Changing Roles and Pedagogy

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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.