“Interview With An Online Instructor.” Review Video Interviews With Effective Online Instructors from this module’s Learning Resources. Consider the challe

“Interview With An Online Instructor.” Review Video Interviews With Effective Online Instructors from this module’s Learning Resources. Consider the challe

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“Interview With An Online Instructor.” Review Video Interviews With Effective Online Instructors from this module’s Learning Resources. Consider the challenges you may face in meeting the learning needs of all of your online students.

Identify an online instructor, ideally one you have worked with or learned from previously, with whom you can communicate for this Assignment.

Complete the following three parts:

Part A: Generate five questions related to what you found to be the “muddiest” or most confusing points from the readings in the Learning Resources and/or the Effective Online Instructors video. What was unclear to you that you would like to understand better? Write down each “muddy point” of confusion in the form of an analytical question.
Part B: Pose the same five questions to the online instructor you identified to communicate with for this Assignment. Record their answers.
Note: You can conduct your interview via e-mail, phone, or in person (as long as you take thorough notes and carefully document your interviewee’s answers).
Part C: Write a 750-word magazine article in the form of a Q & A with the online instructor. In the introduction to the interview questions and answers, explain what you learned about each of your five questions. Did you agree with your interviewee’s answers? Why, or why not? Explain the key takeaways that will impact your professional practice. The Art of Teaching Online: Darci Harland – “Shaping” Student Learning

The Art of Teaching Online: Darci Harland – “Shaping” Student
Program Transcript


DARCI HARLAND: I have had the best success with shaping in a public setting
rather than individual. Public shaping occurs for me during discussions.
Remember that shaping has to do with wanting to change behaviors. And so you
can do this in an online discussion by how you respond to students.

So for example, one of the things I like to do that influences how the students will
behave in the future, and when I say behave in this case, I’m talking about how
they will post responses to their peers, by modeling. But I have found that
modeling in and of itself is not usually enough. They just think, well the teacher’s
smarter. Her responses are going to be different than mine.

And in actuality what I’m doing is I’m saying, the way I am posting my responses
to students is modeling what I expect you to do. And I overtly tell them this or
else it’s just lost on them. So I set the requirements for how I want them to
respond in the discussions. I tell them that I will be modeling them, and that they
should be using my responses to their peers as good examples, exemplars, of
how they also can be responding to their peers.

I also then remind them that if I respond to a student, I do kind of expect
everyone to be reading my responses, particularly early in the quarter, just so
that they can get a feel for– get insight on the content, and also how to behave
on the discussion boards.

Another thing I do in shaping, on the discussion boards, is when someone does a
really, really good job, you compliment them. You have to be careful because
you don’t want to isolate people, either really good or really bad, publicly. You
need to be careful about that. But when a student nails it, you want to make sure
that the student who wrote it knows it’s good, and that all the students who are
reading it knows it’s good.

And so you would put a post– a reply post to what they said and say, this is
exactly the kind of post that I am expecting in this course. Great job. Thanks for
your hard work in sharing this, and thank you for writing it so well. Something like

Nearer to the middle and the end of the course, I expect my students to become
more autonomous. So I back off. I don’t reply as much. And I give them more
ownership of what it is that they’re doing. What I feel is very, very dangerous is if
I feel like they’re writing all of their discussion prompts to me. I do not want them
writing to me. I don’t want answers that they think the teacher will like.

© 2016 Laureate Education, Inc. 1

The Art of Teaching Online: Darci Harland – “Shaping” Student Learning

And so again I can shape those behaviors by asking follow up questions. When
they do something I don’t want them to do, I’ll say, oh, that’s a good point you
make, however, what would happen if? And you lead them to the point where
you want them in how you reply to them. Can you add something to this that
would help explain your reasoning on this? Those kinds of replies will help get
the critical thinking that you’re after, and allow students to become more

Another way you can use shaping in online teaching that you really couldn’t do in
a face to face situation, is use the data in the learning management system.
You’ve got access to how often students log on, how long they’re spending
places. If you have a student who’s struggling, that’s a good thing to do. Go look
and see. If they’re only logging in the day something is due, you have a little
insight into the problem. And so, that can give you information that can then help
you help the student.

© 2016 Laureate Education, Inc. 2

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