to be successful in the online environment. The asynchronous nature of this allows for me to formulate my thoughts before having to “speak” them which provides me with the comfort I need to speak up in front of my peers. I also like the fact that I can start to do something for a class and I can walk away, or I can sit on my exercise ball and listen to the lectures and no one but the dog will look at me funny. I also have a greater sense of camaraderie with my fellow classmates than I did when I worked on my first masters program. We are a particularly close bunch for having only met a few times in person.

I think one of the most important things an instructor can do is be up front with students. This ranges from stating that sections of the course not ready to religious observances. As stated in Facilitating Online, you have to be readily available to answer questions through whatever means you deem appropriate whether it is in an email, class lounge or discussion areas. Students need to know that you are there and responding to inquires.

I agree with the Responsibilities in Practice section, but for the nature of the online program I would take it a few steps further. I have listed a few here a few of the ideas that immediately came to mind. This served as a little therapy for me and is not anything that I haven't already shared with the powers that be, so here are my thoughts…

Take Ownership
The instructor needs more than a familiarity with the topic. It should be necessary for the instructor to know the material that they have posted to the course intimately. I teach and I understand that sharing resources is helpful, but it is not helpful when the material contradicts what the instructor states. It is also not helpful when a question is asked about material posted and the instructor has no idea what the content is of a particular set of materials like PowerPoint slides. Giving credit where credit is due is important, but to state that the entire course is another person’s work makes it sound like you are a stand-in for someone doing more important work. A first impression online is as powerful as it is in person. When you enter a course and the content is not updated or obviously copied from another source without any attention to adapting it to the online environment, it sets the course off on the wrong foot. For example, if your summer course starts June 25 why are there due dates for April? Blaming this on the “tech people” does not wash, because you are the “tech people,” for the most part especially when it is a Word document you posted.

Show Enthusiasm
It is important in your writing that your enthusiasm for the material comes through. Otherwise I do not believe you should be teaching it. I repeatedly hear that the topic is dry and boring, I can usually figure that part out myself.

Allow for Differences of Opinions
As adults with various experiences, we all have opinions and should be able to share those in a respectful manner. I am entitled to my opinion just as you are, but this sometimes leads to disagreements. This makes the discussion richer. Also keep in mind if you are passionate about a topic that is not going to necessarily translate into having a class full of students who love it as much as you. Student may take a course because it is required, not because they love what you are teaching. Your enthusiasm will make the class enjoyable but don't expect everyone to agree with you about everything, especially when you go on about Disney being the root of all evil when more than half the class disagrees with you or us not wanting to hear your political thoughts where they do not belong, let it go until next semester.

Limit Discussion Time
I know that I am probably alone in this, but I feel that a week is too long for a discussion on one particular topic. This is especially true when discussion questions are not particularly well developed or do not lend themselves to being discussion type questions. Asking students to use the discussion area as an area for a book report is not a discussion. Schedules are different, but having 2 days between when the last discussion ends and the next starts gives a little breathing room in getting readings completed and gives time for students to think about the next set of questions. If the discussion is going to go on for a full week, be prepared to facilitate the discussion in away that makes the discussion meaningful. There is nothing worse than having to contribute to a lame discussion.

Limit Email Use
The use of email for all course announcements and concerns in excess can be overwhelming. Just as you should be familiar with your course documents, you should be familiar with how your shell is set up and use it.

No Lame Excuses
I do not care if it took you four days to make hotel arrangements for family visiting from out of town, had a wedding to go to, your mother was sick, or you were babysitting your grandchildren. We all have lives and have made accommodations to get our studies done in a timely manner. I am sure we have come with lame excuses too, but you have the power in deciding our grades. If I told my boss even half the excuses I have heard for delinquent responsibilities, I would be out of a job many times over. This links back to the being upfront with students. It is rough to be waiting for an answer to a question for a day let alone three when you have no intention of responding. Time is precious and it comes across as our time not meaning anything to you. Tell us if you will not be available for a day or three, so we can work on other stuff or not obsess for an answer.