Debbie Wilson
California State University, East Bay
February 8, 2008
My finger hovered just above the “enter” key on my computer keyboard, then moved away, hovered again, and finally pressed the key that added my name to the roster for EDUI 7801, Introduction to Online Teaching and Learning. My reluctance to seal the deal gave me pause to reflect. After all, hadn’t I been teaching online classes for three years? Blackboard was my friend, and my students seemed to be having positive learning experiences. So why the hesitation? This self-questioning was my first indication that perhaps my role as an online instructor had not, in fact, prepared me for the experience I would have as an online student.
Kelli Cargile Cook (2007) argues that the best way to learn how to teach online is through a personal experience of the online environment. She compares it to being immersed in a “digital pool” – not a “sink or swim” experience, perhaps, but an experience in which the beginning online instructor learns to personally navigate the unfamiliar waters of the online community (Cook, 2007). Even though I considered myself an experienced “swimmer”, this body of water was new to me, and I wasn’t quite sure what surprises it might hold. Yet, in I jumped, somewhat hesitant, but eager to learn some fresh techniques and acquire some new tools for my teaching toolbox.
The first week of class opened with student introductions. So far so good. That’s the way I structured my classes too! As I tell my students – what could be easier than writing about yourself? But what should I say about myself? Who was I really talking to? What would they think of me? Introductions had barely been posted when we were asked to negotiate a group. Negotiate a group? What did that mean? I didn’t know any of these people, apart from their written introductions! Why didn’t the professor just assign us to a group!
After the initial resistance, everyone did ultimately find a group to belong to. To my surprise, my group began to bond almost immediately. After a couple of weeks, we were “chatting” (online, that is) like old friends. As part of my previous online teaching experience, I had observed that some of my students did indeed establish connections with each other, but I honestly doubted it was possible to develop a personal relationship online. Experience proved me wrong, as the members of that first online group are still in touch with each other.
However, online connectedness doesn’t happen by accident. The online instructor plays a significant role in establishing a sense of community within the classroom. Conceicao (2007) contends that during the course delivery phase, the effective online instructor will act as facilitator, catalyst, and learner. The instructor engages the class members, instigates conversations, and in fact, learns right along with the students (Conceicao, 2007). All of these skills require the instructor to actively participate in the learning experience, moving between different roles, as dictated by the needs of the students.
Ascough (2007) describes the effective online teacher as a gracious host that connects students with other students, promotes conversations, encourages interaction, and provides feedback. He concludes that “when one gives due attention to hospitality, the potential for building online community is greatly enhanced, and with it comes a more effective pedagogical strategy for deep learning” (Ascough, 2007, p. 131). As a student in online courses, I have had teacher-hosts who have modeled these skills, and their examples have provided an understanding much deeper than reading about it in an article or a book.
Another instructor characteristic that is often cited as critical in establishing an atmosphere of community is responsiveness. As an online student, I can attest to the fact that instructor responsiveness is key to creating a sense of security, trust, and partnership. On the other hand, when an online instructor is barely there and provides cursory and/or delayed responses, the students experience confusion, frustration, and a lack of motivation.
My first-hand experiences (both positive and negative) as a student in the virtual classroom have deepened my appreciation of my own students’ needs for responsiveness. Recently, one of my students e-mailed me to say that she felt I should be providing more feedback on a short assignment that had been posted in a discussion board. Immediately, I related to her expressed need, because as a student, I had “been there”. Although I had solid reasons for holding back on my feedback, I promptly answered her concerns, explaining my reasoning and telling her when she could expect to hear from me.
Another area where it’s very important to be responsive is grades. Since becoming an online student, I find I check the grade book repeatedly after turning in an assignment. Even though I know it takes time to thoughtfully grade an assignment, I’m always anxious to get my grades and feedback. Now I’m more conscientious about grading my students’ assignments in a timely manner, and if grades will be delayed, I let them know.
In short, my online experience as a student has made me a more empathetic online teacher. Since becoming an online student, I find I’m relating to my students on a different level. I feel more connected to them because I’m “one of them”. Fuller expresses it this way: “Empathy allows an understanding of students’ reactions from the inside, a sensitive awareness of the way learning seems to students” (Fuller, 2008). To go back to Cook’s “digital pool” analogy, I’m swimming with my students, and I believe there is a greater level of trust, because I can honestly assure them there are no threatening sharks lurking beneath the waves.
References:
Ascough, R. (2007). Welcoming design – Hosting a hospitable online course. Teaching Theology & Religion, 10(3), 131-136. doi:10.1111/j.1467-9647.2007.00340.x
Conceicao, S. (2007). Understanding the environment for online teaching. New Directions for Adult and Continuing Education, 2007(113), 5. (ERIC Document Reproduction Service No. EJ760679). Retrieved February 7, 2008, from ERIC database.
Cook, K. (2007). Immersion in a digital pool: Training prospective online instructors in online environments. Technical Communication Quarterly, 16(1), 55-82. Retrieved January 29, 2008, from Education Abstracts database.
Fuller, R. (2008, February). 11 Practice priorities to promote empathy in online courses. Faculty Focus Newsletter. Retrieved February 3, 2008, from http://www.magnapubs.com/issues/magnapubs_ff/5_2/news/601157-1.html