(From EDD 7007 Discussion #6)
How do we prepare students for online learning? Well instructed orientations and assessments of online preparedness are well defined and recognized.
How do we prepare students for online learning? Well instructed orientations and assessments of online preparedness are well defined and recognized.
I find it interesting because it is rarely supported! In theory, institutions have either created or strive to create an orientation. But the fact remains that not many institutes would enforce the policy, and many students move forward in their studies regardless of completing an orientation or assessment of preparedness. I agree with Ko and Rossen (2010) that “successful online programs offer student orientations as well as continuing technical support and resources (p.290).” I would also add though that these programs are likely the most successful for those institutes that have an enforcement mechanism such as not allowing students to register until completion. As this interferes with enrollment numbers, it is a hard buy for administration in education.
As a response, most institutes will blame "difficult" students for the lack of assimilation. Ko and Rossen (2010) suggest that “some students are being ‘difficult’ because they are having problems handling the conventions and habits of learning online (p.342).” I wonder how often we come across this situation and do not give lack of a proper beginning the full behavioral consideration that it deserves. As an instructor of teaching and education, I find the most common complaint of faculty are students who have “checked out” or do not care about learning. Never do they consider whether they or the student are prepared to teach and learn in an online environment. This again calls for adequate onboarding of the online environment, both for instructor and student.
Ko, S., & Rossen, S. (2010). Teaching online: A practical guide (3rd ed.). New York, NY: Routledge.
As a response, most institutes will blame "difficult" students for the lack of assimilation. Ko and Rossen (2010) suggest that “some students are being ‘difficult’ because they are having problems handling the conventions and habits of learning online (p.342).” I wonder how often we come across this situation and do not give lack of a proper beginning the full behavioral consideration that it deserves. As an instructor of teaching and education, I find the most common complaint of faculty are students who have “checked out” or do not care about learning. Never do they consider whether they or the student are prepared to teach and learn in an online environment. This again calls for adequate onboarding of the online environment, both for instructor and student.
Ko, S., & Rossen, S. (2010). Teaching online: A practical guide (3rd ed.). New York, NY: Routledge.