Reflection #2

It is excellent timing to construct this reflection as I am this very semester experimenting with teaching a fully online course for the first time. It's clear that the exposure to various learning theories has informed the choices that I make in my online instruction and my understanding of the rationale for my instruction and assessment, especially in an online environment. Especially useful has been the attention to learning theories particularly behaviorism and constructivism, and the various approaches that these theories suggest for online education.
In general, I think it's important to have a theoretical foundation for all instructional and assessment choices. I think this is especially true in online education which is a burgeoning field. The temptation for many instructors I'm sure is to employ the latest technological tool without fully interrogating the suitability and purposes for that tool. I found the readings on learning theories in this course especially instructive in this regard. For example the readings and ensuing discussions on behaviorism and constructivism have helped shape my sense of the choices that are available for online instructors to have variety in their classes and to make the best choices given a particular goal. For example while it may be easy to disparage behaviorist approaches to teaching, especially in light of compelling critiques from constructivist and cognitive advocates, it's also true that there are many occasions where behaviorist approaches are necessary and appropriate. For example, it seems that to learn certain online skills it is necessary to teach these skills in a step-by-step, linear fashion the way behaviorist approaches would stress. I don't think that all skills can be learned in the context of creating complex projects. There are certain rudimentary elements, even for adult learners, that need to be addressed in a linear and organized way. I discovered this in my own course where I needed to include components on some basic technology skills such as using a microphone. Because online experiences often involve using new tools it may be necessary , depending on the situation, to focus on those skills independent of the more complex applications for which they will later be used.
I'm also finding that there are constructivist foundations to online education that are critical to building a robust collaborative environment. The advancement of videoconferencing software has really made possible fully engaged discussions even with the relatively large number of people. The class that I held just tonight with a group of 10 students all of whom were connected via audio and video was just as collaborative and productive as it would have been in person. I felt that students were highly responsive to each other and were listening and engaged at the same level that they would if they were sitting in the same classroom. That is very exciting to me because I feel that finally the technology allows for constructivist ways of teaching in an online environment. Before many of these technologies were available it was possible only to present information and to assume a very didactic role toward students and the content. What I am finding is that I am able to use online technological tools in ways that are consonant with my theoretical approaches to teaching. These approaches include many constructivist elements that draw on the importance of reflection, learning community, and student self- reflection. It is important to be able to have a productive discussion in an online space where the technology doesn't get in the way or distract but rather promotes and enhances the interaction. Finally, I feel that I am able to navigate the technology as a way towards this goal. There are clearly many technical challenges to doing this effectively however. For example when I used a videoconferencing platform to hold a class discussion I quickly discovered that I needed to mute everyone's microphone when they wished to speak. Otherwise there was a lot of static and feedback on the line that was very distracting. But once I got used to quickly muting and then activating participants’ microphones the discussion flowed without too many perceptible interruptions. I feel that online technology has now improved to a point where constructivist approaches can be used effectively and instructors do not needs to compromise their style of teaching in order to use the technology. In general I am finding this process , both in this course and opportunities that I have to now teaching online environments, are very exciting. I've been especially intrigued by ways of thinking theoretically about the choices that are available in online education and the way that theories can help guide instructors in the choices that they make.