Here are two more questions to think about after reading this article:
Liu, X., Bonk, C. J., Magjuka, R. J., Lee, S. & Su, B. Four dimensions of online instructor roles: A program level case study.
–Regarding pedagogy, identify some ways online instructors weave their knowledge into discussions. How can these methods be done in a natural way? (p.37)
–What are some ways an online instructor can manage the time spent juggling their role as organizer, planner, facilitator (including giving student feedback), and building rapport with students?
Below is the question we discussed and notes I took from our group’s responses:
Craig, A., Goold, A., Caldwell J. & Mustard, J. (2008). Perceptions of roles and responsibilities in online learning: A case study. Interdisciplinary Journal of E-Learning and Learning Objectives, 4, 205-223.
The activity we are participating in for class tonight is productively student-centered. What are some specific ways students learn in a student-centered environment vs. an autocratic teacher-directed (sage on the stage) environment?
–you don’t have a group of kids getting one opinion from just one teacher. I never thought of doing it that way. Allow kids to work together. Breakout rooms then come back into the whole group.
Give kids a couple of minutes of their own think time and read on the board.
Relating article to what I do and what in that article is relevant to me vs. steering everyone to reach a predetermined conclusion for the topic taught in a Teacher Centered way. Studens can only relate to what they have; that is what they have in their own life experience. Then students’ perceptions, even when they may appear to be off topic, circle back and return to the topic, into the whole conversation–