Some students have an "all or nothing" mindset when it comes to learning, and avoid learning when it becomes challenging, interferes with other responsibilities, or doesn't seem relevant. Encouraging students to lean into a growth mindset that they can progressively improve in areas of working together, interacting with each other/the instructor, display responsibility, and embrace diversity.

Comment on Elizabeth Lane's post: I agree with this, having tutorials/FAQ for the technology that will be used for class is essential to make sure students are able to feel competent with the system, so it doesn't inhibit learning the material. The technology is always going to be evolving, so staying up to date with what possibilities can make teaching more effective is essential.

Providing concise instruction means getting confirmation from students that the expectations are understood. Understanding tone and delivery of messages even when you can't hear someone or see them is part of communication.

Comment on Elizabeth Lane's post: I completely agree with the tips you gave on creating methods that help students process and retain complex information! 

Being able to identify and provide appropriate support for students who are struggling with online learning (feeling alienated, workload is too heavy, competing responsibilities, or technical issues) is an important responsibility of online education. It was helpful to read more about identifying types of learners (noisy/quiet/disruptive) that need intervention to ensure the class continues to have a successful learning environment.

Understanding some of the bigger challenges in this setting (fast typists that dominate the chat, coordinating students in different time zones, summarizing student input, etc.) was helpful to reflect on and think of ways to prevent/problem-solve. I also liked reviewing the different learning styles and understanding how to recognize ways that Avoidant, Competitive, and Dependent behaviors will inhibit learning for themselves and others.  

I was reminded that building trust and rapport to create an engaging learning space involves sharing my credentials and professional experience, but also part of who I am as a person and why I am passionate about the field I work in. I also believe strongly in encouraging students to provide a bio to share their experience and personal reasons for being in the course. This builds cohesiveness. 

It was helpful to have a list of questions about course delivery techniques and strategies. Somethings that might have been intuitive for me in how a class would operate, actually need to be planned out and decided in advance.

I feel inspired to create a first day that builds rapport and trust between students with each other and between students with myself. I want to come across as inclusive, prepared, flexible, and passionate about creating a space to learn. I will aim to do that by sharing appropriate information about myself and my experience in the field, and encourage my students to share their experiences. Assessing body language, facial expressions, and verbal tone will help me guide the engagement and comfort level of the group. 

I see the value in allocating time to set up the learning environment early. I think it's important to note that this means building it into our existing work schedule. As a nurse, it has been an experience of myself and many of my peers in past roles to "stay a little extra" or "come in early" to make sure things get taken care of. This can result in fatigue and burn out and requires checking in with ourselves to maintain self-care and healthy work-life boundaries. As a new instructor I want to make sure I'm able to plan time… >>>