Remember the first time you got a computer in your classroom?
What did you do with the tool?
Does the tool change the way you teach? For me, since I was able to use PowerPoint in my class, things are easier and my instruction seems to be more organized and attractive to students. I normally embed movie clips and and photos in the lessons. There are so many things that can make easier with the help of technology. However, this is from my instructional experience. I admitted that I didn't pay attention to students' learning and how they perceive my instruction. Did they have more interaction when the tool is being used in the classroom? Reading reseach articles have given me a broader view on technology use in language learning and teaching. Let's have a look at this article and think to yourself, do you do the same when it comes to online teaching?
Article Name: University Instructors’ Reflections on their first online teaching experiences
By: Dianne Conrad
Source: JALN 8(2). p.31- 44.
Conrad investigates four university reflections on their first online teaching experiences. Collins and Berge’s (1996) categories of online instructional roles: pedagogical, social, managerial, and technical were used to analyse instructional activities.
These activities include moving away from being “oracles” and lecturers to being consultants and resource providers, from being providers of answers to being askers of expert questions, from being designers of content to designers of learning. At the same time, instructors should move towards:
providing only initial structures and then encouraging learners’ self-direction
presenting multiple perspectives and emphasizing salient points
being a member of a learning team
introducing broader systems of assessment
co-creating, with learners, the learning space
redefining teacher-learner power structure
Instructors’ concerns were mostly content-oriented. Instructors connected most of their reflections about online teaching to previous experiences from face-2-face classrooms. They focus on how to deliver the content and expect students’ response to the textbook to transfer to the online medium. No recount of learners’ social interactivity and the social aspect of their instructional roles were found.
By: Dianne Conrad
Source: JALN 8(2). p.31- 44.
Conrad investigates four university reflections on their first online teaching experiences. Collins and Berge’s (1996) categories of online instructional roles: pedagogical, social, managerial, and technical were used to analyse instructional activities.
These activities include moving away from being “oracles” and lecturers to being consultants and resource providers, from being providers of answers to being askers of expert questions, from being designers of content to designers of learning. At the same time, instructors should move towards:
providing only initial structures and then encouraging learners’ self-direction
presenting multiple perspectives and emphasizing salient points
being a member of a learning team
introducing broader systems of assessment
co-creating, with learners, the learning space
redefining teacher-learner power structure
Instructors’ concerns were mostly content-oriented. Instructors connected most of their reflections about online teaching to previous experiences from face-2-face classrooms. They focus on how to deliver the content and expect students’ response to the textbook to transfer to the online medium. No recount of learners’ social interactivity and the social aspect of their instructional roles were found.
No comments:
Post a Comment