A better understanding of online participation and discussion.
A better understanding of designing my asynchronous conferences.
A better overall understanding of online learning and instruction. |
| I don't know if I can list three specifically, but I can say that,
generally, I am more comfortable/confident/aware of assessment issues
than I was before I took the course. Can I just add something here
that is not necessarily relevant to this question? (There doesn't seem
to be another place to add this comment - while I enjoyed the course
and learnt a lot, I was working full-time over the summer and found
that trying to fit everything into a one-week module was too intensive,
particularly as I unexpectedly had to go into hospital half-way through
for surgery |
A clearer understanding of copyright issues.
Being able to have ideas about utilizing discussion in classes.
Gaining a further understanding of how to tie all of the areas learned
together. |
| Better understanding of Copyright and the Fair use doctrine. Better
understanding of the terms applied to copyright concerns regarding
fair use in a digital environment. Some clearer ideas about assessment
strategies and participation levels. |
| Was able to see how others are designing courses. |
| The results have been refinements not additions -- interactivity,
online personality expression & facilitation styles. |
| Better awareness of tools available. |
Quality web-based courses are a reality.
Online discussions are extremely valuable.
Teaching and developing Web-based courses aren't just for "trekies. |
Some ideas for stimulating student interaction.
Experience in how group projects can work in an on-line course.
Experience in using real time chat rooms. |
Group collaboration/activities.
Assessment rubrics.
Increased discussion/communication. |
Course Design - general principles of course design.
Streaming media - how it can be used and what it's like to use it as a
student.
Advantages and drawbacks of online learning. |
Knowledge of strategist in development of online course.
Tools available.
Role of instructor. |
I had never taken an online course so the student perspective was
valuable.
Reinforcement of concepts that I was using but didn't know why I had made
the decisions I had.
Feedback from other class members on the value of the courses being planned. |
Learned to work in groups online.
Learned how to uses assessments online.
Learned that online class quality is a function of the curriculum and not
the tools. |
The need for student centered assignments.
The need for interactive discussions driven by students.
The need for a group project" |
I understand and can apply the theories of instructional design.
I can better facilitate and encourage communication and interaction online.
I have a much broader sense of the technologies that are available for
online course facilitation and assessment. |
| I am a web developer working for the web services area of a local
junior college in central Illinois. I took the class for a better understanding
of the logistics of running a course online. I have a better understanding
from the both instructor and student perspectives. |
| I also took the course to see how I would do taking an online course
because I am considering taking Masters courses entirely over the web. |
| The third reason I took this course was to acquaint myself with how
to teach over the web because I have been pursued to teach. I have
substitute taught for the Business and Information Department in the
area of web technologies. After teaching in the classroom this could
be the next logical step. |
| A much clearer perspective in terms of design. |
| Gained better appreciation of special needs students and the web.
I discovered a great ice breaker to use in distance classes. I have
gotten better at on-line discussion. |
Assessment techniques for on-line environment.
Designing with the user in mind - more student-focused.
Techniques to encourage interaction among students. |
Instructional Design Strategies and Tactics.
Course Management Software.
Copyright Issues. |
Opinions/Viewpoints:
Software must be user friendly.
Syllabus and materials must coincide.
Course material should not be ""cut and paste"" - Proofed
for correctness and flow. |
Understanding of courseware.
Familiarity with the literature and good examples course and webdesign.
Familiarity with the technology as well as the limits and possibilities. |
Insight into building online communities.
Insight into what not to do in a online class.
Acceptable technologies. |
Overview of software.
Great ideas.
Opportunities for disabled to participate at home. |
The personality and skills of an online instructor influence an online
course more than I had thought.
It is essential to establish clear goals and specific criteria for learning
activities, online and f2f.
There is a tremendous amount of knowledge and dedication among faculty
who are involved in online learning. Discussions and projects with colleagues
have opened my eyes to a wide range of possibilities. |
| Understanding of online course structure. How to create community
in an online course. Online learning is as rigorous as face to face. |
Confidence in the teaching/learning power of the online medium.
Facilitation of online discussion.
Evaluation for student participation in the online classroom. |
Instructor as facilitator.
Building activities instead of content.
Using discussion areas to let learners help each other. |
| Understanding of Blackboard/WebCT technology. Appreciation of the
time involvement needed as both instructor and student. An appreciation
of the new dimensions to learning that Online courses can bring to
both instructors and students. |
Importance of developing relationships with students.
Setting up chats.
Value of having guest speakers. |
Student Assessment - use of a rubric.
A desire to get the students more involved by using discussion - I am in
the middle of my first online teaching experience and have not had the
opportunity to do much with discussion.
Effective use of objectives. |
How to utilize Blackboard for student-teacher interactions.
How to set up an on-line chat with students.
How to utilize on-line teacher/student resources. |
Student perspective through participation in an online course.
Development and utilization of grading rubrics; and developing interesting
assignments.
Facilitating online discussion. |
Web Forum discussion tools.
More sensitivity and accommodation for disabled users.
Group/team collaboration. |
I am now aware of what it is like to be an online student, and can
understand the experience that my students will be having.
I now know what works well in online courses as far as material presentation,
scheduling, activities, etc.
I now know what pitfalls and problems are common with online classes, and
I have ideas to try to avoid them. |
| Try to develop a sense of community through WebBoard discussion.
Try to use authentic evaluation methods. Online courses are not for
every student or every teacher |
| I teach and develop online courses at Northland Community and Technical
College. I was not able to complete the course due to a death in the
family. I was not happy with the course management system. I thought
that it was cumbersome and complicated to use. |
Active learning.
Facilitation as opposed to "teaching".
Proper technology for the pedagogical purpose. |
Need for definitions and outcomes listed in any and all assignments.
Mission statement necessity.
One who makes a good online student/instructor may not make a good online
instructor/student. (I am an okay online instructor but a HORRIBLE online
student. I need F2F instruction or else I blow off my own professional
development opportunities.)" |
There are many adequate servers out there but none that are really
good.
Online courses need to be monitored daily.
Before teaching on line, you need to have an intellectual property agreement. |
| Use of discussion board to enhance communication. Importance of taking
sufficient time to plan the use of technology. Use of html. |
| Design. Outcomes. Sync vs. async |
How to be a better facilitator.
How to build learning communities.
How to evaluate online participation. |
Applications of educational principles for on-line education.
Effective use of on-line educational techniques.
Best practices. |
| Far too intense for summer fare. |
Building a sense of community within an online course.
Effective teamwork skills when using group work.
Proper "etiquette" for students contributing to online discussions. |
Greater interest in teaching online.
Greater appreciation for using online options in face-to-face classes.
An interest in taking more MVCR courses. |
| Broader and deeper awareness/understanding of: copyright/intellectual
property issues, web accessibility (e.g. W3C), varying levels of institutional
interests in online education. |
Issues of Copyrighting (How NOT to violate them).
Educational resources (How many are available and where to find them).
Other institutions' use of the Internet. |
Testing strategies.
Student cheating.
Types of online assignments. |
Better understanding of U of I policy in relation to other institutions.
Better understanding of the "fair use" differences between online
and face to face instruction.
List of resources for future reference. |
| Interactive: discussion; group project; assessment. |
| Without the MVCR courses I took, I would never have been able to
design the course I needed to. Just the experience of taking a course
online was valuable. I especially liked the analysis of existing courses
that was done by groups. |
The use of the web to enhance a course can open a huge number of
opportunities and meet so many learning styles needs.
The online or enhanced courses are not easier or quicker but they can be
better.
A virtual classroom is a different kind of experience than the face to
face one and this can be difficult to manage for some students. |
Learning models.
Assessment choice.
Knowledge of web design issues. |
Encouragement.
Direction.
Courage. |
| Although I was unable to complete the course, I did learn about technology
that was fascinating to read about. Unfortunately, my increased teaching
load this semester along with another class I was taking for lane advancement,
I was unable to complete the class and feel I barely had time to really
contribute to it. I hope to enroll again in the future when I am sure
I have the time to complete the course and contribute as I know I should. |
| The importance of facilitating student to student interaction, creating
a safe online environment where students will take risks, and having
the materials presented in an organized manner. |
Ability to encourage dialogue successfully.
Ability to offer feedback to other online instructors (mentoring).
Confidence in my abilities as an online instructor/facilitator. |
| Use of new technology. Understanding of the use and importance of
discussion online. Good models for instructor behavior. |
BETTER FACILITATION SKILLS.
SETTING UP THREADED DISCUSSIONS THAT PROMOTE CRITICAL THINKING. |
Course requirements must drive use of technology.
Not all technology lends itself to course functions.
Standardization (e.g., templates) is not a 'bad' thing". |
| Facilitate online discussion. Building online community. Assessing
learning outcomes |
The importance of getting the academic institution involved and support
online courses.
The importance of the academic institution's infrastructure to be capable
of supporting online courses.
The need for webmaster at my academic institution to provide the support
needed to development online courses over our colleges network. |
Better understanding of how a good online course can be managed.
Recognition that the student discussion in an online can be excellent.
Very confident to advocate for online courses now. |
My answers are applicable to enhanced online classes
I view assessment differently.
I utilize online discussions as a measure for learning.
I have incorporated an online guest lecture in one of my courses. |
| I experience what it is to be a student in an online course. |
Made my teaching more democratic.
Inspired me to clarify teaching objectives.
Learned how to manage a WebBoard discussion. |
The orientation is a very important part of an online course.
The organization of an online class is critical to its success.
The web design class really opened my eyes to accessibility issues I had
not considered before. |
I know more about the pitfalls students will encounter being online.
I understand the design elements that will make the course navigable.
I understand some of the techniques to generate discussion, and some of
the unavoidable pitfalls of the online environment (cheating, etc). |
Got a better sense of why what I was already doing was winning rave
reviews from students.
Developed a better appreciation for the workload involved in being a student.
Enjoyed networking with colleagues. |
Planning the course from content to presentation.
Using alternative assessment.
Benefits of a grading rubric. |
The theory and principles of instructional learning.
Assessment as part of the learning process.
Encouraging online discussion. |
| I better understand the use of the online discussion as a teaching
tool. Have gained some new information in how to evaluate a online
learning technology. Better understand how students feel when they
are taking an online class. |
Assessment tools and principles for online education evaluation.
Became familiar with the online environment.
Overview of tools for online education. |
Go
to Question 6