How to become Accessible and Visible in eLearning

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Do you feel adequately prepared to teach as an online instructor? Are you easily accessible and available for your learners? Do learners perceive you as being visible and uniquely identifiable as their instructor?

One of the challenges higher education has faced recently is providing quality education via a virtual classroom environment, especially for classes not normally assigned to be taught remotely. Even for experienced online instructors, there are inherent challenges that are based upon the nature of working in this manner and will always be present, requiring dedication and time to address. One of the most pressing challenges is becoming a real person to learners, someone who is visible and available to address their needs, and more importantly, accessible when needed to answer their concerns.

A virtual classroom immediately changes the dynamics of teaching, as to how instructors interact with learners. Instead of visual, verbal, and vocal cues, now interactions are based primarily upon written text. There are exceptions to this rule and include the occasional use of web meetings as a supplemental means of engaging with learners. One of the challenges for reliance on written communication is the one-sided nature of sending messages and creating classroom posts. There is only a perceived tone and if the formatting is less than academically accurate or precise, the message and its meaning will be interrupted.

Within an online class, learners are watching for clues or indicators that their instructor is actively present, not just someone who is remotely working and occasionally checking into class. The greater they perceive the instructor is present, the more likely they will be motivated to also be present and engaged in class. Creating a highly visible presence requires skillful practice, implemented as part of an ongoing set of teaching strategies.

Welcome to the “Always Open” Classroom

The benefit of a virtual classroom is the seemingly unlimited access to it, along with the course resources and materials. This “always open” mentality changes the perception as to what learners expect of their instructors as to when they should be available. I’m finding response time has a significant impact on how learners view my involvement in the class, and shapes how they respond in turn to my feedback.

In other words, if I am highly responsive and available, learners are more likely to engage with me when I send messages or post feedback. The challenge for me is learning when to be present and when to give myself a break or some downtime away from the classroom. Just because the classroom is “always open” does not mean I, or any online instructor, need to be “always on” and present at all times.

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How to Become Visible and Accessible in a Virtual Classroom

To be noticed in a virtual classroom is the first step in being seen. Yet learners who expect an instructor to be highly visible and accessible expect high quality interactions, and someone who is highly engaged, responsive, and frequently available to assist them. When I thought about sharing my strategies for teaching in a virtual classroom, I took into consideration the fact instructors will have varying degrees of experience working in this environment. However, there are basics which can be implemented by anyone to create an online presence that is perceived as visible and readily accessible to learners.

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Strategy One: Personalize the Learning Experience

What I recommend to anyone who is trying to become a “real” person to their learners is to share what you believe will help make connections with them, without sharing anything too personal. The idea is to connect with and inspire your learners, and find a way to bridge the gap between a resume and casual conversation. You could also share a LinkedIn profile link as that is professional in nature and allows learners to get to know more about your background, provided you’ve kept it up-to-date.

Strategy Two: Teach Through Weekly Course Messages

For those instructors who teach in traditional online classes, there is typically a method of posting course announcements and/or weekly overviews. With my online university, I have an ability to use a weekly course announcement as a teaching tool. For example, I will record a video and the video is a narration of me reviewing a PowerPoint presentation I have already developed. The presentation provides an overview of the week ahead, including assigned readings, course concepts, an in-depth examination of specific topics, and an exploration of the required learning activities. I will also include motivational sayings and other essential items to help prepare learners.

When I’ve completed feedback, I will also post a course announcement, as a recorded video, and I often use this as a teaching tool. I may include supplemental resources, along with additional tips, strategies, and suggestions. If you have an ability to transform long written lectures into some form of interactive video, with or without a PowerPoint presentation, I recommend you try it as learners get the experience of being in class and a feeling of personalized instruction. This also relates to the first strategy about personalizing the learning experience. If there is any method available for you to add your instruction to the course, be it through the use of messages or something else, you’ll find this allows you to share your subject matter expertise and knowledge.

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Strategy Three: Plan an Approach for Class Participation

Do you think ahead about how you will participate in your class discussions? A weekly class discussion can be your opportunity to help determine how your learners are working with and grasping the course topics, along with being able to apply what they have learned. While the discussion responses tend to be similar in scope, you still can help prompt them to continue to learn by asking questions in a planned manner, such as Socratic questioning techniques.

When I post a reply to a learner, I start by acknowledging something they’ve said within their response, then I build upon it by adding my own insight and supplemental resources, and conclude with a follow-up question. As to a planned strategy, consider starting early in the week and post a reply to every learner at least once. This will help encourage learners to become actively engaged throughout the week. Whatever your strategy is, if you have a plan it will help you become better prepared to be substantively engaged.

Strategy Four: Develop a Plan for Office Hours

If you want to continue to follow the first strategy and personalize the learning experience, I recommend you offer availability by phone. I do this to prevent long emails back and forth, which can end up frustrating both you and the learner if the message is not understood. More importantly, I find this presents me with an opportunity to continue to teach the course concepts in a one-on-one manner, which can further bridge the distance learning gap. I remember being an online learner and how it felt when I had to wait for a reply and the reply received did not fully address my question. If I had an ability to call my instructor, I would have done so. I know my learners greatly appreciate this extra time taken on my part. Perhaps you will consider it as well.

Manage Your Disposition at All Times

As the instructor, you must always try your best to remain calm and emotionally restrained when interacting with your learners. Your disposition helps to reinforce a perception you are interested in being an active part of the class. Visibility can take many forms and includes direct interactions with your learners, whether through discussions, messages, emails, or phone calls. The potential impact you can have on the progress and development of your learners increases significantly when you become easily accessible and use each opportunity presented as a time for teaching and learning. Whatever methods you use to become highly visible, make a conscious choice to be involved in your virtual classroom for the benefit of your learners, not just to make an appearance for the sake of being present.

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