While negative behavioral issues are similar whether learners are in-person or online, the online environment may seem to offer a degree of protection making it ripe for disruptive behavior. I learned that it is important to be familiar with the policies of the college and direct learners to the appropriate sections. 

I believe that it is important to establish the foundation of the course and follow the policies outlined in the syllabus. If students are succeeding, there are less likely to be disruptive.

Comment on Alexander Nieves's post: 

Hello, Alex:

You are so right about each group of students being unique. I have had the experience of teaching multiple sections of the same course where a specific plan went perfectly well in the first group and flopped perfectly in the second.

It is the purpose of each course to equip students with a set of skills they need to further their preparation for professional service. Teachers play a vital role in this process as role models and directors of the education. It is important that careful preparation is made for the delivery of the content while making the process fun and interesting to hold students' attention.

I learned that a variety of presentation methods will yield better outcomes. One approach I plan to use is grouping students in small groups of twos, threes, fours and fives in project-based instruction to mirror… >>>

Comment on Edric Leggett's post: 

Hi Edric. It is interesting how these inhibitory styles are often blind spots to learners while being so obvious to others. It will take careful focus to inspire the "avoidant" learner to get involved. 

One of the more difficult aspects of teaching - in-person or online - is getting learners to accept feedback that can influence future responses. First, to be effective, feedback needs to be rather prompt when the issue is still present in learners' minds. Even so, humans do not generally like to hear corrective comments. The instructor-learner relationship needs to be established so that guidance can be accepted. Learners need to be taught how to offer effective peer feedback. This could lead to self-analysis which is the likely the best feedback.

Comment on Edric Leggett's post: 

So true Edric. I have used a ten-question inventory in combination a short (5- 7-seven sentence) paragraph bio with good effect in my in-person and online teaching. Students seem happy to share, and I get to see their writing style and level without any pressure since these are for participation credit and not graded.

Comment on Alexander Nieves's post: 

Right on, Alexander. It's learning the balancing act of being the authority but not being domineering, which would chill the environment and shut down student development.

One take away from this module is to ensure that learners sense the instructor's presence. This comes from active engagement in the process. To be active is to respond promptly and frequently, but not in a domineering manner to end discussion. There is a fine line between being the authority in the room and allowing students to take ownership of their learning.

There is no replacement for preparation. Even experienced teachers should review the LMS before the start of a new course. In fact, instructors would benefit from taking the student orientation course to get the student perspective. Empathy is one key to successful communication, which is key to learning.

Comment on Alexander Nieves's post: 

I appreciate your comment on creating an environment that we would have enjoyed when we were students. It is so true that teachers who remember themselves as students tend to do better.