Hey guys and a hearty welcome back to yet another class discussion! Let’s explore two factors for supporting learners in the online classroom.
It is imperative to highlight that there may be several factors for learner support in the online environment. The literature has explored professional development and motivational elements among other factors. To begin with, professional development programs and courses on online teaching and learning are pertinent for faculty, students, and the institution as a whole. The marked growth of distance education throughout the years has resulted in an increased need for educators who can teach effectively and competently in this environment. Interestingly, studies have found that online teaching requires a specific kind of skills (Barbour, 2012 as cited in Borup & Evmenova, 2019). Undoubtedly, some skillsets needed to teach online and in the physical classroom may overlap. However, professional development courses are needed to give instructors the opportunity to update their skills, acquire unique online skillsets, and learn the best practices for online teaching.
Ultimately, professional development affects online learning. Particularly, professional development courses and programs can change the way instructors interact with students, provide feedback, facilitate peer discussion interactions, and motivate the engagement of their learners. However, a lack of training in online teaching can result in instructor practices remaining the same across modalities. According to Borup and Evmenova (2019), “many instructors simply use the Internet to transmit information and assess students’ understanding of that material” (p. 2). This practice in the online environment can contribute to feelings of isolation among learners. Garrison (2009) therefore argued that online courses should be “less about bridging distances and more about engaging learners in discourse and collaborative learning activities” (as cited in Borup & Evmenova, 2019, p. 2). Professional development courses that model the collaborative learning style can tremendously impact learners. Essentially, professional development is a great way to support faculty which has a strong impact on learners. It is thence a key factor for supporting learners.
The incorporation of motivation elements is another major factor for supporting learners in the online environment. Online learning requires self-discipline, perseverance, and persistence (Guan & Stanford, 2016). However, several students may get demotivated throughout their academic journey while others may not possess that internal drive and motivation to persist. As such, many may drop out of their online courses. It is therefore not surprising that institutions are concerned about retention rates among online learners. To help learners thrive in the online climate, to increase their motivation, and to increase completion rates, faculty members should utilize motivation tactics. Infact, Bowen (2012) pointed out that “faculty members also play a critical role in improving learner motivation and should understand that motivating students is an essential part of teaching” (as cited in Guan & Stanford, 2016, p. 68). This echoes faculties’ need to utilize motivational resources in the online climate.
Some of these motivation tactics include but are not limited to the incorporation of engaging technological tools that make learning fun for students (e.g., Kahoot!), sending encouraging messages to learners via course announcements, email or instant messaging features in a learning management system, inserting motivational or inspirational quotes into courses, providing thorough and regular feedback and providing regular course updates, reminders, and helpful tips among other things. Moreover, Guan and Stanford (2016) highlighted that “instructors can also improve learner motivation through modeling. Learners respond to teachers who are passionate about the subject and their students” (Bowen, 2012, as cited in Guan & Stanford, 2016, p. 69). Altogether, these findings suggest that faculty plays a crucial role throughout the academic journey of learners and is thence a potent factor in their support system.
That concludes this week’s discussion! I look forward to further engagement in the comment section below!
Krista
MDE student
University of Maryland Global Campus
University of Maryland Global Campus | UMGC
References
Borup, J., & Evmenova, A. S. (2019). The effectiveness of professional development in overcoming obstacles to effective online instruction in a college of education. Online Learning, 23(2), 1–20. Click here to access the article
Guan, S., & Stanford, D. (2016). Learner and faculty support. New Directions for Higher Education, (173), 65–74. https://doi-org.ezproxy.umgc.edu/10.1002/he.20180