As online learning programs continue to grow, so too do educators’ concerns. Issues: How do we know learning is happening? What virtual-class-meeting platforms to adopt? How to ensure academic integrity? How to make learning long-lasting? What are the best support adjuncts? What is the best practice – online, blended, or both?
As online learning programs continue to grow in popularity, so too do educators’ concerns about the challenges facing this learning environment. In 2003, Georgia Tech’s School of Modern Languages initiated a trial version of online elementary Chinese and Japanese courses, supported by the Board of Regents of the University System of Georgia. Sponsored by the Department of Education, the online pilot program was formally integrated into our curriculum in 2007. In addition to Georgia Tech students, we have had registrees from other Georgia universities, middle schools, churches, business and industrial organizations. Some individuals take our class from as far away as Hong Kong.
Based upon our experience, I would like to explore current online teaching and learning methodologies and tactics, benchmark best practices in higher education, including issues of delivery, learning process, accessibility, and technology that enhance academic performance.
Issues for Discussion:
1. How do we know learning is happening and how do we maintain and guarantee it? How do we
a) anticipate what is going on with students’ learning in terms of content delivery,
b) provide timely feedback, and
c) customize learning that moves away from the traditional class structure?
2. What are the most effective virtual-class-meeting (lectures) platforms? Different course content might require a different platform but how do we know
a) if students disengage or pay greater attention to a specific lecture,
b) what events trigger indicators of stress or anxiety, and
c) at what point such factors become detrimental to learning?
3. How to ensure adherence to the Honor Code?
a) Assessments at each and final stage are necessary but how to maintain academic integrity?
b) Given rigorous online course content and assessments, what format is appropriate? Open book? Closed book? Hiring proctors?
c) Are there viable alternatives to examinations, such as special project-based and problem-solving assignments?
4. How to make learning continue after the course ends or students graduate? For example:
a) How to form long-term bonding?
b) What kind educational resources we can provide for lifelong learning?
c) How to make these online course pioneers become persistent learners?
5. Support adjuncts – tutoring, peer collaboration, ground truth on student success and satisfaction. Are students generally happy?
a) Establishing human connections is a major challenge. How do instructor and students, as well as students and students, begin the process of “getting to know you”?
b) How do we “see” the stress, engagement, discouragement and triumph students are going through?
c) How do we provide timely and context-specific feedback to students in the online discussion forums: How can Social media help?
6. Best approaches: online (synchronous or asynchronous), blended, or both?
a) What are the changing roles of faculty members?
b) What kind of peer interactions in the online discussions correlate with academic performance.
c) What are the new technologies and interventions that promote student engagement?