I am currently enrolled in a course on the use of web 2.0 tools to support classroom learning. On our learning platform my colleagues have shared many interesting
contributions on the challenges of being an online learner along with possible solutions. I particularly agree
with the persons who addressed the issues of (1) motivation, (2) time
management and (3) self-directed learning. Many other pertinent challenges were also identified and will apply to different types of learners. As someone who has made use of online learning
for professional development, as well as, pursuing a Master’s degree programme,
I have personally experienced the challenge of time management in particular,
since I must confess that I can be a bit of a procrastinator at times. I offer for further consideration the
following:
Challenges
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Possible Solutions
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Putting in an
appearance – It is easy for a student to hide in
the traditional classroom even when they are present. In the online classroom this is very difficult. Once you are registered in the programme
and the tutor knows that you are expected to put in an appearance, your
absence becomes quite noticeable. Online learning platforms may not be the
most suitable space for shy and reticent learners.
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At
the beginning of the course, the tutor, while not being able to force the
learner to engage, should attempt to reach out personally to these
participants and to ascertain the challenges that they may face. A rubric on the required level of
engagement to successfully complete the programme may also be provided, so
that the learner understands that putting in an appearance and actively
participating in the process is an integral component of successful
completion.
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Self-directed learning – Online learning represents a paradigm of learning that is not
readily appropriated in traditional classrooms. The students who are able to maximise learning
in an online environment are usually highly self-motivated and more often
than not are in the habit of pursuing topics of interest to them without the
prompting of a teacher. The student who is not so inclined will need
extrinsic motivation and a bit of hand-holding in the initial stages as they
build competencies in becoming a self-directed learner.
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If
it’s possible to differentiate in the online learning environment, the tutor
may provide a few motivational activities that will encourage self-directed
learning; in particular, the focus should be on supporting the successful
accomplishment of tasks which will help to generate motivation and interests.
Additionally, helping the learners to identify their interests and using that
as a platform to extend their learning of course content may also help.
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Making the transition
from a teaching to a learning paradigm – The traditional
classroom tends to be focused on direct instruction, and let’s face it, with more
focus on lower level rather than upper level thinking. While this may work in
the traditional classroom, it presents a challenge in the online classroom
where learning often takes precedence over teaching. The tutor’s role as a facilitator tends to
be more focused on how the participants learn, and the ways in which they can
apply their respective learning styles to appropriating course content.
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As
part of the orientation to the online course, in addition to the welcome
activities, the tutor can also provide activities that will enable
participants to identify their learning styles as well ways in which the can
apply these in meaningful ways to make the best of their online learning
environment. It may be wise to engage students
in reflective activities such as the ones in which we are currently engaged
in order to heighten their sensitivity to the challenges that can be faced
and strategies to overcome these challenges.
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There is no denying that online learners will encounter challenges, particularly if the experience is a novel one. However, with support from their tutors many persons can successfully negotiate the online learning environment and derive substantial benefits. What are your thoughts on this?
Lisa
