Successful technology integration by the instructor

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Getting ready to teach for the first time? Are you wondering what some of the most important instructor’s take-on’s are for you to successfully integrate technology to enhance your students learning? First, let’s define the Transactional Distance Theory and why this theory is important to you, the instructor.  

Transactional Distance Theory Overview: (Chida, 2021)

·       Introduced by Dr. Michael G. Moore in the 70’s

·       Pedagogical theory on distance education

·       Focus is more on the psychological separation between teacher and student rather than a physical separation

·       Transactional distance = this is the gap between the teacher and students understanding

·       Transactional distance is bridged by:

o   Dialogue between teacher and student

§  More dialogue between teacher/student = less transactional distance

o   Structure of educational system

§  The higher the structure of the program = higher the transactional distance   

·       Transactional distance is relative rather than absolute

Why is all of this theory stuff important? Well let’s take a closer look:

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Through the lens of this transactional distance theory, the instructor is an active participant directly related to the student learning. Students describe the instructors role as active and evolving to include, planner, role model, coach, facilitator and above all a communicator, with these roles interconnecting and overlapping differing degrees throughout the life of the course (Heuer & King, 2004, p.6). Of these roles, communication and planning are most important.

Communication is a powerful tool that can either destroy or enhance our relationships (Young Entrepreneurs Forum, 2020). Communication between instructors and students is no different. Effective communication provides clarification, which I would say would also increase student understanding of the material. Communication also gives meaning to what was communicated. Both are enhancements to learning, not to be overlooked.

Bridging this transactional distance is mutual responsibility between instructor and student, in that both parties need to increase their dialogue to close the gap.  

Ways to increase the dialogue and connect on a deeper level can include: (Practical Psychology, 2018)

·       Progressive questioning - open ended questions

·       Effective non-verbal communication – body language, tone

·       Give feedback – constructive feedback/criticism

·       Receive feedback – non emotional or defensively

·       Mirror energy – meet the person were they are and go from there

Being prepared is just as important for instructors as it is for students. Professors that are prepared and organize the course content and learning objectives are far more credible and valuable as leaders in learning.

Ways to be prepared as a teacher: (Wanamaker, 2013)

·       Know the course material

·       Know your students /audience

·       Know materials and equipment you will use

·       Organize your resources and materials

·       Establish good record keeping

·       Organize class time and office hours

·       Utilize daily class plans or agenda

What do you think? Is organization and effective communication two qualities you would like to see in your instructors? If not, which qualities do you prefer?  Please share your comments below. 

References:

Chida, K. [DE Guy]. (2021, April 23). Transactional Distance Theory Overview [Video].

YouTube. https://www.youtube.com/watch?v=BPCJYs3XYto

Heuer, B.P., & King, K.P. (2004). Leading the band: The role of the instructor in online learning for educators. The Journal of Interactive Online Learning, 3(1), 6. https://www.researchgate.net/profile/Kathleen-King-4/publication/253383750_Leading_the_Band_The_Role_of_the_Instructor_in_Online_Learning_for_Educators/links/56be7da108aee5caccf30adc/Leading-the-Band-The-Role-of-the-Instructor-in-Online-Learning-for-Educators.pdf

[Practical Psychology]. (2018, October 31). 5 Conversation and communication tips with exercises.     [Video}.   YouTube. https://www.youtube.com/watch?v=A_eG1md3YuY

 

[Young Entrepreneurs Forum]. (2020, November 9). Effective communication – How to build communication skills [Video]. YouTube. https://www.youtube.com/watch?v=sEzTXTRo9L4

 

Wanamaker, P. [Milady]. (2013, July 22). Teacher Preparedness [Video].

 YouTube.https://www.youtube.com/watch?v=nQXpXI6kdLo

 

 

Learning responsibilities to ensure successful technology adoption

The Technology Acceptance Model, how a new technology and the various aspects of it are received and used by the user (MBA Skool, 2013), is an important factor for the self-directed learner (SDL) who may need to implement a new technology to enhance their learning. Two factors to consider when approaching the new technology are first, its usefulness (benefits/contributions to learning needs) and second, how easy it is to use. These responsibilities can seem overwhelming and a bit daunting, yet if those bigger tasks can be broken into smaller, equally important tasks, the job may well produce a positive outcome, and dare I say learning.  

There are five main steps for a SDL; set a goal, create a plan, monitor learning, seek help when needed and reflection of the process (University of Texas at Austin [OnRamps], 2016). For a SDL to determine the usefulness and the user-friendliness of technology this 5-step plan can be a good guide.  

·       Set a goal – determine how a technology will enhance my learning

·       Create a plan – how will I go about finding out if this technology will help me or not

·       Monitor my learning – keep notes, brainstorm ideas, continue to question to locate answers

·       Seek help when needed – seek out resources, ask peers or others who have used the technology for their input (conduct surveys) read reviews, attend trainings/workshops, market research

·       Reflection of process – look at outcomes of research and see if the technology is a good fit

This whole process would include a strong willingness to learn as well as management of time and appropriate resources.

A specific example for me would be using a blog for this course:

·       Set a goal – how is this blog going to enhance my learning for this course and how easy is it to use

·       Create a plan – basic outline of what I want to learn and how I can use it to learn new material

·       Monitor my learning- take notes, compare and contrast, pro/con lists, can I find my way around (user friendliness)

·       Seek help – search engines, watch instructional videos, talk to other students

·       Reflect – look back at the notes, posts, replies to peers posts, to review my new understanding of blog usefulness and ease of use

If I was not willing to seek out more details of the blog and its potential contributions to my learning, I may not of had as productive of an outcome to learning, nor an enjoyable one. If, I did not manage time and resources, I may have gotten off course and created potential blocks to learning.

Despite impressive advances in hardware and software capabilities, the troubling problem of underutilized systems continue. (Venkatesh & Davis, 2000). If I were unwilling to learn about and manage the use of new technology, I might also be contributing to underutilization of technology in general daily life at work, school or home.

What do you think? How much or little is the students responsibility for successful use of technology?  Please share your comments below. 

 References:

Technology Acceptance Model (TAM) - Meaning & Definition. (2013, May 31). MBA Skool. Retrieved September 11, 2022, from https://www.mbaskool.com/business-concepts/it-and-systems/7560-technology-acceptance-model-tam.html

University of Texas at Austin [OnRamps]. (2016, July 8). Self-directed learning part 1 [Video]. YouTube. https://www.youtube.com/watch?v=kgfFCnBdSas

Venkatesh, V., & Davis, F. D. (2000). A Theoretical Extension of the Technology Acceptance

 Model: Four Longitudinal Field Studies. Management Science, 46(2), 186–204.

https://doi.org/10.1287/mnsc.46.2.186.11926

Self-Directed Learning for Adult Learners: Canvas vs. Blog Activities- are they the same?

Self-directed learning (SDL), the process where the student is responsible for organizing and managing their own learning activities and needs (Segen’s Medical Dictionary, 2011); is at the foundation of most adult learning programs.  Among the considerable number of choices for such learning are Canvas discussion boards and blogs.

 Canvas

·       By using Groups and Discussions, instructors can create private student journals that only the student and the instructor have access to (Haseley, 2014).

·       Canvas is a Learning Management System (LMS) that:

o   helps educators create a favorable learning environment for students

o   helps students to interact and engage with their teachers.

o   supports In-person, Online as well as Blended learning. (Muthoni, 2022)

Blog

·       Students can feel a sense of connectedness and management over their personal expression element of sharing information. (Witte, 2007).

·       Expanded thinking, competency development, and interconnectedness emerged as themes through a collaborative process (Bush et al., 2019).

·       Blogging can be used to increase participation, deepen learning, and deepen course content understanding/connection for students (Haseley, 2014).

      Several similarities exist for the self-directed student’s participation activities in blogging and discussion boards. The foundational functions and activities involved are parallel comparatively. Both offer organizational elements, material management as well as connectivity to classmates and educators (among others). Personally, I view blogs as more relaxed, reflective and fun learning enhancement. Whereas, I tend to see Canvas as the more professional and educational/assignment driven side of the learning process. 

What do you think?  Do you see blogs as a fun learning enhancement and Canvas as the educational delivery method? Please share your comments below. 


References:

Bush, S. A., Seibel, M. M., Corkins, C. R., & Elliott-Engel, J. (2019). Evaluating the Virginia Agriculture Leaders Obtaining Results (VALOR) Program: Blogs as a reflection process. Journal of Agricultural Education, 60(1), 268–282. https://doi.org/10.5032/jae.2019.01268

 

Haseley, H. (2014, December 2). Sharing student stories: Blogging and journaling in Canvas. Northwestern University. https://canvaspost.northwestern.edu/2014/12/02/student-blog-and-journal/

 

Self-directed learning. (n.d.) Segen's Medical Dictionary. (2011). Retrieved September 5, 2022 from https://medical-dictionary.thefreedictionary.com/self-directed+learning

 

Muthoni, J. (2022, April 11). Canvas vs. Moodle: A comparison. https://jonasmuthoni.com/blog/canvas-vs-moodle/

 

Witte, S. (2007). That’s online writing, not boring school writing: writing with blogs and the Talkback Project. Journal of Adolescent & Adult Literacy, 51(2). https://go-gale-com.er.lib.k-state.edu/EAIM&u=ksu&id=GALE|A170234041&v=2.1&it=r&sid=bookmark-EAIM&asid=5b39f19d