Connections Part 4: Teacher Role

The teacher has 20 students in his online class. At the suggestion of the curriculum designer, he has
connected one discussion board to each chapter of the syllabus. He required three new postings per board per student and a minimum of three responses, one each to three different classmates. The postings need to contribute to the class discussions in a meaningful way ("I agree" doesn't count) and occur within the week the discussion first launches. In other words, Posting 6 entries per board at the end of the term just won't count. No one will be listening as the rest of the participants will have moved on.

This requirement is not about writing, but about group learning and the making of meaning based on the subject matter. Yes, do the math. One student times 6 entries minimum per discussion times 20 students in the course. Let's just assume a ten week term and each student needs to come up with 60 thoughtful entries plus read through the rest of the entries. Hmm.

Enlarge that mathematical equation to what the instructor needs to do, and it is read a minimum of 1200 entries, assuming every student is on task. This is the point at which the instructor says maybe online instruction isn't for me.



The online teacher who writes insightful and extensive entries against all postings will surely die in the process. However, the role of the online teacher is "guide on the side," not the "sage on the stage." Dropping in so students know the teacher is present, leaving thoughtful questions, affirmations, and a personal voice goes a long way to making sure students are doing the job of collaboration and learning.

This approach is a learned process, not at all what teachers at any level are accustomed to doing. Other than grading or assisting in writing assignments, teachers are not usually engaged in written conversations with students, but rather conduct those discussions in person.

A strong online teacher comes prepared for this shift. Given the subject being studied, a teacher knows where students can get off track and has ready short videos, brief documents, or even thoughtful audios to paste into the discussion area. By doing this, the teacher remains "real" and present to the students, a voice the learners come to respect.

I have seem many courses work beautifully using this approach. Unfortunately, I have also seen courses in which discussion boards had precisely 20 entries from 20 students with no response to postings at all.

The requirement was to post.
Good.
But no requirement to interact?
Not good.

An online teacher is knowledgeable, thoughtful, and involved, and while there are many ways this can happen, as many as the number of teachers online, happen it must. The teacher is the fulcrum on which everything moves in the online course.

For further reading and learning:
Meaningful Learning: Teacher Presence & Learner Engagement in the Online Classroom, Virginia Padilla Vigil, Ph.D. via her blog, Transforming Education. Dr. Vigil takes you deeper into the process of synchronous and asynchronous activities, teacher voice and presence, and so much more.

Remember: creating discussion requirements isn't busy work for the teacher or students. It is the basis for the vital online community.