Reflective Journal

In this course, you will keep an ongoing journal in which you reflect on your learning. As you progress through the course, you will add to your collection of insights and watch your understandings evolve with experience. You will also keep an ongoing annotated bibliography of helpful resources that you can call on after this course has ended and your online teaching career has begun.

By Day 7 of Week 2

Part 1: Write a 250-word journal entry highlighting any preconceptions you held coming into this course and what you have learned thus far about being an online instructor. Record any key insights or strategies gleaned from your interactions with the simulated students and department chair, as well as with your colleagues and this module’s Learning Resources.

Part 2: Add three (or more) annotated bibliographic citations of helpful resources you encountered during this module.

SOLUTION

Reflective Journal

Teaching aims to assist students in the process of learning using the available facilities, resources, and materials to complement the process. However, as a prospective online facilitator, there are several preconceptions that I had about being an online instructor. One of the concepts was that the learner should ensure that they work entirely towards their academic success with the work of the online instructor being to deliver content only.

What I have learned in this course that it requires a collaborative effort

to facilitate the program, with the diversity of students making it mandatory to develop a circular that is all-inclusive and productive (McGee, Windes & Torres, 2017). One has to prepare instructions, expectations, and even actively participate in professional development activities that enhance the skills of the learner.

The other insight that I have gotten from the interactions with simulated students is that frequent communication is vital to ensure that instructions and expectations are understood and that there is room for feedback and guidance in the learning process (McGee, Windes & Torres, 2017). With the continuous growth and embracement of technology, the department chair advises that as an e-learning instructor one should engage in constant learning in technology or nursing informatics to boost proficiency in the course and be up to date with current trends.

Continuous training and education impact new knowledge that, when shared to the learners, they become competent in this evolving environment and their careers. Online facilitators and learners need to be tech-savvy to navigate online systems that define the future of efficient operations (Yen et al., 2017). I believe my enrollment to this course to be wise as my colleagues, the learning tools used and the department chair continue to shed new insights that will help in furthering my knowledge and skills as an online instructor.

Annotated bibliography

Fedynich, L., Bradley, K. S., & Bradley, J. (2015). Graduate Students’ Perceptions of Online Learning. Research in Higher Education Journal, 27.

The number of enrollments to online education in recent times has risen sharply, explaining its acceptance and different institutions willing to provide the services. Such growth calls for a few improvements including additional of more programs. The study by Fedynich, Bradley & Bradley (2015) sought to seek the expectations of the learners regarding the online platform and their experiences. Majority of the students admitted that a significant part of their academic success depends on the instructor and the support they provide.

The roles of an online instructor have evolved as they play the role of a facilitator within the class to support learning and bring the communal aspect to the team. Frequent interaction and engagement with learners are essential to help structure the program according to their needs and competencies. This study is significant in my research as it sheds more light on the more significant roles of the instructor in e-learning.

Cho, M. H., & Tobias, S. (2016). Should instructors require discussion in online courses? Effects of online discussion on community of inquiry, learner time, satisfaction, and achievement. The international review of research in open and distributed learning, 17(2).

Just like in a physical classroom, online classes do also require learners to engage in meaningful discussions that help improve their social skills while impacting on their knowledge. The study Cho & Tobias (2016) did seek to understand the impact of online discussions on the learners and effects on the communal aspect, learner satisfaction, achievement, and time. The study did observe three different conditions, one with an instructor facilitating the discussion, next discussions without an instructor, and last a class with no discussions.

After the three semesters, it was evident that an online instructor plays a significant role as there were clear differences in social presence in the three conditions while teaching and cognitive presence remained slightly constant. This study remains relevant as it affirms the role of the instructor in facilitating communication, engagements, and meaningful discussions.

Gallardo-Echenique, E. E., Minelli, J., Marqués-Molias, L., & Esteve-Mon, F. (2015). Digital competence in the knowledge society. MERLOT Journal of Online Learning and Teaching, 11(1).

As the online education platform continues to grow, different aspects change too, such as the technology used and programs introduced. E-learning has adopted different information and communication technologies such as gamification, simulations, robotics, three-dimensional printing, and such which require learners and instructors to have the necessary competencies.

The research by Gallardo-Echenique et al. (2015) supports the idea of instructors adding to their digital competencies as information and technology is evolving fast; hence, there is the need to back their knowledge pool. It may be a lifelong process of learning. This study is significant as it provides recommendations for policymakers and learning institutions that may help cater to the needs of the 21st Century student.

References

Cho, M. H., & Tobias, S. (2016). Should instructors require discussion in online courses? Effects of online discussion on community of inquiry, learner time, satisfaction, and achievement. The international review of research in open and distributed learning, 17(2).

Fedynich, L., Bradley, K. S., & Bradley, J. (2015). Graduate Students’ Perceptions of Online Learning. Research in Higher Education Journal, 27.

Gallardo-Echenique, E. E., Minelli, J., Marqués-Molias, L., & Esteve-Mon, F. (2015). Digital competence in the knowledge society. MERLOT Journal of Online Learning and Teaching, 11(1).

McGee, P., Windes, D., & Torres, M. (2017). Experienced online instructors: beliefs and preferred supports regarding online teaching. Journal of Computing in Higher Education, 29(2), 331-352.

Yen, P. Y., Phillips, A., Kennedy, M. K., & Collins, S. (2017). Nursing informatics competency assessment for the nurse leader: instrument refinement, validation, and psychometric analysis. JONA: The Journal of Nursing Administration, 47(5), 271-277.

Also check:  Discussion 2: Collaborative Activity 2: Research and Report—Facilitating Discussions