Welcome messages and announcements are great strategies for building confidence in the online learning environment. Instructors can set the tone for their course and introduce themselves to their students, teasing their personality and sharing their teaching style. I do this at the start of every new term, but I will begin using announcements throughout the term as well to remind students about due dates, special projects, etc.

As a facilitator, my role is to guide the process. I am tasked with communicating in clear and unambiguous language so that miscommunication does not occur, at least not often. Providing feedback in a timely manner, whether on assessments or on the discussion boards, provides students with confidence that their learning experience is not a lonely one. An engaging instructor is available to help. Going forward, I will continue to provide meaningful and timely feedback with a healthy balance of correction and celebration for what was done correctly.

Teaching styles differ from instructor to instructor as I share with my new students in freshman orientation. The five main styles are 1) authority, 2) demonstrator, 3) facilitator, 4) delegator, and/or 5) expert. I find that I am a demonstrator and an expert most of the time with the other roles coming in as needed. Going forward, I will pay closer attention when I move from one style to another to see if it’s the most effective means of teaching students in those moments. If not, I can try a different approach.

Keeping archives is important but a challenge for accelerated learning environments like my university that has five-week terms. I don’t extend the access period for my Teams shells for each course when I get the reminder. I lose access to meeting chats where valuable resources and information are often shared. Going forward, I will extend the access time to retrieve items or conversation threads I may need to revisit.

An avoidant student can easily become an unsuccessful student if a lack of interest persists. Identifying those students early and reaching out to them can be the difference between them passing or failing. With a lack of face-to-face interaction, early intervention is especially imperative for courses delivered solely online.

In the freshman orientation course I teach each term, I always have students introduce themselves orally for my on-ground course, but I don’t stress the need for them to compose a biography in the LMS for me to see. I think this would be an excellent idea; they can add it to the shells of their subsequent courses. Additionally, as I move into teaching asynchronous courses without live sessions, it would be an effective tool for bridging the communication gap that may sometimes happens in online courses.

Online learning is not as easy as clicking on a few links to access and learn the curriculum. Prior to the start of the course, instructors must have a clear understanding of how to navigate the LMS and use it, what assignments and resources are included and how to assist students when needed. Proper instructor preparation allows students to have a smoother experience and reduces hiccups that will inevitably happen with technology. 

I enjoy writing, so I can write down three things every day for which I am thankful. I will also determine an important goal (something I look forward to) that I want to reach and map it out in detailed terms to ensure I succeed.

I have learned that the flipped classroom concept does not have to be daunting. For those like me who have taught for a while using the traditional techniques, it may seem overwhelming to revamp everything all at once. Most of us have found a rhythm that has worked well for us over time when teaching a particular course. 

However, I now know a more conservative approach can be taken. Instead of delivering the entire course in a flipped classroom style, instructors can take one lesson or one unit and see how the flipped classroom style works first. I believe it's… >>>

I concur. Students want instructors who have a solid frame of reference and are credible subject matter experts. They have to believe that the instruction they are receiving in the classroom is reliable and useful. Additionally, students gravitate towards instructors who genuinely want students to succeed. I find that a balance of showing compassion while still requiring students to be accountable is the best way to demonstrate to students you care about their success.