Reflective Journal

By Day 7 of Week 4

Part 1: Write a 250-word journal entry highlighting what you have learned about communicating with online students.

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

My enrolment in this course continues to open up my mind to new concepts and ideas. While the role of the instructor has transformed into that of a facilitator, communication takes a higher priority. Effective communication in the online platform helps in retaining learners, but on the instructor’s part, there should be more than just keeping students.

I have noted that it is the role of the instructor to bring a sense of community to the class to avoid an individualistic sense among students (Ammenwerth, 2017). The goal is to foster productive learning, and stronger bonds, and to offer an opportunity to be understood while being heard. How and when you communicate with learners determines the level of connection with them and other learners.

It is best to have a communication plan before engaging in the online class to avoid issues of anxiety or unpreparedness. Second is understanding the learners and ensuring that some communications are made personal to create trust, openness, and have an opportunity to adjust learning to meet the needs and competencies of the students (Ammenwerth, 2017).

I primarily have factored in the issue of diversity among the learners; hence it is best to be conversant with different technologies and online tools that can support learning, for example, diverse social media platforms such as WhatsApp and Telegram.

I have come to understand that the instructor should not only enhance social presence within the class but also teaching and cognitive presence. The essence is to ensure that learners can proficiently integrate the knowledge and skills acquired to solve real problems (Szeto, 2015).

The interactions and simulated students within the course work have helped shed light on some scenarios to expect in an e-learning class and appropriate ways to handle different cases. A good example is on how to structure personalized messages without creating conflict and possibilities of individualism to the class team. I believe the course work to be productive and enlightening and look forward to more impact.

Annotated bibliography

Holbeck, R., & Hartman, J. (2018). Efficient Strategies for Maximizing Online Student Satisfaction: Applying Technologies to Increase Cognitive Presence, Social Presence, and Teaching Presence. Journal of Educators Online, 15(3), n3.

The popularity of online modality has increased over time which requires the involved stakeholders to seek different tools and strategies that can be used to improve learning and teaching. The study by Holbeck & Hartman (2018), aims to review different methods that online instructors can use to enhance the aspect of social teaching and cognitive presence to minimize transactional distance.

The study finds out that the instructors need to use different tools of online communication such as social media platforms, gamification, and video feedbacks to ensure the element of community is enhanced. This study is significant in my course as it provides examples of how learners can feel integrated into the class and instructor in distance learning.

Lew, M. M., & Nelson, R. F. (2016). New Teachers’ Challenges: How Culturally Responsive Teaching, Classroom Management, & Assessment Literacy Are Intertwined. Multicultural Education, 23, 7-13.

Education environments have considerably changed to accommodate the diversity and complexity within the society, more so on learners and instructors. This study by Lew & Nelson (2016), did seek to review some of the challenges that instructors face and how they overcome them. The focus is on handling diversity, preparedness, management, and assessment.

While the study revealed that there are gaps within the focus subject, the recommendation to assist the instructors bridge the gap through assistance by experienced colleagues, to adopt early preparation and face challenges confidently. This study does not focus on e-learning, but the strategies are relevant to the concept of online study as it similarly involves experiences by instructors and learners.

Woods, K., & Bliss, K. (2016). Facilitating Successful Online Discussions. Journal of Effective Teaching, 16(2), 76-92.

Communication is vital in e-learning as it facilitates the communal aspect within the class. The study by Woods & Bliss (2016), reviews some of the best practices that enhance student participation, including the introvert ones as it is through interaction that learning is promoted.

Some methods Instructors need to implement include; moderating discussions, mentor learners, design discussion questions, and include reflective assignments, minimizing large groups, promoting respect and tolerance, and much more. This study is significant to my study as it provides guidelines for productive communication for learners and instructor retainment.

References

Ammenwerth, E. (2017). Envisioning changing role of university teacher in online instructional environments. AISHE-J: The All Ireland Journal of Teaching and Learning in Higher Education, 9(3).

Holbeck, R., & Hartman, J. (2018). Efficient Strategies for Maximizing Online Student Satisfaction: Applying Technologies to Increase Cognitive Presence, Social Presence, and Teaching Presence. Journal of Educators Online, 15(3), n3.

Lew, M. M., & Nelson, R. F. (2016). New Teachers’ Challenges: How Culturally Responsive Teaching, Classroom Management, & Assessment Literacy Are Intertwined. Multicultural Education, 23, 7-13.

Szeto, E. (2015). Community of Inquiry as an instructional approach: What effects of teaching, social and cognitive presences are there in blended synchronous learning and teaching?. Computers & Education, 81, 191-201.

Woods, K., & Bliss, K. (2016). Facilitating Successful Online Discussions. Journal of Effective Teaching, 16(2), 76-92.

Also check: Assignment 2: Simulated Activity 2: Discussion Boards