Ccording to your text book, why are self-reflection and monitoring important in online learning?
Ccording To Your Textbook, Why Are Self-reflection And Monitoring Important In Online Learning?
As an educator, I’ve spent most of my career in charge of technological experimentation. Sometimes it’s pretty exciting to do. It’s cool to play with how text’s scanned, images are compressed, videos are sent over the internet—and to make sure that it all feels right. But not always. In this series, will save some thoughts on why you shouldn’t in some online courses—but why you should.
The setting is an online course that promises to give you the tools you need to be your very best online. Or so it says.
Instead, this can feel quite impersonal. Maybe it doesn’t feel impersonal for instructors, and maybe it’s safe to assume that they are the one who’s writing the syllabus and the questions.
And in some cases, it’s certainly true.
But that doesn’t necessarily change the outcome of your experience. You may, for example, feel that you don’t have control over what goes into the syllabus—you may not be able to veto any sections, even if you’re the course representative.
And while individual instructors may have tried to explain that all the work is being done automatically, this is not typically the case.
For many, on the other hand, providing a context for feedback can help. Some students will not have a problem with this. For them, the course seems like a collaborative process. What’s more, a chance to peer through the window may help students figure out how their work stacks up. For students who may feel a little intimidated, one might then suggest ways to make their pages pop, or highlights they should highlight more.
Trying to co-create, by empowering students to learn and share themselves, can often be a winning strategy. Perhaps, like me, you have the online course in mind to give your students a deeper understanding of what’s important in a topic.
But what you probably didn’t realize is that this online course isn’t really creating a collaborative process. There’s no sense of putting the project in the hands of your students.
Let me explain.
I got a conversation started with the subject of simulation. Here, a simulation project was discussed. A teacher discusses her student’s assignment, and the student stands by for her answer. In this case, the student might start from their highest level of understanding: What’s the problem? How do you propose to solve it? How would you suggest you work through it?
“I am the tutor,” my student’s teacher started out. “You tell me what it is that you want to learn. Then I record you talking about your response and I will transcribe it into the syllabus. In the syllabus there are different representations of your assignment. I will give you an assignment on page one, and I will give you an assignment on page two. This becomes your work history, so that you can come back when you are ready for it.”
It’s this feeling of letting students be free to discover what they need to do, of letting students develop their knowledge on their own, that could make you decide to collaborate on this online course. This is a great way to have students realize what to do and how to do it.
Your goal is to keep a forum where students can share their understanding, and where you can offer appropriate feedback and technical assistance. Or perhaps you’re not working on this part of a project. Maybe you’re not sure what to bring in, or why to add, or what questions to pose. Whatever the reason, having your students have an opportunity to see themselves as members of the class, helping to define the course, is a rewarding experience.
I’m not saying you should throw away the entire syllabus. But look around the online course. If there’s not much insight for you, then maybe you should consider the option of creating your own syllabus to include your own inputs.