Changing Roles and Pedagogy
Society overall is changing rapidly with the
advancement of digital technology in which innovative ideas has lead the
country into the teaching and learning mode of online classes. This
extraordinary way of learning has become the new norm; therefore teachers are
required to learn how to adapt and formulate a style of teaching and thinking
that will resonate with the students in a virtual practice. Their adaptation
techniques will help them to incorporate modern technology into their teaching
strategies. To become successful they must understand that their role is more
than philosophical; it also requires the pedagogical, professional and
managerial skills. The practical field relates to the pedagogical aspect of
learning. In other words sharing the content also relates to how students can
perceive the reality of the content. The web-based environment has an abundance
of data and has different models of pedagogy to intervene with theses changes. Success
is vital and how they interact with the students and how the material is
implemented is fundamental in adjusting into the coaching role for the learner.
The question is can the learner really grasp hold of what the instructor is
describing? They must adapt to the new way of learning. This is assessed and
measured by how the content is taught in a practical online class;
demonstrating that the traditional classroom teaching setting will not work for
a virtual classroom setting.
This virtual classroom setting illustrates how the
students are adjusting to drastic changes the educational system is enduring.
The Internet system and searching the website is a must of all students in
order to achieve an education. This
points out to how self-regulation and self-determination is key for some of the
changing roles learners will endure. These variables will dictate how much
self-discipline and knowledgeable the student will become in the new virtual
environment for learning. Once they become proficient in their new role they
will have a new perspective of online learning. They will know how to problem
solve and research the Internet to answer questions that require indebt
learning. Collaborating and interacting with their peers will allow them to
utilize multiple tools. Overall they will become independent with higher
self-motivating levels. All of these new roles and innovative changes can come
about with the help and strategies of instructors setting the stage for them.
Instructors can help develop strategies to
facilitate online classes for students by evaluating their level of
comprehension. Prior to starting the online class each student should take a
basic test. The tool comprised of open-end questions that will demonstrate how
much knowledge base they have concerning technology and what is really expected
from them in an online class. This tool will help the instructor’s to design a
class comparable to the levels of the students. Therefore when they start
icebreaker strategies should occur because it will help them to relax and
therefore they can slowly ease into their new virtual world of learning.
The virtual world of learning for both parties have
a lot to due with their perception of what is really needed to succeed. Sharing
of autonomy is required of both in which the instructor will release some of
his/her duties and let the students facilitate some of the class sessions. This
will give them strength and enhance their knowledge base for learning.
Sensitivity of all parties will help in the changing roles related to pedagogy.
Novice to expert in online will happen for the students and they will learn how
to participate and collaborate as a group with open-end feedback. To promote an
asynchronous environment will allow students to demonstrate their skills and
become confident with learning online.
References
Kop, R., Fournier, H., & Sui Fi Mak, J. (2011).
A pedagogy of abundance or a pedagogy
to support human beings? Partcipant support
on massive open online courses. The International Review of Research in Open
and Distance Learning. Vl, 12:7, pp.
74-94.
