I underdstood the difference between synchronous and asynchronous discussions. Also how it is important to provide feedback to students and be careful on how to address it especially in the online environment.
It is important to be sure you engage one student at a time in a synchronous environment.
It was interesting to see the Learnng Styles identified. I knew this from classroom teaching, but hadn't pinpointed it to words
Very good advise for interacting with the students and maintaining or enhancing student engagement.
Be prepare and be ckear on the instructions.
Give e-learners feedback like a cimpliment sandwich.
I learned to keep feedback positive and encouraging, as well as, try to engage students in feedback regually.
Instructor interaction in both synchronous and asynchronous discussions can create an interactive learning environment. It is important to foster an environment that helps learning. Consider student learning styles and incorporate in interactions
Regards
Dr Ajmal
I learned a new word; netiquette.
Reply to Lawrence Bufalino's post: I learned that we should use small talk during synchronus discussions to allot enough time for socializing at the beginning of the synchronus discussions, also to allow time for ending remarks of the synchronus debate questions.
Providing Feedback is important
Less Synchronous discussions and more asynchronous to allow all students to share without feeling uncomfortable.
I learned about the importance of asynchronous discussion in the online setting, as well as the importance of providing timely feedback that encourages and motivates.
Currently with COVID, we use ZOOM for live lectures and record then distribute to each student. THis allow reflection and further comprehension on each topic. I hadn't considered a weekly summary/update from students on the progress of the course as we do this verbally, but, considering not all can be in live lecture, this will be a positive way to keep tabs on students and myself as the educator. Non-verbal cues like emoticons haven't been implemented mainly due to course content is already exhaustive, however, it will allow some more reclusive learners to participate without verbal needs.
This module provided a road map on how to manage and engage with students via asynchronous and synchronous. It was interesting to note that there are minor differences on how to utilize each for maximum student benefit. This module was very instructive.
I will defintelly use multiple strategies to engage students and appreciated the guidance on best practices for synchronous and asynchronous meetings.
What I learned was the information presented for (a)synchronous discussions. Participation is important.
I always thought that synchronous was a better way to go. I can see how that is not accurate with a text based course. Using synchronous teaching is better with fewer students and with a video conferencing set up. I need to use the students preferred name when responding to the discussion and bring everything together and keep everyone on track.
If you are going to use synchronous it is best to have a video enabled chat, keep the session to 30 minutes or less, and have approximatley six students participating at a time.
Again these fostered ideas of synchronous/asynchronous discussions are generalities, and well meaning. The fact of the matter is, I believe, that we are at a distinct disadvantage using an asynchronous learning style teaching our particular trade. This is highly technical information, needing to be disseminated in a relatively short period of time, compared to some other technical schools, where the same information is disseminated over almost twice the period of time. Also this module does not mention the overall time/input necessities required to implement such procedures. Having the type of schedules colleges or technical schools would certainly make things easier. We at PCI are not afforded the luxury of time to do the necessary course devolpments and course setups that other institutions may have significantly longer, and with designated department heads to acccomplish. At greater salaries I might add.
It's hard to stay focused on the concept that we're trying to put qualified electrical apprentices out the door. As one of my Navy Commanders once said, "When you're up to your butts in alligators, it's hard to remember your primary objective was to drain the swamp."
