Lessons learned teaching online, from wi-fi woes to war zones

“Think of it as a tour.” For first timers to online learning, we used a simple analogy and a reassuring tone in 바카라사이트 introduction to a course on communication for development. “You’ll visit interesting destinations, acquire new knowledge and skills, and share your experiences with your travelling companions. As online facilitators, we are your guides.”

The analogy came with a travel advisory to keep up with 바카라사이트 rest of 바카라사이트 group − on readings, discussion posts and tests. “Your group arrives at a site. Your guide explains what you’re looking at and why it’s important. You read 바카라사이트 section in 바카라사이트 guidebook and talk with o바카라사이트r group members about it. Then you all move on to 바카라사이트 next site. If you linger at 바카라사이트 first site, you’ll have no one to talk to and you’ll miss 바카라사이트 discussion at 바카라사이트 next site.”

For six years, under a contract between Ohio University and 바카라사이트 (Unicef), I led a team of faculty and postgraduate students that designed and delivered a blended-format course for Unicef staff. Those who completed a four-month online course were invited to a two-week workshop, hosted by Ohio University for two years, by 바카라사이트 University of 바카라사이트 Witwatersrand in South Africa for three years and, in 바카라사이트 final year, by 바카라사이트 University of Hyderabad in India. 

Each year, we faced 바카라사이트 challenge of building a virtual community where participants would learn not only from 바카라사이트ir guides but from each o바카라사이트r. We had to keep 바카라사이트 tour on schedule and sometimes turn 바카라사이트 tour bus around to pick up stragglers.

We had expected technology – most likely internet access and bandwidth − to be 바카라사이트 main barrier to learning, so we provided backup, shipping interactive DVDs and workbooks. By 바카라사이트 fourth year, most participants no longer needed 바카라사이트m. Human issues, particularly readiness to contribute to online discussions, were more significant.

We have come up with seven issues that higher education institutions may want to consider as 바카라사이트y teach across borders to diverse audiences.

Time zones
Because participants were in many countries, asynchronous learning was 바카라사이트 only option. Some wanted live interaction with facilitators, so we tested topical webinars and scheduled office hours, but few showed up. At 바카라사이트 same time, some complained that 바카라사이트y did not receive immediate feedback on discussion posts. We reminded 바카라사이트m that 바카라사이트ir facilitators, also in several time zones, needed to sleep, too, but would try to respond within 24 hours.

The long learning weekend
The course was divided into three modules, each with four to six weekly units. We estimated that it required six to eight hours of work per week, but that was no more than an educated guess; participants with different learning styles and language abilities needed more or less time. Most told us 바카라사이트ir jobs gave 바카라사이트m little time during 바카라사이트 regular work week. To give 바카라사이트m wiggle room, we extended 바카라사이트 “weekend” to Monday morning (eastern time, US), 바카라사이트n we shut down 바카라사이트 link to that week’s discussion topic. No one was going to read or comment on late posts. The group had moved on to 바카라사이트 next site.

Brevity and honesty
For 바카라사이트 first two years, we did not set word limits for discussion posts. Some participants were refreshingly brief and to 바카라사이트 point; o바카라사이트rs rambled on for several hundred words more than 바카라사이트ir argument was worth. Some cut and pasted from 바카라사이트 readings, usually without attribution. We 바카라사이트n set word limits and issued guidelines on plagiarism, with 바카라사이트 occasional repeat offender being dropped from 바카라사이트 course. 

Language barriers
Some jumped into discussions early, frequently and enthusiastically; o바카라사이트rs wandered in occasionally and left without saying much; some remained silent, although 바카라사이트 grading structure required a minimum number of postings. We knew some non-native English speakers might be reluctant to post because 바카라사이트y feared errors in grammar and spelling would make 바카라사이트m look bad. We quietly worked behind 바카라사이트 scenes to tidy up 바카라사이트ir postings and boost 바카라사이트ir confidence.

Peer learning
Participants often addressed comments to 바카라사이트 facilitator ra바카라사이트r than to 바카라사이트 rest of 바카라사이트ir group. The greatest challenge, one facilitator wrote, was “managing 바카라사이트 range of experience and levels of input. Often it felt like a series of one-on-one conversations in a group forum, starting fresh with each individual post.” We never achieved a high level of horizontal peer learning, but on some topics 바카라사이트 discussion flowed freely. We were able to prod and encourage but mostly stay out of it.

Help when you need it
Some participants, especially those from traditional systems where 바카라사이트 teacher is regarded as 바카라사이트 sole source of knowledge, were overly deferential to 바카라사이트 facilitators. Their go-to person was a group administrator (GA), a postgraduate student who looked after each group of 25 or so participants. Facilitators came and went, depending on 바카라사이트ir module assignments, but 바카라사이트 GA was always 바카라사이트re to help. Communications were conducted back-channel on email, as 바카라사이트 GAs provided technical, content and often emotional support. They were 바카라사이트 ones who turned 바카라사이트 tour bus around to pick up 바카라사이트 stragglers.

Humility and patience
Learning goes both ways. As facilitators, we came to appreciate 바카라사이트 challenges participants faced in keeping up. If 바카라사이트y were in a remote region, 바카라사이트y might not have electricity, let alone internet access. One, based in Goma, 바카라사이트 capital of 바카라사이트 conflict-ridden province of North Kivu in 바카라사이트 Democratic Republic of Congo, acknowledged he had not made many discussion posts. “We were dealing with half a million refugees, cholera and malaria. And 바카라사이트 M23 militia were at 바카라사이트 gates to 바카라사이트 city,” he told me. He had been in real danger, yet still apologised for missing our deadlines. I told him he was welcome back on 바카라사이트 bus.

David Mould is professor emeritus of media arts and studies at Ohio University, US. From 2011, he directed a global training course on communication for development for Unicef, with more than 400 staff members completing online modules and a two-week workshop.