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Distance Ed Class Reflections

Post your reflections from the distance ed class of 3/19 here at the end of class. As a reminder, here are the following 4 prompts you can reflect upon. Although you only need to reflect on 1, if the mood strikes you, I encourage you to post further reflections in your OWN blogs.

  1. One of the criticisms levied against distance ed courses is the difficulty teachers face in establishing a sense of community among remotely located participants. What strategies might an instructor employ to foster a sense of community?

  2. “Think of a class you have taught or are currently teaching. If you were to move 50% to 100% of the class time to an online format, what would the change require or involved? How would it require you, as a teacher, to change or adapt?” (Sánchez-Serrano’s, 2008, p. 173)

  3. According to Nancy, one of the Spanish language distance education teachers surveyed by Sánchez-Serrano’s (2008), “the online curriculum should be designed to match, as closely as possible, the needs of the environment and of the students, while not attempting to imitate its face-to-face counterparts as the perfect model” (p. 157).How should a curriculum for online language instruction differ from a curriculum for face-to-face language instruction?

  4. Reflecting on the group project you just completed, what are some of the greatest challenges instructors would face in attempting to set up an international telecollaboration in a face-to-face language class?


Mar. 20th, 2009 03:51 am (UTC)
Maria's Blog
Prompt #1:
It is definitely a challenge to create a sense of community among remotely located participants. I think what we did today is a great strategy for instructors to foster a sense of community. This activity really helped me feel like I was part of a community and I was able to contribute my ideas. That is basically what a community is, a group of people who share the same interests and ideas. The only difference is that the members meet in cyberspace as oppose to living in the same geographical area. Teachers can use other CMC tools to create cyberspace communities such as blogs, second life, e-mail, IM, conference calls, etc. The most important thing is for students to feel a sense of belonging and this can be accomplished by haviing the students be active participants and having them interact with other classmates or inidividuals in cyberspace who share their interests. This active participation can be accomplished with the CMC tools, just like we did today in our distance learning class.
Mar. 30th, 2009 09:35 pm (UTC)
Re: Maria's Blog
I wonder how successful or unsuccessful the CMC class would have been if it had been scheduled for the first or second week of the semester, before any of us would have had a chance to develop a sense of community in our face to face class.


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