Online Learning Environment

Online Learning Environment

By Sedi Minachi

Objective:  Create Engaging Online Learning Environments & Experiences

Learning is a process of skills and knowledge development requiring support from faculty and interaction among students. Actively engaging online learners requires facilitating and connecting students using technological tools which engage them as learners individually and in groups as they write reflective journals and participate in online discussion.

Many varieties of online class activities are made possible through the use of the internet and social media. They offer learners more flexibility and control in terms of how and when they learn while requiring them to work more independently of instructors.

The objective of this journal is to reflect on online learning environments I’ve encountered as a student and now an instructor new to integrating technological tools into teaching online courses.

Reflective Comment: Online Courses are Self-Managed

Reflecting on online learning environment is important in any online course because as Conrad and Donaldson (2011) point out, the learning outcome of an online course is the focus of an activity and “… when an activity does not contribute to a learning outcome only adds confusion to the course and risks learner dissatisfaction at having to do unnecessary activity (p. 18).”

An effective online course uses multiple tools for class activities and the instructor sometimes has to select the best tool and the best teaching method to match each individual student’s needs while enabling them to overcome any barriers and challenges they encounter throughout the course.

Online courses are self-paced and require students to manage their own time to complete the course successfully. On this note, I argue that most of the time, the learner works in isolation and the course is mainly managed by the learner. Online courses are not suitable for students not having sufficient confidence to follow self-directed studies. As stated by online mentor Professor Hossein Arsham (2002), “An online class is not for you if you have always chosen to sit in the back of the classroom, because more responsibility is put on the learner in an online class.”

Interpretive Comment: Unique Style

Every learner has a unique experience dealing with online course environments, and mine is no different. The online course environment motivated me to develop time management skills and exercise more self-discipline so I could successfully complete each course while developing online instruction skills and earning my certificate in online teaching. In addition, this certificate program inspired me to develop a better knowledge of computers and social media that will help me throughout my life and career as I continue to learn more about not only effective use of new technology, but how to efficiently adopt it to create and deliver quality curriculums and content capable of engaging and wowing learners.

As an online instructor, I will respect learners’ diverse experiences by designing activities honoring a learner-centered environment which helps to translate personal experience into academic experience and knowledge. 

To me, adopting activities which enhance students’ engagement through online discussion is key to creating an online community among peers and among students/instructors. For example, live chats among students are the best approach to creating in-depth online dialogue, reflection and exchange of ideas. Organizing a live chat that fits with everyone’s schedule can be a challenge, but it is possible when there are several time slots for students to join. 

Decisional comment:  

Regarding the significant impact of an activity on the online learning environment, Conrad and Donaldson (2011) wrote “While the technology should not be the primary focus when planning an activity, choosing the most effective means of conducting the activity will be an important contributor to its success. For example, a reflective activity that is conducted using a synchronous chat may turn into a reactive exercise in which learners are typing too quickly to think as deeply as they might in an asynchronous discussion (pp. 21-22).”

Since my teaching philosophy is inspired by experiential-cooperative learning, I believe that good teaching methods use active learning techniques. This means that learning requires an active environment allowing students to discuss issues relevant to the course, and write reflectively on important issues allowing them to apply their past experiences to current ones.
As a learner, I feel fortunate living in a country that does not limit my access to the internet, communication tools and social media.  I will take advantage of opportunities to combine communication tools such as webcasting, instant messaging, assignment drop box, group discussion, chat lines, email, skype, blogs, group wikis, etc. to create a sense of community among learners and to engage students in active learning as I teach my own online courses.

References

Arsham, H. (2002). Interactive Education: Impact of the Internet on Learning & Technology. Retrieved on Feb 25, 2014 from http://home.ubalt.edu/ntsbarsh/interactive.htm

Conrad, R. M. & Donaldson, J. A. (2011). Engaging the Online Learner: Activities and Resources for Creative Instruction. Jossey-Bass Wiley Imprint: San Francisco.