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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 03:03 am (UTC)
Distance Ed - Reflection # 1 and 3
The "sense of community" in this type of teaching-learning experience I believe would take time, because the students do not know each other. Technology can be intimidating. We all know each other and the interaction was fun and exciting!

I think the teacher has to plan the lesson very well and make sure all of the students participate. I would say that in this type of learning, the class might be a small sized group. But, if it is a big group, then it would be difficult to monitor every student or have each one to participate.

I think the teacher would have to emphasized the interaction among students and make sure they feel comfortable in order to succeed in the course. The teacher would have to design a different type of syllabus for an online class. The goal is for the student to learn and the focus would be in using technology available to comply with the goal: blogs, e-mails, You tube, Teacher Tube, second Life, Web Ct, Blackboard, using wi-ki spaces for projects and also to make sure the students understand these tools.

The reading for today's class talks about different teacher's experiences with online teaching and one of them said it wasn't easy at all. I think the teacher would have to use a lot of creativity and experimenting.

I believe this is the future in teaching and perhaps cannot be used in all disciplines but for languages it is a great tool. Videoconferencing is amazing. Couldn't get better. The "mixxes" is also a great tool to practice pronunciation, writing, and cultural knowledge.

Mar. 30th, 2009 09:33 pm (UTC)
Re: Distance Ed - Reflection # 1 and 3
In perusing the summer course listings in the modern languages department, I have noticed that there is a beginning Spanish course that is being offered completely online. I wonder what strategies the instructor will have in place to build a sense of community?


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