Monitor discussions but do not dominate them. I also can see where the bio of the students would be helpful.
What I have learned during this module is to understand the utilization of the classroom strategies that I have and adapt. The changes in design are necessary to influence and persuade my students into a better understanding and learning, utilizing effective listening and verbal cues. The e-learning environment can sometimes be daunting, but with grade levels of study understanding of the utilization of the system, a professor can use it to project a tremendous authoritative presence in the e-learning arena. Through that, a professor should be able to initiate, lead, monitor, and manage the synchronous environment and oversee team projects. Being mentally prepared can change the quality of the presentation and, therefore, the quality of the tension derived from the students.
I can further project my authority by providing video clips, audio, supported narratives, and tech, keeping head and shoulder photographs of myself professionally done. By providing biographies, students can include the name they prefer to be addressed in the communication chain. They can offer me their academic background, giving me a better understanding of where they're coming from and what they've learned. And the employment history, so I have a good deal of their experience before starting the class.
I have been teaching online for over 25 years. However, I learned in this module that it is a great idea to send a personal email to each student after class starts the end of Week 1. Write something interesting that you learned from their bio post and remind the student you are available.
It is important not only for the instructor but also for the students to get to know each other.
It seems that a biography introducing one's self establishes authority and a biography accompanied with a video or audio and head/shoulder photo also helps to establish a relationship where students feel they "know" about their instructor, about his or her education, experience and overall credentials as well as being able to put a name with a face - a student who feels he or she can put a name with an instructor's face feels more compelled to ask questions based upon the e-learning student/instructor asynchronous relationship. These together helps a student to succeed because the student will gain respect for the instructor while also feeling that he or she has a personal connection through the shared program or course.
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.
I have no experience with online teaching. This module provide me with a good start.
I have learned about the importance of biographies, both for instructors and students. Students read the instructor's bio to get a sense of them and to grow faith in their competence. Instructors read the students' bio to get a sense of them and to identify which students might need special help.
There are opportunities to get to know students, even through online classes
I learned that having students create a bio as the first assignment is a great way to get to know one another. I plan to implement that in my future classes.
I learned how asking students to post answers to specific questions can begin the process of developing a relationship.
The instructor must do their best to create an open learning environment, provide room for growth mindsets, and create a sense of community. These all are things that I would like to incorporate into my residential classes as well.
A good way of projecting your presence is to include a bio at the beginning of a course. Introduce yourself to your patients by sharing some highlights of your education, your experience in the field, and some fun facts about hobbies you enjoy.
I like how the emphasis is put on getting to know the students and forming relationships.
Instructors must know how to influence, persuade, inspire, and energize students to ensure centricity and success. Instructors must also participate in discussion forums by offering responses and sharing a summary of their contributions with all participants. Moreover, they must answer student queries and provide informative and constructive feedback within 24 hours. Instructors can highlight their expertise by providing a brief biography, including educational credentials, achievements, and professional experience.
Creating your presence to the class is a important element to teaching. Students want to know that they are being taught by qualified staff. This also helps create a culture of trust with students.
Being present within the classroom allows the instructor to build relationships with the students. This builds a more trusting relationship between faculty and student body. Biographies are a great way to break the ice in the online classroom. It is important for students to know about the instructor both academically and professionally. This helps to build rapport.
Projecting your presence with online courses is a must to have successful learners. Being personal and intentional with outreach to students is a must for successful online course outcome.
