3.7 Encourage students to regulate their own learning

What to do?

How to do it?

• Encourage students to become “process managers” in the online course by giving up some traditional power role as teachers (Palloff&Pratt, 2001)
• Include an introductory survey with questions on student expectations for the course. ( See Example 1)
• Direct students to take turns leading/moderating online discussions.
• Demonstrate support for student learning by engaging them to reflect on their online learning experiences.
• Encourage students to take responsibility for their own learning as well as their peers’ by completing readings and posting meaningful course-related discussions.
• Ask students to self-assess their learning and progress and to post questions to discussion forums or seek help when necessary.
• Provide an opportunity for peer review.

Voice of experience

To hear insights from experienced online instructors about preparing for online teaching, access any or all of the following interviews. Please make sure your audio is enabled.

Alfred turgeon

Why do it?

Online learners should be self-regulated learners, who know how to learn and who actively explore learning strategies and resources (Vonderwell&Turner, 2005).

"Social actions might include instructor empathy, interpersonal outreach (welcoming statements, invitations, and apologies), discussion of one’s own online experiences and humor” (Bonk et al., 2001, p. 80).

References

Bonk, C.J., Kirkley, J., Hara, N.,&Dennen, V.P. (2001). Finding the instructor in post-secondary online learning: Pedagogical, social, managerial and technological locations. In Stephenson, J. (Ed.), Teaching and Learning Online: Pedagogies for New Technologies (pp.76-97) . London: Routledge/Falmer.

Pallott, R.M.,&Pratt, K. (2001). Lessons from the cyberspace classroom: The realities of online teaching . San Francisco: Jossey-Bass.

Vonderwell, S.&Turner, S. (2005). Active learning and preservice teachers’ experiences in an online course: A case study. Journal of Technology and Teacher Education, 13(1) , 65-84