Elizabeth Lane

In this section of the module, I was very touched by the PBS documentary – The Principal Story (2009) – that followed the stunning performances and work ethics of two principals, Tresa Dunbar and Kerry Purcell, as they struggled to improve the morale and academic performances of underrepresented students in two separate high-poverty schools.  For Dunbar and Purcell, their successes relied on their transformational leadership styles, fueled by their passion to make the futures brighter for their students. They were unwavering in this quest.  The faculty members who had the grit to remain on board were challenged to develop their… >>>

The acronym ARCS stands for “attention, relevance, confidence, and satisfaction” and stems from John Keller’s model of motivation.  From what was indicated in a section of this module regarding an ARCS research study, how email messages (from the instructor to the student) are crafted impact student motivation and retention.  The ARCS method of email communication significantly lowered the rate of student withdrawal and failure rate for the treatment group.  The research study led the researchers to conclude that the use of ARCS is an inexpensive approach to promote the motivation and retention of online students.

The ARCS email template would… >>>

Although I have not heard directly of the label known as the “Online Disinhibition Effect,” its meaning, as discussed in a section of this module, refers to the lack of social etiquette or restraint one feels in online interactions.  It can more easily lead to increased self-disclosure or hostile discourse, which is something that instructors should be aware of and seek to prevent.  

The online environment should be humanized by having the faculty model respectful interactions and establish clear communication rules – a code of conduct.  Having students share their bio at the start of the online course session… >>>

Different types of online education are available, and one section of this module discussed the hybrid-blended model, which incorporates face-to-face instruction with online (remote) learning.  This approach enhances accessibility, engagement, and flexibility.  Students alternate between online learning (remotely) and attending in-person class sessions on-campus.  In this model, the educational content is accessed both asynchronously and synchronously.  One step further, this type of blended online-and-in-person learning permits the students to decode nonverbal cues—facial expressions, hand gestures, and body language—which enhances an integral part of learning that is often overlooked: social-emotional learning.  Having this ability to decode nonverbal communication may lead… >>>

Empathy in education is defined as the capacity of instructors, staff, and administrators to proactively recognize and act sensitively (compassionately) to a student's perceptions, emotional needs, and experiences.   Creating a supportive environment allows students to be visible as human beings, not as robotic agents that digest new knowledge.  We need to consider our behavior with the goal of not only enhancing students’ engagement and learning process, but to also handle them gently to promote their mental well-being.  I am reminded of a saying that incorporates the need to “walk a mile” in a person’s “moccasins.”  It is attributed to… >>>

Within this section of the module, I was intrigued by a number of points, but here I will mention two of them: (1) According to research studies, most people who lose their jobs is because they lack “people skills” in getting along with their colleagues, which is why having students in small and large groups working collaboratively together on a project is essential in building people skills and emotional intelligence; and (2) another way of having students exercise their critical thinking skills is by having them “teach instructors,” for example, by developing a glossary of terms or a resource guide… >>>

Comment on Deborah Donaldson Simmons's post:  I agree with your comment.  I, too, was thrust into teaching online with short notice during the pandemic.  Students were advised that their camera had to be on at all times -- and not with it facing the ceiling -- and students needed to be visible throughout the session.  If they were not visible on their camera, then they were informed that they would be "booted" out of that class session.  However, when they needed to be away for a few minutes (for a short break to the lavatory), they were told to… >>>

Mentioned in a section of this module are some key “low risk” engagement strategies for involving students:

• provide relevance to the students’ lives in your active learning assignments.
• use inspirational notes throughout the term.
• give student clear boundaries but let them use their creativity.
• give students parameters and good examples of exemplary work to follow.
• use vivid examples.
• set high standards and expectations for the students from the beginning.
• provide targeted feedback; and
• explain how to use knowledge not just memorize it. 

The second bullet above specifies the activity of the instructor sending “inspirational notes” throughout the term.  I think… >>>

Comment on Catherine Holtman's post: Comment on Shahid Hussain's post: I agree with your statement that there is a significant initial time investment for the instructor to adapt prior material that was used in the traditional classroom to incorporate into the online experience.  For this to work well for all involved, I believe that the instructor should receive an incentive and/or be appropriately compensated for their time.

Comment on Justice Osei-Tutu's post: I agree with your narrative regarding active learning participation through small and large group assignments that encourage students interacting with students and the role of the instructor designated as a mentor and facilitator.