Good Writing
Thoughts on Educational Technology
The Changing Dynamics of Education *
Philosophical Underpinnings of Educational Technology
Constructive Alignment: Redesigning the Design Process

The Changing Dynamics of Education

Technology affords online teachers a great level of flexibility, "but all this freedom and innovation can sometimes be perplexing. If the conventional tools of teaching are removed, how do you teach?" (Ko & Rossen, 2010, p. 5). This concern can lead to a healthy conversation on the changing dynamics of online pedagogy.

Many facets of teaching remain constant despite changes in technology. The need to understand cognitive processes, appreciating the need to inspire and motivate the learner, and exhibiting high expectations for student achievement are things minimally affected by technological advances. My views herein, therefore, reflect the importance of understanding the principles of sound pedagogy. I also note, in a cursory manner the role constructivism, and community play within the sphere of online learning. I argue that sound pedagogy, student-centered learning, and developing a sense of community in online settings are pivotol to the success of online teaching, in spite of the current spate of advances in educational technology.

While we understand that there are changes afoot in how education is administered, monitored and evaluated online, effective teaching remains a measure of how well we understand the "principles" of teaching. The deliberate steps we employ towards the acquisition of new knowledge and skills are based generally on what we understand about human cognition. While emergent digital tools are well suited to enhance our ability to develop, deliver and evaluate the effectiveness of online instruction, learning technologies are not replacements for principles of sound pedagogy.

Too often as online educators we are tempted to view our effectiveness on the degree to which the latest "technology" influences learner engagement. Therefore, as changes in technologies occur, reminding ourselves that effective teaching is driven by a deliberate and well researched set of processes, becomes critical. This notion is borne out by the five principles of effective online instructors, ( http://goo.gl/i9PlTN) articulated by Hacker and Niederhauser (2000)

First, effective instructors require students to become active participants in their
own learning by asking them to construct deep explanations, justifications,
and reasons for what they think and do. Second, learning is grounded in the
effective use of examples. Third, collaborative problem solving increases not
only specific problem-solving abilities but general metacognitive understanding
of how, when, and why to use problem-solving strategies. Fourth,
effective instruction uses feedback that is commensurate with performance
(that is, neither too much nor too little feedback is provided to learners
depending on their performance). Fifth, effective instruction has embedded
within it motivational components that enhance self-efficacy and perceived
challenge. (p. 53)

Subsequently the "successful online teacher is one who promotes the achievement of learning objectives by facilitating engagement to empower students as life-long learners" (Dawley, 2007, p. 3). In promoting student achievement, how do we engage those in our charge to become life-long learners? One potent ingredient is community-fostering a sense of belong and highlighting the value of individual contributions to the online group. Developing of community that spawns success, encourages risk taking and rewards open dialog will facilitate intellectual growth. However, developing a healthy online learning community also neccesssitates a high degree of "learner autonomy".

Allowing flexibility in pace and style within the learning environment and creating avenues through which learners can find relevancy in the instructional materials to their own experiences is key to learner engagement. The point is that student centered or constructivist approaches to pedagogy have been found to be very effective in online adult education. However, the principles associated with these approaches have been known and attributed to effective learning in general, long before the advent of online education as we know it today.

I would therefore add to the Dawley's premise the idea that effective online educators encourage and challenge adult learners to plan and organize their participation as active members of a community of learners; since both constructivism and community play significant roles in effective online education as evidenced by this account from James Farmer on constructivism and community in online pedagogy http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.93.3520&rep=rep1&type=pdf

The afore mentioned authors offered me the opportunity to focus and reflect on what it really means to exist successfully in an online environment. Effective pedagogy remains an "issue" of understanding the core principles of teaching in order to garner the requisite skills to employ and evaluate the effectiveness of our tools in a given learning setting. This assertion is made with the knowledge that these "core principles" should include enlisting the full participation of leaners to develop healthy learning communities.

In closing I acknowledge that continuous exposure to research in online education has had and is influencing how I perceive my role as an educator. Surprisingly, the greatest impact has been on my face-to-face teaching experiences, which have been positively impacted by my knowledge, skills and experience in online education.

References

Ko, S., & Rossen, S. (2010). Teaching Online: A Practical Guide
(3rd ed.). Routledge.

Dawley, L. (2007). The Tools for Successful Online Teaching (1st ed.). IGI Global.