Distance Learning Challenges

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Subject: [PD 3345] Challenges
From: Jackie A. Taylor jackie at jataylor.net
Date: Fri Jun 12 11:30:19 EDT 2009

Dear All,

Whether you are an instructor or administrator, online designers need to hear your struggles with distance learning and teaching online. So, I have more questions for you in order to help our guests prepare for Monday, when the discussion officially begins.

Instructors: If you were designing online courses for other teachers who want to teach online, what issues or challenges do you face in teaching online that you recommend these courses address?

Administrators: If you are thinking that your program, organization, or state should be offering or expanding online learning, why? What attracts you? What deters you?

And if your organization or entity offers an online course for adult learners, how do you recruit, train, and support online teachers? What challenges do you face?

Looking forward to hearing from you ~

Jackie

Jackie Taylor, PD List Facilitator, jackie at jataylor.net
National Institute for Literacy www.nifl.gov <http://www.nifl.gov/>
Association of Adult Literacy Professional Developers www.aalpd.org <http://www.aalpd.org/>

Subject: [PD 3348] Re: Challenges
From: Bonnie Odiorne bonniesophia at sbcglobal.net
Date: Fri Jun 12 12:27:55 EDT 2009

  • Instructors: If you were designing online courses for other teachers who want to teach online, what issues or challenges do you face in teaching online that you recommend these courses address?

I can adress this question as I've been teaching online for a while now on a lower college and returning adult level, work with students with analogous problems as ABE/ELL students, have seen course designs of my own after a period of time and can only say OMG, did I do this? I've seen others' course designs that barely qualify as design, as well as those that are very structured.
My elements include: (in a Blackboard platform)

  • Course overview in course information and overall syllabus, instructor's contact information
  • Unit overview of aligned objectives and assignments
  • Course content delivered as
1. Links
2. "Lecture" either written or interspersed with Power Point or PointCast
3. Videos
4. Visuals (cartoons, clip art...)
5. Audio links
6. I've not tried podcasts but I'd like to
  • Discussion board or other group activity (I use peer editing)
  • A forum for "glitch" or misunderstanding questions
  • Assignments clearly described and linked for submission
  • I probably should have (but don't as often as I'd like) a recap, either at the beginning of the next unit, or at the end of the one I've worked on, or a discussion thread linked to the objectives: have students felt they've accomplished these?
  • I also have an overall course reflection at the end.

I've not tried synchronous elements.

Probably all this goes without saying, but I've found for my students' interaction that the most important element for me is "online presence" , in other words, making myself as approachable, funny, informal yet professional, personable, etc. as possible in the electronic medium. I also feel that the ways students create community, through common interests/parts of their lives, sharing, support, suggestions... is crucial. If you feel you "know" other students as well as the instructor, it's harder to 'fade,' and getting nudges from the instructor is crucial is someone is.

I hope this helps and doesn't just replicate what "everyone knows", which would just demonstrate that I'm a learner, too, and that's OK.

Bonnie Odiorne, Ph.D. Director, Writing Center Adjunct Professor of English, French, First Year Transitions, Day Division and ADP Post University, Waterbury, CT

Subject: [PD 3353] Re: Challenges
From: Jan Potter jcpotter at gmail.com
Date: Fri Jun 12 13:38:50 EDT 2009

  • Instructors: If you were designing online courses for other teachers who want to teach online, what issues or challenges do you face in teaching online that you recommend these courses address?*
1. The problem (in many cases) of having to "dance with the one that brung you" - i.e., you generally are pretty seriously limited by the software you have to use.
2. You need to address modes of communication since many teenagers (especially) are addicted to the grammar of texting which is not always an

effective means of conveying ideas.

3. You need to address all the different ways people learn (I know, nothing new there - but it still needs to be said). I came from a "lecture" mode of classroom instruction and suddenly I had to convert to conveying what I wanted to say in a multiplicity of ways. I had used plenty of "visual aids" before, but this medium (and the very "internet savvy" student population) can be quite a challenge.
4. You need to develop a totally different kind of support. I used a number of visual cues when teaching to measure whether I had someone's

attention. No longer an option online.

Subject: [PD 3351] Re: Challenges - an administrator's point of view
From: Schneider, Jim jschneider at eicc.edu
Date: Fri Jun 12 14:55:52 EDT 2009

As an administrator who had does a fair amount of instruction and counseling while administering ABE and in a prior position a TRIO program following are a few of my thoughts.

1. The vast majority of students in adult literacy, TRIO, or developmental education have not been successful in prior educational endeavors. Their prior educational experiences created at best a lack of confidence, at worst full-blown anxiety regarding their ability to learn independently. As a result, I feel strongly that online learning should be used as a SUPPLEMENTAL learning resource. Individuals who are capable of succeeding through independent online learning can access a wide variety of learning opportunities via PBS, math.com, etc.

2. I am concerned about online learning offerings/expansions take away from our already meager funds. Especially when there are so many resources already available for free.

3. I am concerned regarding the effect of online learning on NRS reporting

4. I am concerned regarding how online learning might affect headcount/hours - reporting to our state so vital to our institution.

Lest is appears that I am a total curmudgeon toward online learning - I have had many students for which it has been very effective. I enjoy sharing online learning opportunities with our students so they do have a means of enhancing their learning whether they come in to our center or not. Unfortunately, it is very similar to homework that our teachers might handout/assign. Few do much with it when there is no one available to answer questions.

Also, I am a dinosaur with a strong memory of the snake oil salesmen's claims that computer based instruction would revolutionize education back in the 1980s'-90's . On-line learning is but a single tool to assist our learners. It can be very effective in the right circumstances, but can also fail as miserably as a hammer would fail if used to cut glass.

Thanks for asking,

Jim Schneider

Subject: [PD 3354] Re: Challenges
From: Brathovde, Jennifer jenniferbrathovde at bigbend.edu
Date: Fri Jun 12 15:35:43 EDT 2009

Instructors: If you were designing online courses for other teachers who want to teach online, what issues or challenges do you face in teaching online that you recommend these courses address?

My experience teaching online courses has been very limited, in that I teach to a specific set of students in a very specific program type (Even Start and Migrant Even Start). All of the students (except one) in my online courses are originally from various parts of Mexico. Almost all are migrant seasonal farm workers. Our program is located in two very small, rural areas in Washington state.

That being said, I believe that many of the issues and challenges we have faced in teaching online courses are the same as anyone else . . . these are some of the things we have come across.

  • Lack of a computer (or readily available access to a computer)
  • Connectivity issues (the communities we work in only have dial up access available)
  • Lack of skills necessary to successfully navigate and manage an online course (This goes beyond basic computer skills. We have used two different platforms for our online courses, Blackboard and now Angel. Unless students have taken a course in that platform before, they may be unfamiliar with things such as navigating through the course, how to use a discussion forum, how to use a dropbox, etc.)

There are also more specific "teaching" challenges that present themselves when working in a format many people are unfamiliar with (students and instructors alike). It is a completely different experience to participate in a course where you may never see your teacher or any of the other students. There may be issues with:

  • Engaging students
  • Helping students feel like a group instead of individual learners on their own
  • Presenting information in multiple (and meaningful) ways
  • Teacher/instructor attitude regarding the validity of online learning

I do think issues and challenges are manageable. It does take some "outside the box" thinking sometimes (which is not always viewed in a positive manner!). There are many options available for doing all sorts of things with online learning, it's just difficult to find all of the available options and know which might work best for what you are trying to do. (One reason I am very excited about this discussion!!!)

Jenn :)

Jennifer Brathovde
Adult Literacy Technology Coordinator
Migrant Education Even Start
Big Bend Community College
(509) 793-2312 office
(509) 762-2696 fax

Subject: [PD 3366] Re: Challenges
From: Katrina Hinson khinson at almanid.com
Date: Mon Jun 15 09:19:56 EDT 2009

I am just getting to this - I hope it's not too late to post a response for this part. I can answer this one from an instructor's point of view and as a trainer. I've worked with ABE/GED students in an online environment as well as other adult learners in an online environment and the response I have is for: " Instructors: If you were designing online courses for other teachers who want to teach online, what issues or challenges do you face in teaching online that you recommend these courses address?" I tried to come up with as many questions as I know I have been asked or questions / brick walls I know I've had to climb (or address) with administrators.

1) The biggest challenge I've faced is both with administrators and even other teachers who see (or saw) online learning as a "threat" to the "Numbers" in their classrooms - as if online learning were taking somthing away from them rather than reaching a totally different target population - the group of students who if it were not for an online environment would never ever find themselves in a classroom - let alone actually completing their GED and being able to go on to post - secondary opportunities.

2) Another challenge is addressing the idea that online somehow equals 'independent' as if an instructor is not needed; experience has taught that in the online environment a knowledgeable, available instructor is what makes the program a success both for the students and the program it's a part of. Students who opt to work online are not saying they can learn without assitance, only that they need a different option available to them. What are ways that teachers can make effective/better use of chat programs or email to ensure that student / teacher communication and teacher availability are maintained and encouraged?

3) A third challenge is that of the challenges posed by NRS reporting. This is a valid concern/ fear for anyone working in the online environment because it does take time for a teacher and it does require time for the students to be successful. How do we best capture that time? Years ago, some adult education programs created 'correspondance' courses - some programs still utilize this as a means to help students learn and the hours are reported to state and federal agencies. There are also programs that have had experience with Project-Ideal that did show how to calculate time for online assignments etc. There are also programs that are in use that calculate the time a student is logged into a program and generates reports that can show time on task....is this enough or do we need to do more. How do we address the fear with our administrators and others to show that online - learning is a valuable ASSET rather than a DRAIN?

4)Access to online learning - what are ways that we can make online learning more accessible to those who want to study online but don't have access... such as M-learning (mobile learning utilzing technologies via cell phone?)

5) How can teachers go from being dependent on a stand alone program (say something like A+Anywhere or MySkills Tutor) to something more teacher/student driven and teacher created content like Blackboard/Moodle?

I think that's all I have for the moment.

Regards,
Katrina Hinson

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