When we talk about design we often just think about designing the lesson and we seldom think about the implications of what we design on the execution. You can design the most engaging, intriguing, and effective lesson in the world, but if it involves your flying to Zanzibar with the student, it’s probably not going to be effective.
Designing with Teachers in Mind
he thing I’m constantly amazed by is the willingness for teachers to create environments that they can’t manage. This is true in the room as well as online. If you have 5 classes with 20 students, that’s 100 grades. If you assign one thing a week for grade, then that’s 100 grades a week. What you assign is set up in what you design.
Many teachers complain that online courses are more work than classroom based courses. Do you think that’s really true?
September 29th, 2007 at 10:56 am
It is definitely true that teachers can get ahead of themselves in designing the perfect unit or course. It would be great if students would automatically catch the vision that the teacher has for them at the outset, but reality is that most students only want to know, “What do I have to do?’ and “How much is it worth?” they don’t usually make comments like, “Wow, you mean we’re going to learn about…….?” and “When can we get started?” But teachers plan with goals and standards guiding the process and choose learning activities and assessments that they hope will provide the desired outcomes. When there are 100 students or more in many cases (I know teachers who have 155 students each day), one can get bogged down in the grading and providing feedback. Timely, relevant feedback is essential whether the class is online or in a regular classroom setting. Students love to get feedback, no matter what their level. Even students who are self-motivated and really want to learn want relevant feedback. It seems for teachers who have large numbers, short, thoughtful assignments would be best, making it more possible to give feedback on a regular basis. If class size was larger for online classes, the peer to peer interaction would be even more beneficial. It’s great when someone else in the class comments on a blog I’ve written. I value that feedback and try to make comments on others’ writing as well. Collaboration among instructors of courses would be a valuable resource as well. As far as whether or not online courses are more work from the teacher’s end than classroom based courses, I don’t know that first hand. However, I know what it takes for me to TRY to keep up with the two online courses I have and I can only imagine what it is like for the instructors. I often wonder how they do it. Kearsley gives several suggestions on designing online courses including the importance of organization up front. I think that is what makes things go smoothly…students know what’s expected and are taught how to do it. From there, the daily input and weekly feedback perhaps become habitual.
September 29th, 2007 at 1:28 pm
Like Joe, I tried looking at this from both perspectives- the teacher and the student. I don’t think I could generalize whether or not online classes are more work than a typical class, because it seems contingent upon what kind of teaching philosophy is behind the design of the course. Having said that, I have taken online classes that are polar opposites; I’ve had classes I felt were very rigorous, and others I felt like I could get by on autopilot.
As a teacher, I can admit there are times that I bite off way more than I can chew. Or grade.
I teach a mix of honors and regular education classes (of the same grade), and have approximately 150 students. When I’ve come across a great lesson or project, it is hard for me to only assign it to a portion of my students. I realize I could stagger the due dates, etc., but sometimes that in itself is a logistic nightmare. I agree that every student needs thoughtful commentary on his or her work, from both teachers as well as other students.
Good organization and clear expectations seems to be the key, whether the class be online or face-to-face. Perhaps the teachers that complain about the added workload of an online class simply aren’t well versed enough to design one?
September 29th, 2007 at 3:00 pm
I don’t know if online classes have more work than a face-to-face classroom, but what they do require is a little more will power to finish assignments. That maybe where the perception of more work comes from. You don’t have someone you face each week teaching you and reminding you of what’s due.
I have been guilty of having a great idea for a project in my head, but failed in execution. I tried to create a project about the French & Indian War to try and appeal to all learning styles, but in my trials I was overwhelemed and failed to return the work in a timely manner
That is one thing that students need is consecutive and timely feedback on their progress. I know when I was in middle school I was always wanted to know how well I did on an assignment. Some teachers would get back the work in a couple days, while others took way too long.
The teachers who take online courses could either have little experience with online courses and haven’t adjusted to it or maybe they think they are getting too much work when their schedule is already busy enough as it is.
September 29th, 2007 at 5:08 pm
I don’t feel like online classes have more work in them than regular classes. The hardest part is carving out time in every day to ‘attend’ class. Sometimes this flexibility actually becomes the nightmare. It also takes a little more discipline and organization just figuring out a way to keep up with due dates and such since sometimes these things are only mentioned once in a random email. I think with online classes it’s easier to let information get passed you without realizing it. This is where the printing emails comes in handy. lol