5 strategies that create conditions to promote online learning

It may seem that online learning should be (or could be) just as effective as traditional classroom learning. In almost all online classes, resources and materials are provided for students, there are asynchronous (and occasionally synchronous) discussions, and then assessments are conducted to determine if progress has been made in meeting required learning objectives. Students are not required to sit through a lecture and can instead study at their own convenience. But important elements are missing from a virtual classroom, such as face-to-face interactions that provide visual and verbal cues, and that makes the distance factor a significant challenge.

So what can an instructor do to ensure learning occurs in a virtual environment? Most online classes contain a fairly standard structure, even with different learning management systems, and many online schools offer pre-programmed courses for instructors to use that are developed with set learning objectives, course materials, and a variety of learning activities. However, creating a course and adding the content does not automatically guarantee that students will engage and learn something because of their participation. Learning is influenced by the conditions an instructor creates and the interactions they have with their students. The most experienced online instructors know that learning is a process to be nurtured and that teaching is not just a function to be completed.

Students and a Virtual Classroom

Consider the experience of students when they first enter a virtual classroom. They need to navigate the classroom, find the required materials, and be highly motivated to keep up with discussions and assignments. Most learning management systems have evolved over time to make the user experience easier, but a student’s ability to learn in this environment requires more than how they can use technology tools. Students must be able to feel connected to the class, believe the course will meet their specific academic and/or career needs, get help when needed, and develop meaningful relationships with their instructors. What can hinder this process and reduce learning potential is the reliance on written words as the primary form of communication. The classroom can then become almost mechanical in nature for students, discouraging them from fully engaging and working towards peak performance.

Instructors and a Virtual Classroom

Instructors have many responsibilities beginning with knowing the subject matter to be taught and then managing the classroom efficiently and effectively. This includes completing required facilitation tasks, participating in discussions, providing feedback, and managing relationships. But one of the most important responsibilities is to create an environment conducive to learning. There are factors that can work against the instructor, from a poorly designed course to a lack of engaging resources, that cannot be easily corrected. Even if the classroom has been perfectly built, an instructor still needs to be actively present and working proactively to create a positive experience for students. It’s easy for students to get disconnected from an online class and if the instructor isn’t closely monitoring conditions and doesn’t notice a student dropping out, it may be too late to re-engage them in the class. This speaks to the nature of learning, which can be easy for some students and challenging for others, especially if they lack fundamental academic skills.

5 strategies to create optimal conditions

I have been actively involved in the development of the online faculty and have found that most instructors can manage their class effectively and meet the required expectations. What I have also found is that about 25% of the instructors I have worked with perform beyond the minimum requirements, just as I have always tried to do as an online educator, to exceed the minimum requirements and create an engaging environment. While it may seem like these strategies should be used by all instructors, some prefer to complete only what is required, and while that is acceptable, it does not lead to an optimal learning experience.

#1. Develop engaging discussion posts:

Most online classes have some type of discussion, usually every week of class. Requirements for instructors typically involve a specific number of days they must respond to students, and the quality of those positions may or may not be specifically stated in their contract. What an instructor’s discussion response can do is engage students in the topic, expand on what they have written, stimulate critical thinking and a deeper understanding of course topics, and help students connect the topics. with real world situations and problems. Taking the time to craft responses that achieve these goals is the challenge, and it requires being able to post more than just a quick reactive response. It is helpful to acknowledge something each student has written, build on it, and conclude with a question that sparks her intellectual curiosity. When a publication is substantive and engaging, the dialogue with students is likely to continue.

#2. Be a facilitator, educator and teacher:

The job of an online instructor has been called by many names, including facilitator, educator, and teacher. While some online schools prefer the word facilitator, the job an instructor does involves much more than just facilitating a process. A teacher is someone who can help students acquire the necessary academic skills and have the patience to guide and direct them as they work to improve their developmental needs. An educator is someone who understands the basics of adult learning and knows some of the theories that can inform her work. As instructors develop their adult education knowledge base, they transform and become educators. Some professors are hired for their subject matter expertise, but that does not automatically guarantee that they can be effective as instructors. When an instructor is able to facilitate, educate, and teach, her effectiveness in the classroom becomes evident in all aspects of her job.

#3. Provide feedback that prompts reflection:

Instructors know that students need more than a letter grade to fuel their continued development and this aligns with the premise of self-directed adult learners who want to be engaged in the learning process. Students want to know why they got the grade they received. If they use grades as their main source of motivation, it’s important to teach them to focus on more than just their grades, and instead understand what those grades mean and what can be learned from them. To do this, the feedback needs to address the content of what was written, along with the mechanics, and it needs to be done in a way that encourages your progress. What some instructors rely on, usually when time is short, are canned feedback or quickly typed feedback. Feedback is most effective when it makes students more interested in the topics and, more importantly, when they reflect on their work and academic progress. When students participate in the feedback process, they are more likely to respond to what their instructor provides and learn from it.

#4. Be actively present and engaged:

There is a misconception that an instructor can’t help students if they can’t see them. But an instructor can bridge the distance gap and create conditions conducive to learning. What I’ve learned through my online teaching experience and previous work with faculty is that students can easily become disengaged from class, and if they don’t realize it right away, it may be too late to re-engage them. There are many reasons why students go offline and it may not be easy to know exactly why when working in a virtual classroom. For example, when students get frustrated or lose motivation, they may start to slowly withdraw and if an instructor is actively present, they will notice the absence of those students. What I have also observed is that student performance is often directly influenced by the instructor’s level of engagement. An instructor’s virtual presence is also a social presence that creates a sense of community among students that helps keep them engaged and interested in the class.

#5. Develop Effective Communication Techniques:

The primary form of communication in an online classroom consists of posts and written messages. The interactions and relationships in a virtual class are also based on written words. One challenge this presents is that messages and posts are subject to interpretation, along with the perceived tone and intent of the posted message. Since the messages are sent asynchronously, it means that the instructor is not present to ensure that the message has been correctly interpreted. Although written words are not the most effective method of communication, it is still possible for students to develop insight into the instructor’s willingness to help them.

What this means is that whatever an instructor decides to post should be done from a position of care and concern, rather than feelings of frustration or an emotional response or reaction. It can be helpful to create posts first, perhaps in a Word document, and that will help manage the mechanics and tone of what is being written. If a negative emotional reaction is experienced due to something a student has posted, it would be best to delay any form of response until it can be addressed from a logical and rational perspective. This helps develop productive working relationships and model effective communication for students to follow.

Teach students the potential for distance learning

When instructors are actively present and engaged in their online courses, they help bridge the distance gap with their students and can also teach them the powerful potential of distance learning, along with the value of education. An instructor’s involvement, which is their active online presence, influences how students respond to the virtual classroom environment, how well they perform, engage in class, and stay motivated. Online teaching is not just a function and a matter of checking off tasks on a list. The job an instructor does, as educator, teacher, and facilitator, also determines how effective the learning process occurs, and the development of conditions conducive to learning should be fostered week by week, until the class is over. Once a new class begins, the need to develop the same type of environment begins again. Just as learning is never a one-time event, so is the art and skill of teaching online. Students will learn best when they are in an environment that encourages them to do so and is under the direct control of their instructors.