Module 4 Graphic Organizer on engaging learners with new strategies and tools

The technological tools available today have most likely played a major role in the growth of distance education.  Educators can provide effective instruction in an online environment if they choose the appropriate technologies for the instructional task (Durrington, Berryhill, Swafford, 2006).  As Terry Anderson (2006) states on his blog Virtual Canuck, sometimes these new tools can create confusion if there are not clear directions on which tool to use for a particular task. However, if used right, an educator can create an environment that produces the right amount of student interactivity that will help build a positive learning experience (Durrington et. al, 2006). 

In order to encourage more student interactivity, the instructor needs to create a syllabus that is detailed and defines expectations (Durrington et. al, 2006).  This is especially important for the online environment (2006).  The Blackboard can provide a place for students to locate the syllabus and other content related materials.  It can also provide an area for students to create discussions and post questions (2006).  Rubrics can also help students to have an understanding of what is expected of them for each learning task that is assigned.  Podcasts and videos can help students to understand given topics as well.

Whether a student is in a traditional classroom or an online environment, communication is an important part of the educational process.  There are many technology tools that can help increase communication within an online learning community.  These tools include but not are limited to Skype, Twitter, emails, discussion boards, and chat rooms. Instructors will need to create guidelines to help students to know what is expected of them when they participate in any type of communication whether it is with fellow students or with the instructor (Durrington et al., 2006). 

Collaboration is another way instructors can ensure student interactivity.  Creating tasks that encourage students to work in small groups can help them to develop the skills needed in today’s workplace (Laureate Education, n.d.).  Wikis, chat rooms, and instant messaging are examples of ways students can collaborate in an online environment.   

References

Anderson, T. (Ed.). (2008). The theory and practice of online learning. (2nd ed.).   Edmonton, AB: Athabasca University Press.

Anderson, T. (2006).  Teaching a Distance education course using educational social software. Retrieved from http://terrya.edublogs.org/2006/01/02/teaching-a-distance-education-course-using-educational-social-software/.

Durrington, V. A., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190−193.

Laureate Education, Inc. (n.d). Learning communities. Baltimore, MD: Author. Retrieved from https://class.waldenu.edu/webapps/portal/frameset.jsp?tab_tab_group_id=_2_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_2643771_1%26url%3D.