Teaching Online

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Harvard University *

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Communications

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Nov 24, 2024

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1 Teaching Online Student Name Institution Course Professor’s Name Date

2 Teaching Online I have vast experience in teaching online. I have taught using online, synchronous, asynchronous, and hybrid methods. During the synchronous learning, I made real-time classes and discussed with the students using video conferencing tools. This also enabled immediate feedback, prompt discussions, and dialogs. However, with respect to the asynchronous learning module, I pre-recorded lectures and materials that learners could consult on their own time. This form of work allowed for more autonomy as well as self-guided education. I have created numerous online courses in various disciplines. Such courses included biology, literature, mathematics among other subjects. This is where I ensured to develop an interesting content with different multimedia parts and various actions. Moreover, I took care that the courses were created taking into consideration different learners who have various styles and skills. After all, this is what I know having taught online and what interests me is discovering ways of sustaining students' engagement in an online environment. In a virtual environment it is difficult to sustain student’s active engagement and participation and hence, I would like to probe different approaches of encouraging interaction and participation. In addition, it would be beneficial to me in order to know how to evaluate students’ work as well as offer timely feedback using modern information technologies. Student growth hinges on giving proper evaluations and constructive feedback, and I wish to use the best strategies online. In doing this, I will try to improve my own online teaching skills and create a conducive learning environment that will be favorably welcomed by my students.

3 a) Three Main Takeaways from the Readings Myth of Digital Natives The readings emphasize the myth of "digital natives" and challenge the assumption that students, particularly in higher education, are inherently adept with technology. The National Association of Social Workers (NASW) Technology Standards for Social Work Practice cautions against relying on this concept (Hitchcock & Hitchcock, 2019). The idea is debunked by research, suggesting that designing learning environments solely based on the assumption of students being digital experts can lead to suboptimal learning outcomes. Online Education for Non-Traditional Students The readings debunk the misconception that non-traditional students are resistant to online education. Data from the Council on Social Work Education (CSWE) indicates that non- traditional students exhibit the highest enrollment rates in online social work education (Hitchcock & Hitchcock, 2019. This challenges the common belief among social work educators that certain student demographics are less inclined to embrace technology in the learning environment. Effective Strategies for Online Teaching in Social Work Building a virtual learning community relies on the paramount role of authentic communication, as emphasized in the readings. Instructors are urged to be themselves, employing a conversational tone that fosters student engagement. The practice of crafting personalized announcements, which seamlessly blend academic and personal facets, serves as a poignant example of how instructors can cultivate a sense of community within online learning environments. The discourse further underscores the significance of scheduled touchpoints for consistent student outreach throughout the semester, coupled with active participation in online

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4 discussion forums to sustain meaningful instructor-student connections. Striking a delicate balance between involvement and allowing student contributions to shine is presented as a challenge (Hitchcock & Hitchcock, 2019. Additionally, the readings stress the crucial aspects of instructor accessibility, advocating for regular communication channels, office hours, and the strategic use of announcements to guide students. The imperative of early course preparation is underscored, emphasizing organizational clarity to support non-traditional students who may seek accelerated progression through the course. b) Question for Addressing During the Module Given the emphasis on the myth of digital natives and the challenges of assuming technological proficiency among students, how can social work educators effectively tailor their online teaching strategies to accommodate diverse learning styles and technological comfort levels among both traditional and non-traditional students?

5 Reference Hitchcock, L., & Hitchcock, L. (2019). Tips for New Online Social Work Educators - Teaching & Learning in Social Work . Teaching & Learning in Social Work - Exploring Ways to Enhance Life-long Learning for Professional Practice. https://laureliversonhitchcock.org/2019/08/21/tips-for-new-online-social-work-educators/

Teaching Online

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