F is for Fit

A classic explanation given to students and parents who seek information about online learning programs, college courses, or blended learning experiences is a commentary on what makes a good fit between learner and school. Can the instructor make a determination about whether a student is in the right place for the right reason? And if the student insists on enrollment, can the program and teaching approach adapt to the student's unique needs or expectations? I believe both questions can be answered with a yes. First, a look at the markers which give a good prediction for success.

Flexibility is a clear and early indicator for success. Online coursework is organized in a sequential form which makes sense, but a student is often free to alter the pathway to complete work in a sequence that makes sense to him or her. The instructor needs to be flexible to work with students at their pace, while making sure the start and end dates are clearly messaged. The older the student, the more life interferes and students have the responsibility to stay in conversation with the instructor while the teacher needs to be flexible enough to support unique student needs so he can have success.

Freedom can open wonderful doors to increased learning, but it can also provide a serious pitfall for a student or teacher who does not know how to either construct it or handle it. With the rich depth of
lessons and supplemental activities offered, a student needs to be guided by teachers to learn pacing, overview, review, and completion strategies. Scheduling our interaction with students ("I will be online for your questions from 5:00-6:00 PM" or "Work turned in by 5:00 PM today will be returned by 5:00 PM tomorrow") creates a role modeling opportunity for task completion and commitment, the best gift we can give students. Freedom in online learning and teaching while, for some, is as simple as where we do our jobs, offers a framework for life and job success. Freedom comes with responsibilities.

Failure, the obvious opposite of success, is a good indication of the student's needs and a teacher's oversight. Online coursework opens the door to procrastination. If you don't need to appear at any given time in a classroom, "doing it tomorrow" or "later" can be seductive. Flexibility is good; failure, however, can become a pattern and self-fulfilling prophecy. Jobs, family, finances rarely allow such liberties and so teaching prioritizing of tasks is critical.

Online teaching and learning has been undergoing a maturation process for nearly two decades. Education and educators have been redefined multiple times and that definition isn't done. We do our students a great service when we assist them with knowing how they fit into the bigger picture. For now, some learners no matter their age just do better in a physical classroom with a physical instructor present. But does that necessarily preclude accessing the benefits of online curriculum? Think blended, training, and maturity.

So what makes for an excellent online teacher? Highly-qualified and certified/degreed? Check. Professional and creative? Check. Flexible and technologically savvy? check times two. Add the eagerness to learn, a positive attitude, and the ability to be a strong communicator mixed with focus and commitment to excellence, and the fit is good.

Reflection: Consider all types of fits: a close fit, a bad fit, a perfect fit, a forced fit. Which one are you? And more importantly, which one describes each of your students when you assess connections to the school, curriculum, and success? How do you go about making their fit a positive?