INTERACTIONS WITH INSTRUCTORS
Visual cues – Thanks to the plethora of video conferencing software, as an instructor, the webcam has made it easier for me to monitor all my students’ visual cues as they all fit into my 17” screen monitor. In comparison some classroom spaces are large and as such, it is impossible to keep my eyes on all students who are normally spread out in the classroom.
Planning is even more critical in eLearning – Students need to know where the class is heading. Otherwise, everyone including the instructor will be starring at the blank screen for the next 3 hours. Planning should also include backup plans in the event of technology failure.
Communications - As humans, we thrive under words of encouragement and seek for praise and accomplishment. In an online world, this can be achieved, using some of the tools available, such as
Chat Box – Introvert students, who are shy to share their views in a normal classroom, may more likely express themselves through private conversations with the instructor. This way, they can avoid having 35 pairs of eyes staring at them while they speak in a traditional classroom setting.
Polling is another tool that can be used to assess students understanding of the content.
Reactive Tools – in some software, such tools allow instructors and students to click on icons, such as thumbs up/down or clap, to express themselves.
INTERACTIONS WITH PEERS
Netiquette (Miami University, 2019) – Students know how to behave in the traditional classroom. However, for most of students, whether it is online synchronous or asynchronous learning world, this is a whole new experience. Establishing some dos and don’ts at the start of the class would help to maintain some orderly and acceptable conduct in the virtual learning environment.
Learning in isolation – Students who like to socialize will be able to continue to do so in eLearning through technologies, such as webcam and breakout rooms, where they can still discuss and connect with their peers. Such interactions could be even extended to other social media websites frequently visited by students so as to keep the conversations going.
INTERACTIONS WITH THE CONTENT
Self-regulated – Students have more control over their learning. They decide when they want to learn and engage in the online learning activities. In doing so, students have more time to think and get involved with content before expressing their views.
Various distractions - I have personally encountered this issue while trying to complete some EDUC assignments. To overcome this issue, I think putting some specific deadlines for each assignment may help students to keep track of their deadlines. Otherwise in the online world, one can keep surfing for days on end.
Engagement in learning activities – students who are introverts or where English is not their first language, they can take their time to explore the learning content on their own before responding.
Small, customized and adaptive content (Hogle, 2019) – The learning content can be delivered in focussed, “bite-sized” version. This helps students’ retention and minimizes redundancy. Students can choose when and what they want to learn according to their schedule, regardless whether the material is delivered to 10 students simultaneously or thousand of students.
Rewind and replay content – In a traditional classroom, once the classes are finished, students have no way to retrieve and review the materials presented by the instructor. Whereas in the virtual world, with the help of video technologies, students can sit in their comfort of their own home reviewing the learning content repeatedly, 24x7.
Student Assessments – Cheating is probably one of the major blockers for implementing eLearning. Traditional instructors including myself who are used to watching over students’ shoulders during the exams may find it challenging making the transition using online tools for assessments. However, most publisher learning systems such as Pearson, etc., offer tools that can overcome cheating and plagiarism issues.
The world of learning has changed in a blink of an eye. In the last seven days, institutions and faculties had to scramble to transition their traditional courses into online platform as all schools closed around the world due to covid-19. There are many conflicting views on whether this rush to online learning is “boon or bane”. (Lederman, 2020). However, history has proven that after each crisis, the world is never the same. One can stand and pontificate that this rush to the virtual learning may set us up for failure. Given that eLearning is still a fairly uncharted territory, even if we have all the ducts in a row, traditional classroom is not the same as online learning. I personally think that the differences between the two learning platforms could be addressed through improved processes and technologies. It is humans that are harder to change (Sanal, A, 2018). The online teaching world requires a seismic change in the mindset, behaviour and commitment of all stakeholders in order to manage these challenges. Unless we adopt a positive attitude and embrace eLearning, we will never be able to make that quantum shift.
References
Hogle, P. (2019, Aug 28). Choose Microlearning for Scalable and Personalized eLearning. Retrieved from Learning Solutions: https://learningsolutionsmag.com/articles/choose-microlearning-for-scalable-and-personalized-elearning
Lederman, D. (2020, March 18). Will Shift to Remote Teaching Be Boon or Bane for Online Learning? Retrieved from InsideHigherEd: https://www.insidehighered.com/digital-learning/article/2020/03/18/most-teaching-going-remote-will-help-or-hurt-online-learning
Miami University. (2019, Jan 16). 13 Differences between Face to Face and Online Courses. Retrieved from https://miamioh.edu/regionals/academics/elearning/ecampus-faculty-staff/eccoe-news/2019/01/differences-between-f2f-and-online.html
Sanal, A. (2018, Dec 13). Barriers To Implement E-learning In Organizations With Strong Face To Face Culture. Retrieved from PlayXLPro: https://playxlpro.com/barriers-to-implement-e-learning-in-organizations-with-strong-face-to-face-culture/