By: Michelle Stanchina
Michelle Stanchina is currently a candidate for a Master’s Degree at CSUEB. She has been enrolled in Cal State East Bay’s OTL Program and has learned the value of online learning, collaborating and designing quality online programs. In her professional life she has been an elementary school teacher for 12 years and currently resides as a 2nd grade teacher for the Dublin Unified School District. Upon completion of this program she hopes to further her academic career in the online teaching and learning realm.
As an elementary teacher for the last 12 years it is my firm belief that classrooms strive when structure, collaborative learning, authentic assessments and clear learning objectives are apparent. This same philosophy applies to my experience in online learning. As a student enrolled in Cal State East Bay’s MS Online Learning Program I have found that the online classes that experienced the most success were those which fostered a belief that learners achieve their maximum potential when there is a strong sense of teamwork as well as comprehensible learning objectives. By adhering to clear objectives and creating clearly defined guidelines instructors allow students the ability to focus on learning rather than seek shelter from a downpour of variables. Thus, we become direct benefactors of our own intellectual and social capital.
I find myself in a unique situation these days as I embrace the dual role of teacher and student. Do I offer my students the same level of clarity that I have experienced as an online student? Do they get confused as I sometimes do when the delivered lesson lacked substance, objectivity and the ability to think critically? Are the assessments utilized true measures of a mine or a student’s accomplishments? Throughout this 18 month journey what I have continually found is that realization and application of clear learning objectives is the powerful force behind virtual and f2f classrooms. Weather may be difficult to forecast but learning objectives should not.
First, learning objectives enhance and guide the course if they are clearly defined at the beginning of the class. They help instructors precisely describe what students are to gain from instruction (vuDat, 2006). Cynthia Whitsel (2005) believes that key in helping students to succeed is: create appropriate assignments with clear learning objectives for both discipline-specific skills and the teamwork. From my experience in several of my classes instructors have accomplished this through the employment of various methodologies which promote a constructivist learning approach.
For example, in numerous instances the layout of the class was easy to navigate and understand. The instructor was “visible†in the class and available to answer questions and concerns that may arise throughout its duration. Learning components were based on weekly modules with clearly stated objectives, rubrics, relevant readings and authentic assessments. Steps to achieve success were put in place so that each student had the ability to decide what constituted their own failure or success (2005). Furthermore, learning activities, resources, assessments and assignments were all designed to support the learning objectives (2006).
An additional yet essential component of clear learning objectivity is self directed learning. I personally view myself as someone who has always been eager to learn. It started back in 1971, when I entered my bright and cheerful kindergarten classroom. Here I am today 37 years later still learning and enjoying every moment of it. As an elementary teacher I have found that children have a way of allowing adults to view or see things from perspectives that may have never been considered. Thus my self-directed learning occurs each time I walk into my 2nd grade classroom. In this room where colorful walls adorned with diverse artistry in the form of words and pictures I can say some of my best glimpses into moments of wisdom have taken place. Patience, perseverance, compassion and humility are a few that come to mind.
Further learning occurs when I log onto our course blackboard, my group’s wiki or the discussion board and even when I stop long enough and listen, truly listen to what someone has to say. This self-directed learning occurs because I am an active and willing participant. I have become disciplined enough to figure out what is key as a learner, how to learn, and take personal initiative in directing my own learning. Clearly, I have figured out what works for me, but how does this apply to learning objectives. Particularly, with self-directed learning the goal is to assist the learner in meeting and maximizing their full potential. This can occur in a multitude of ways in online learning.
For example, instructors need to focus on the process. By teaching students to reflect on how they learn and by developing their skills to pursue their learning goals, students will be empowered to change from passive recipients of information to active controllers of their learning (Klopfenstein, B. 2003). If we as facilitators integrate this method into our learning objectives, than we are helping learners to develop skills that support learning throughout life, and helping learners to assume personal responsibility for learning (2003).
Third, yet equally as important is collaboration. When we come together as collaborators we become a community of individuals who believe in working together towards a common goal. I find myself very fortunate to work at a site where collaboration is not only practiced but embraced. Each week one day is set aside for teachers to share, lend, create and discuss their instructional ideas. Some which have been created individually and some which have been produced together. Many of the best lessons I have taught have come from this circle of teachers who believe the whole is better than the sum of its parts. In striving to maintain learning objectives collaboration in online learning continues to grow.
This trend continues to lean towards active learning, whereby students become involved in constructing their own knowledge through discovery, discussion, and guidance (RIT Online Learning, 2009). Collaboration affords students the opportunity to share thoughts and interact with peers, facilitators. We enjoy the fruits of social capital, because we begin to grow as a learning community. We construct our own knowledge from other group members’ acquired knowledge. Conceivably from these networks that we have established, we engage in situations that are designed to promote learning (Balatti, Black & Falk, 2002).
I often consider how collaboration benefits not only the f2f learner but online learner. It promotes critical thinking skills. As I like to tell my students lets take out our shovels and start digging deeper. It promotes creative thinking through social stimulation and sharing of ideas. Think of it as a virtual watering hole at your fingertips. Furthermore, with adherence to proper netiquette guidelines collaboration can provide a safe place for questions and answers. In addition to discussion boards, emails, wikis, chat rooms and blogs provide a social support system for students. These networks once established have the ability to build diversity and understanding among students.
Finally, as I read and reflect upon my journal entries what stands out most is how cohesive and seamless this adventure of online learning has been and continues to be. Effective learning is not a chance occurrence, it is purposefully planned. Throughout this process focused planning, collaboration and team work has allowed me as a learner to gain perspective from multiple view points while continually creating a culture and social community that values partnerships. The level of authenticity amongst participants prevails because clear objectives and guidelines have been created. Thus, it is through effective communicating and leadership, that the storms of conflict which have the potential to remain unresolved are averted. The integrity that exists amongst participants allows each student the ability to focus on success and enjoy the sunny skies ahead.
References:
Falk, I., Golding, I. , & Ballatti, J. (2002) New acquisitions. Retrieved: February 7, 2009 from: www.unesco.org/education/uie/pdf/acquimar02.pdf
Klopfenstein, B. (2003) Empowering learners strategies for empowering self-directed learning and implications for online learning. Retrieved February 2, 2009 from: http://www.quasar.ualberta.ca/tl-dl/info/Klopfenstein.pdf
RIT Online Learning (2009) Collaborative Learning. Retrieved February 7, 2009 from: http://online.rit.edu/faculty/teaching_strategies/collaborative_learning/benefits.cfm
vuDAT Michigan State University (2007) Learning objectives. Retrieved February 3, 2009 from: http://vudat.msu.edu/learning_objectives/
Whitsel, C. (2005) Teaching in action; team learning. Retrieved February 5, 2009 from: http://www.umuc.edu/virtualteaching/module2/team_learning.html