Online Learning - A Teaching Component in the Classroom

Our Job is to make your job easier. To do this, we want to share some implementation tricks that other instructors and teachers are using to adopt the online learning programs into their classrooms. There are various approaches that can be taken in a classroom setting. This list is not to be considered all-inclusive, since many good ideas may not be listed here, but can be considered a starting point.

Many teachers use the online courseware to follow up, introduce or further clarify subjects that they cover in either lectures or labs. Teachers report that they use overhead projection of the video training to stimulate the concepts, to change the message or show the concept in a different light. We also hear of lectures followed by the online labs and training to readdress the concepts or to give more specific detail. The online courseware can allow for a one- to-one format where the teacher is able to watch the student using the courseware and interact directly with students while they are in the activity mode. The courseware has many built-in features and we’ will cover some of the ways you might use them to better the teaching experience. Our tools allow students to progress at their own levels without having to leave some students behind, or allow them to push forward without affecting the whole class. Teachers have found that they can have more direct one-on-one time with students as the whole class moves through the training modules.

Start each course by going through the first section of session one and the pretest in a group setting. This is the time to let the student see how the interface works and when the login process will be implemented. Teachers can allow students to self-register, import the class list or add each one manually in a group. Once they have been shown how easy the process is, they will be able to login and access their courses, tests and labs efficiently.

Once they are ready to work by themselves, let them take the pretest and the first section of session one individually. When this process seems to be running smoothly, students can go through the course sections at their own rate or access the module based on the teacher’s syllabus. Each module is fairly independent, but this is a project-based learning process, so teachers should preview the module presentation to ensure it is linear.

Teachers will be able to see the test scores of each student and review the custom study guide. Test scores are kept based by instance by student. A teacher may have students redo or retake pre or posttests from each session to gauge the progress of each student. From this output, teachers have reported that they can better teach to the overall gaps of the classroom, and still focus on the individuals who need additional assistance in the content.

Often the instructor starts each class period in a group setting, either presenting the new objectives or tasks or reviewing the objectives previously taught. Students then receive the assignment for the day, which can be a section of video instruction, glossary terms, group or individual activities, labs, a session quiz or a combination of any of these. Student workbooks are often used which include additional exercises, activities, puzzles, essay questions and content that is directly mapped to the course. The teachers’ edition includes sample lesson.

The first time a section is presented, students can use the fill-in-the-blank workbook exercise and follow along with the expert, filling in the blanks as they are listening and watching the training. You’d be surprised how this can settle down a classroom! Teachers also report that they will sometimes have the students open the online course being taught and work side-by-side with the expert in the video instruction, typically using dual monitor configurations or stopping and starting the training as they work. Students that have integrated video, audio and activities respond better to the information and retain more knowledge than just watching the training.

Once the students are in the online courseware, teachers often redirect students to areas which the test results have shown the need for supplementary material. Reviewing or rewinding is never an issue with online courses. A teacher can also create a more customized learning model for those that want to accelerate. Online courses allow advanced students to move freely at their own pace to gain additional information without interrupting the overall lesson plan.

Another common usage is for students who have been absent. The video instruction can be used to present the material that was missed. Students who will be absent for an extended period of time can keep up with the class by using the courseware at home. Extra credit homework assignments can be created to let students work independently, using either the workbook or the training modules

There are so many ways to implement the online courseware into daily classroom instruction. All teachers need to do is pick their preferred approach and enjoy the process. With a variety of instructional techniques, assignments, activities and a good teacher to bring it all together, students will use the software successfully, succeed at a higher rate and retain the information learned for a longer period of time. If you have some ideas you’d like to share, we’d love to hear them. Send your comments to jfranzman@learnkey.com.