2.3 Reflection: Methodologies of the Online Instructor

Reflecting on the information covered in this module so far, how might your instructional methodologies need to change in an online or blended learning environment?

          One of the greatest shifts a teacher must make when entering into the forays of blended/online instructional delivery is the relinquishing of control. Teachers who have spent their entire careers in the traditional model of classroom instruction may struggle in an environment where students work at their own pace and demonstrate their understanding in a variety of ways. In an online environment, I would have to work more as a facilitator and eliminate the old "sage on the stage" construct. The National Standards for Quality Online Courses (iNACOL) contend that students should take an active role in their learning with "reliance on digital content, resources and tools." In this way, the student has greater control over their own pacing within the course. (1) This shift of control may require some adjustment from a teacher's perspective, but it is critical in getting our students to "evolve beyond the mere acquisition of information (and) into the development of critical thinkers." (2)

What skills and strategies might you improve or expand upon in order to best support student learning in a blended or online environment?

 In addition to a change in the locus of control, teachers of online courses must constantly revise and update their online instructional materials. In the traditional model, teachers would be relegated to whatever textbook their district had adopted. Inevitably, this tome of wisdom would perpetuate "business as usual" for years, providing the teacher with static materials that would remain the same until the next textbook adoption. In contrast, teachers of online courses must constantly present relevant material that is engaging, dynamic, interactive, and current. Given the nature of the world wide web, I would constantly need to keep content updated to avoid broken links and to ensure maximum student engagement. iNOCOL advocates that If a student is unsuccessful with mastering a 
particular concept, the instructor should ensure that the course content provides "additional remediation activities or alternative assignments." (3) The same is true for students who may be more advanced. A variety of alternative assignments should also be available to challenge students and enrich their learning experience. It is essential that any online course I developed would need to be content rich with opportunities for  remedial and advanced learners to have access to appropriate activities and resources.

1. "National Standards for Quality Online Courses, Version 2." 2011. 19, Oct. 2013, p.6.  http://www.inacol.org/cms/wp-content/uploads/2013/02/iNACOL_CourseStandards_2011.pdf
2. "Leading Edge Certification, Module 2" 19, Oct. 3013, p.4.  https://s3.amazonaws.com/files.haikulearning.com/data/ctap10/minisite_22226488/3812b2878a8/LEC_2_9_24_13/index.html
3. "National Standards for Quality Online Courses, Version 2." 2011. 19, Oct. 2013, p.11.  http://www.inacol.org/cms/wp-content/uploads/2013/02/iNACOL_CourseStandards_2011.pdf