One of the issues the I keep coming back to in thinking about the past semester is how we teach online. Much has been made of the difference between online teaching (which I have been doing for over a decade now) and remote learning that was forced on everyone in March of this year.
The difference between the two is vast, as a true online course is one that needs to be created from the ground up as an online course and cannot be a quick move over of face-to-face content to an online environment.
One of the real differences that I noted in the approaches to online vs. remote teaching is the question of how the learning takes place. In my online course (and as echoed by my friend Mike Smith at McNeese State University), I have taught almost exclusively asynchronously. Most of the design books that I have read and resources that I have accessed over the years have confirmed that this is the best format for fully online instruction, as it allows for the flexibility in completing work and interacting with material that many online students are looking for.
Before I go any further, however, I do want to provide some definitions here:
- Synchronous Learning – Learning that takes place in a format where both the instructor and the learner are in the same location in time and/or space. This can be a traditional classroom format or something like a Zoom session that delivers content in real-time.
- Asynchronous Learning – Learning that takes place where the instructor and learner are separated in time and/or space. This is seen very often in online courses, where resources and assignments are provided for students to access and complete on their own time.
As I stated above, my online class is completely asynchronous. The students are given the resources, assignments, lectures, textbook information, assessments, and discussion space all online with no expectation that there is a specific time or place where they will all come together for instructions. This does not mean I am not involved, as I generally work inside my classrooms for 1-4 hours each day, depending on the time of the semester, and am constantly monitoring both my classrooms and other messaging that I get from students outside of the classroom (such as email).
The only real point of direct, face-to-face interaction would be office hours. I also do hold more traditional office hours. This is a bit of sticking point for me, as my department had up to March of this year not allowed online office hours, which seems to me to be a blind spot to where our students actually are. Since March and probably for a while after, we now can have online office hours, which would actually be the only really synchronous material for any students who would come into those office hours and get instruction or have questions answered by me in real time.
One thing that I do differently than a lot of people in their teaching is hybrid learning. I have been teaching hybrid classes for about 6 years now, and my model is roughly a 70/30 model, with 70% of the learning taking place online and 30% in class. Thus, like what I noted above, all of the online portion for the hybrid course is asynchronous. That 30% is the hour and fifteen minutes that I meet with them each week, and that is the only synchronous portion of the course.
My hybrid students are more likely also to come to physical office hours than traditional online students, meaning that they do also have those synchronous options.
The Change in Learning with the Pandemic
As we moved to remote learning in the pandemic, everyone had to scramble to figure out how to make those changes. I have already detailed some of this in previous posts in this Thoughts on Teaching in a Pandemic series. Since a lot of those who were guiding this move were focused on how to move the face-to-face classes to online, much of the assumption was that the remote learning would be at least somewhat synchronous. Since this is the assumption that many have of what online teaching looks like when they have not taught online before, I saw this all over the place – the assumption that we would all just schedule Zoom sessions during our normal class time and then lecture to the students as we would have at the same time and same place.
For better or for worse, this has become part of the story of what has happened – with a narrative emerging of how challenging, or even ineffective, Zoom learning (as it so often came to be) is. In my opinion that is because online learning is not meant to be synchronous. There can certainly be successful synchronous elements in an online course, especially if students are notified up front and early that there will be certain times or certain assignments that are going to require their presence. I don’t use any, but I know of a number of successful online instructors that do use synchronous discussions, group work, and the like in online classes. However, even those classes remain heavily asynchronous overall.
So, What’s the Point?
Why am talking about this somewhat weedy subject? I think that why so many faculty and students were unsatisfied by what they saw in the spring of 2020 is because of this synchronous vs. asynchronous distinction. I have heard, even from my own sons in college, that the learning situation in the spring was not very good. Both of my sons recounted having to get up for 8am classes from home and then sitting there with a lot of random banter, technical problems, and then not learning much overall. Now, could I say that every class experience I have had has been worthwhile and engaging, but there is something different about trying to do it online vs. face-to-face. Especially for my son who is going to a very (VERY!) expensive private university, he felt he was getting very little value out of his education for those last months. A lot of the “value” comes from being on campus and having access to everything there. Sitting at home in front of a screen when that is not what you signed up for is going to be rough no matter what. The insistence on holding classes at the same time and in the same format as before seems to me to be a recipe for discontent overall. It’s not the fault of the professor or of the university, as everyone had to figure out how to do this in a week or two. So, if it didn’t go well, then it just didn’t, but at least everyone knew that we were all doing our best in a difficult time.
What I worry about in the summer and fall. The easy path will be to try to continue on as if nothing really happened and feel that we can all just turn on a dime and teach online again if a second wave breaks out. I only hope that some lessons have been learned about what works and what doesn’t. This summer has to be one of reflection and reworking of courses for everyone. If change isn’t made, it is the students who will suffer. Both of my sons have said that they are worried if it will be worth it to go back to their four-year universities if it is going to look like it did in the spring. I am certainly not trying to say that the question of synchonous or asynchronous is the only issue in making a strong course that can be presented online only or moved online if needed, but it is an issue that needs to considered by everyone who wants to teach in any online format for the future.
My last post was a general reflection on my teaching during a pandemic. It was on my own experience and how it affected me. Today, I want to talk about how my students responded to the changes that came this semester.
- As I noted in my last post, the online students’ experience didn’t change a huge amount, but really the experiences of both the online and hybrid students did change.
- The majority of students expressed a feeling of overwhelm and anxiety to me with the switch. For a lot of the hybrid students, they were taking hybrid because they did not want an online class, but they said that since the class did not change significantly that it was not a major issue.
- For my classes, the fact that we lost a week and had to make things up pushed assignments closer together.
- As well, while I do think students often take Spring Break to do some catch up in their classes in a normal semester, we extended the Spring Break by a week this year. This 2-week Spring Break was very unproductive for them because of how the world was overturned. Not only that, but it also took longer for them to get back into working on classes at the level they had previously.
- So, even though I moved some assignments to extra credit rather than required and moved the exam to a take-home, there still was a feeling that they were doing more than usual in my class each week.
- However, while many said they were working more for my class, almost all who were in multiple classes said that their workloads for school had gone up even more for other classes. I heard many say that the result of changing online out of face-to-face classes was that the expectations and workload seemed to go up dramatically. I have no insight beyond that, as few said why that changed happened and I did not want to pry into what other faculty were doing, but the universal feeling was that classes that were face-to-face that went online got both more demanding and more difficult to complete.
- Here is what one student said: “I got really behind this last unit, having more than one online class (since they all got put online) has been really hard to keep up with all the work. And effectively giving each class time in your day is very challenging, So with that being said, I did not participate in this discussion forum. I hope no one else is in the same boat and struggling to stay a float with all their classes being online! I miss face-to-face classes so much. A lot of my classes are 10 times the work online. Finish Strong!”
- A majority of students reported difficulties in prioritizing school work.
- For some it was because they were now working more because they are essential workers or now had time off to add hours to their jobs.
- As one online student put it: “I personally have 2 classes online including this one, but besides having these classes I have been working almost every day including weekends now because I have more responsibility for my projects. the quarantine didn’t stop the company I am working for because of the nature of what we do. However, I have been feeling like I am not productive enough and so I started to do some online courses, reading new books and also I started to do the extra credit assignment. So far I have tried to keep a daily schedule to keep up.”
- For others, the loss of jobs meant that they now had financial strains that impacted their ability to do their work for classes.
- I did not keep track of everyone who reported this, but I had a number of students tell me that either they had lost work or that people in their families had lost work.
- For some it was because they were now working more because they are essential workers or now had time off to add hours to their jobs.
- What I heard the most, however, was that the isolation was quite intense for the younger students who were now stuck at home with their families, especially those who relied on leaving the house to get work done because of chaotic home environments.
- For those who are older and have kids, they had the same experience that I have had – namely that I am now educating my kids and/or trying to keep them focused and entertained. We are now at home all the time, fixing way more meals at home, and having to run all sorts of educational and Zoom sessions for my kids. Those with kids noted that the shift to having kids at home and having to educate/monitor them was a primary distraction to getting real work done.
- As one online student put it: “Hello! I hope everyone has been staying safe and healthy as we are coming to the end of the semester! Summer is almost here and thankfully this week most states are gradually opening back up again so hello sun! These past few weeks have been crazy at home though I haven’t been working from there…So while having a family at home while I was working a bit more than usual school seems like a lot as all of my classes are coming to an end. This class has been great I have been working hard in this unit 5 I am actually almost done with it!!! I think the most stressful part about this class at the moment is the Final paper only because all of my other classes have a final paper due the week too. Anyways I hope everyone is doing great any comments about unit 5 or the paper please leave I’m interested to know where others are at the moment in the course.”
Those are just some of my thoughts about how the students have reacted to the situation in my own experience. For those of you who are teaching or for those taking classes, what was your experience?
We have come to the end of our semester of craziness. The breaking of COVID-19 and the push to abrupt remote teaching at Spring Break made this a semester like no other. I was luckily more able to make the transition than many, as 3/5 of my sections were already online. The other two sections were my hybrid sections, and those are already about 2/3 online in the way that I teach them. Thus, for me, the personal transition was not as hard as it was for many.
There were still some challenges, for sure.
- My three online sections were still somewhat impacted, as the extended Spring Break moved their assignments back a week and that pushed closer together a lot of the assignments for the last part of the class. It also grouped together my grading more and made it to where I did not have as much time to get comments back to students on their thesis and outline so they could work with them on the final paper.
- As I noted above, the hybrid classes were already about 2/3 online. It was, however, one of the most important components, the face-to-face discussions, that got dropped. To make up for that, I substituted online discussions each week and a weekly optional Zoom session. These went reasonably well. I don’t think it went nearly as well as if we had been in class, but it was at least acceptable. The big thing that I noted was that I did not have nearly as much time to devote to participating with them, as the pushing together of assignments that I noted with the online class happened here as well. I was grading more, and because of that, I was doing less other things in the class. There is another reason as well, that I will put in the third note here.
- The thing I spent an unusual amount of time on is the helping of others in the department and keeping up with both the changes and trends in higher education broadly and with COVID-19 in specific. My energy level and attention level were drained by both of these, and that also contributed to me not interacting as much in discussions with my students. I still did all of my Zoom sessions, held my online office hours, and answered student questions in a timely manner. I would even say that I got things graded faster than I would normally at the end of the semester. But I definitely participated less in discussion forums, both with my online and hybrid students. In fact, in grading them in the last couple of days, I see that I missed a number of places that I might have responded, either with information or with prompting questions to get them to go further.
Working on all of this from home was also a challenge, of course. While working from home did take out many expenses in time and gas for travel, sitting at the office, and eating meals/snacks there, there were also costs to being at home. I have four kids, two in college, one in high school, and one in elementary school. Everybody was home (and still are) since the start of Spring Break. The three older kids have had their work to do, but they are relatively self-sufficient with their work. We are, however, full-time teaching our 7-year-old. Her Montessori school has been sending home packets to complete, and they are keeping us busy.
Being at home all the time is not a big problem for my own work load, since so much of it was online already. But it still was quite different from the norm. How has everyone else’s experience been? For those of you who teach, what was the impact on your teaching?
I will be back for a couple of more of these as I reflect on the semester and start preparing for the next one, whatever it might bring.
I have been doing so much thinking about teaching this summer so far that my brain is starting to hurt. I have a lot of ideas floating around, and I’m going to keep writing about them here this summer. Some of it is so that I can get feedback, but some of it is simply so that I can have a place to keep my ideas together.
They were discussing a lot of ideas about online teaching in general, and I could probably have a whole post here just deconstructing the podcasts I’m listening to. However, there was one section that I wanted to separate out and talk about here.
One of the hosts, John, was talking about how we struggle in class to figure out what to talk about and how we are generally taught to rely on the students having read the material ahead of time so that we can synthesize and add to that material. This is especially true in the introductory courses like my own history courses. On the question of whether students are reading, he said:
…faculty who lecture primarily, often get into this situation where they tell students to do the reading… students come to class and they ask them questions about the reading and they find students haven’t done the reading… and in response they end up going over the reading… and then students realize they don’t have to do the reading, because it’s going to be gone over in class anyway… and then the faculty realize that they’re never doing the reading so they have to do it in class…and we get this vicious downward spiral in terms of expectations of both students and faculty — where students end up not learning as much as they could be if that time outside of class was more productively used.
This is right along the lines of what I feel about the traditional lecture and why I have dropped the traditional narrative lecture from my hybrid classes in favor of project-based weekly activities in class where they have to have done the reading ahead of time to be able to discuss and participate.
I don’t have anything more to say right now about this, but I just found that to be so perfect to what I have been thinking about and doing in my classes that I just had to share. What do you think? Do you teach and see yourself in this statement? Are you a student and have had classes that look like this?
I have been trying to ease back into working toward material to do with work as the summer continues to move on. I have an 8-week break this summer, as I am not teaching again until the second summer session. What that means is that I have a number of weeks to take off completely, which is largely what I have been doing to this point, but now it is starting to be time to think about academic work again.
I can’t say I have done a whole lot to this point, but I have made a few starts. For one, I completed a textbook chapter review yesterday, which was something on my agenda for the early part of the summer. I have also participated in a few activities with McGraw-Hill as part of my role as a Digital Faculty Consultant with them. And, in the past week or so, I have been trying to catch up on some of the blogs and e-newsletters that I read, as well as dabbling with some of the academic podcasts I listen to. Shortly, I will start working on my summer class, although I still have about a 3-week window before starting. I am not planning any major changes from last summer, so it will really just be a case of changing up the dates and making sure everything is in there. There are a few changes that I made last semester, including adding screencast videos for the online class, so those will need to be created for the summer session. Otherwise, summer prep is not too bad.
One interesting discovery I have made is the Student Caring project (studentcaring.com). I was turned onto the project from either a Chronicle of Higher Education or Inside Higher Ed blog about podcasts that we should be listening to. I came to this site through the podcast, and I will certainly make it part of what I am going to be looking at in the near future as I get back into thinking about my own job. The project is designed to help professors with all of the issues that we face in an environment that is aimed at helping us teach better, live better, and think better. I have only dabbled in it so far, although I have probably listened to about 15 of their podcast episodes so far. The general professor part of the site has both curated and guest posts on issues related to teaching in higher education. The podcasts (which are what I have accessed so far), are aimed at talking through issues on teaching in higher education. I have thoroughly enjoyed them so far and would recommend them to anyone teaching at a college or university. I am currently in the middle of the series titled, “What Your Students Probably Don’t Know,” which has been interesting and already given me a couple of ideas for my own classes, especially in formulating syllabi and course outlines for our students. I accessed the podcasts through iTunes, but I am sure they are available in multiple places.
Otherwise, I am just starting to do some thinking on my classes for the fall. I already do a hybrid American history class, and I am thinking of moving it to be even more thematic in approach so that the ideas hold together even better than I think they already do right now. I am teaching both halves of the American history survey this fall, and I am thinking of reworking the second half one. I already have a general set of themes, but not everything fits in with those themes right now. I am considering using a race/ethnicity/immigration theme, as over 1/3 of what I already have works with that theme, and I would have two writing assignments already ready to go to aim at that theme. It would help me feel more focused in what I am doing in the class and make it more apparent for the students how everything fits together. So, that is what I am thinking about.
Anyway, I just wanted to hop in here for a few minutes and update. I’ll be back for more later.
I have been far behind in my reading on educational issues for a while. In fact, when I started this second summer session, I went and deleted almost 4 months of emails about articles from The Chronicle and Inside Higher Ed. I always plan to read over what has been said in those articles, but they go into a specific email folder, and, when I don’t have time, those emails become the lowest priority. And, of course, once I fall behind, it is hard to get up the energy to go back and review them for things I might want to read. I am always amazed at people like my wife who have 8-10,000 unread emails in their inbox, but I can see how, once you get a certain level behind, it is almost too much to catch up.
The other thing I am behind on is my whole “Thoughts on Education” series, where I talk about issues in education. So, I am also restarting that here, with the hope of doing these types of posts more often as well.
The article that got me thinking again was posted last month in Inside Higher Ed. It came from the blog series Confessions of a Community College Dean, and it was called “The Advancement Problem.” In the post he highlights an issue that has been bugging me for a while, what happens after you have hit most major academic milestones. I have looked forward in my own career, and I am not sure what it will bring. This coming year will be my tenth year teaching at my current community college. I have been here through a two presidents so far, and have moved from being one of the young ones to being a veteran in the department, as most of those older than me have either retired or are on the verge of retiring. When I arrived in 2006, I was the youngest in my department by almost 30 years. Now, I am in the middle of the pack in age and one of the longest in tenure. Of course, at my community college, there is no actual tenure, as we are all on renewable, one-year contracts. Yet, after the first couple of years, we all essentially have tenure, as few people are ever dismissed where I am, outside of program closings and far outlying academic performances.
We do have titles, but they are largely meaningless and completely ignored by the college and administration. There was a push for titles, but it is run by faculty and has no recognition officially and comes with no compensation. They are largely so that we do not have to just call ourselves Instructors on our business cards. I am an Assistant Professor, although I might be an Associate by now. There is so little need for the titles, that I have not even calculated to see if I might be able to move up. I know others care deeply about these titles, but they provide little incentive for me. The largest things you can do to go up in rank is to gain an additional degree or stay an additional year, as most other things count very little. I have no desire to get an additional degree, so I am basically going to move up when I have stayed here long enough.
And, that is the issue that the article got me thinking about. My future in teaching is to stay teaching at my community college, teach for several more decades, and then retire. I might become department chair one day, if I haven’t burned too many bridges by then, but I am really not sure what else there is. And, since I am teaching at a community college, that means that, for the next several decades, I keep teaching the same thing – the two halves of the American history survey. Over and over. If I stay thirty more years, I will be about 70, having worked here for forty years. I will make more money than I do now, although we do not have step pay. We are dependent on raises being passed in the budget years, but, as long as those raises keep coming, I will make more money each year. And, I will continue to teach the same classes.
Unlike other disciplines here, we cannot really make classes outside of the American history survey. We teach one section each of the two halves of western civilization, but I am only qualified to teach the second one, so I will never get to participate in that survey line. We have tried to offer state history, but that has not ever made here. And, the other history classes that are open to us to teach are all electives that would have a very small audience at best. Then, to take someone out of a survey class that will fill and put them in an elective history class that might or might not make is not really a viable option anyway. So, my best option is to try teaching the surveys in different ways. I have taught them as traditional lecture courses, online, and hybrid formats. To keep my interest in teaching the same things over and over, I will keep changing, adapting, and updating what I do. But I sometimes wonder if that will be enough.
I have even already been chosen for the two biggest awards that a faculty member can receive at my community college, leaving even recognition out of things unless I wait another decade or so to see if it happens again. This is what I see as the “Advancement Problem.” Do I want the biggest thing to be said about me when I do retire that I taught the same classes at the same institution for decades on end? Certainly, many people do, and they are celebrated when they retire. And, the truth is, it is a good job, with good pay, good benefits, and good hours. I have a steady job that I am not likely to be fired from, which is more than many people can say. But what I worry about is burnout. I have felt that off and on for the past couple of years, and involvement in nasty office politics has left me hesitant to pursue one of the routes that is available to do something different — moving into administration in some form, even if it is just as a department chair. However, that does appear to be the only “different” thing to do.
What I don’t have are any solutions. I have recently joined professional organizations and would love to go to conferences and be more active in professional life. But I have both a large family that is hard to leave and a college that cuts our travel budgets every year. So, that is, unfortunately, largely out of the question unless the conferences are close. I try to read and keep up with changes and developments, and I hope that will be enough.
Any ideas out there for other things to look at in approaching this problem?
So, here we stand. Our third snow day in the last two weeks. All of them in late February to early March in Texas. Yes, that is unusual. It poses the same challenges that happen any time you have unscheduled time off from school, and, without a doubt, it is better than last year, when our big frozen, snow days were during finals period of the fall semester. Missing days in the 7th and 8th week of the semester is not bad overall, especially since I do not give midterms. Those who do midterms are struggling to figure out how to make those up, with the real result that most of them just get pushed to after Spring Break, which is next week.
I know that a snow day is nothing particularly unusual, and that what counts as a snow day would be an average winter day in Pennsylvania, where I spent 8 years of graduate school. Still, it poses interesting challenges. I want to talk about those challenges in two ways — first with school and schedule and second with personal time.
The most obvious problem with a snow day is making up the material. For my online classes, there is no problem, except when students have their internet knocked out from losing power and the like. Otherwise, the semester just goes along like normal. And, unless it were to happen at a time when we were testing, days off are essentially irrelevant to an online class. Since half of my load is online, three of my classes were totally unaffected. My other three classes are hybrid classes, where the days off are more directly problematic. We only meet once each week, and if the day is missed, that week is missed. If the classes were distinct, I could make up in one class for one set of assignments missing, but I am teaching three of the same classes, all at the same point and doing the same assignments. Thus, to make up the material in any meaningful way means making some of my students do significantly more work for the grade than what they would otherwise do. There also are no built-in make-up days this semester for me, meaning that when I miss, that material is just gone. I do have some safeguards built in, however. For one, they all have pre-class writing on the subject to complete. So, they are, in fact, directly held accountable for the material that we were to discuss that week. As well, I have an assignment on the chapter(s) for the week also due before class, and that also means the students are held responsible for the material. What they are missing out on is the actual classroom discussion of the material. Two of my three hybrid classes have now missed a day (different weeks of material, of course), and that means that I have not had a chance to discuss the material with them. One of them was last week, and so I did make some references to the material this week in class. The other one missed this week, which means I will not see them again until two Thursdays from now. That is a long time to carry over material. The other big problem for me is that we were in the middle of a three-class themed set of material. We covered the World War I to World War II period looking at the theme of American neutrality in the world as it related to the US becoming a world power. Since the three were linked, missing one means that material was not covered and topics got lost. As we were doing a narrow look at the issues, it also means that the broader context of what was going on in the world also didn’t get connected to the material. What’s the effect of all of this for the students? They’re probably just happy to not have to come to class. But for me, I’m just trying to figure out how to stay on track and cover what I want to cover. By the next time I see the class that didn’t meet today, it will be two weeks later, and we will be on to the post-war period. Sigh. I worry too much, I’m sure, but I can’t help it, as it is my job.
The other side is my personal experience with the snow days. It seems like an unmitigated good. A day off from school. No travel, no obligations. But it never works that way. Of course, as I said above, for one thing, my online classes just continue as normal. The days off we had last week were in the middle of my own grading period of their material, and so I graded in my time off. But I actually feel like I got less grading done with the days off than I would have if I had gone into work. The problem with everyone being home is that we are a household of 6, and getting things done at home when everyone is home is not always the easiest thing. An even bigger problem, however, is the feeling that I get that is like how the students feel. I have the day off, why should I work? I have to force myself to get something done. For example, take today. If I had been at school, I would have gotten to campus around 9:30. I would have been in my office doing work from 9:30-11. I would have taught from 11-12:15. Lunch until 1:30. Then back in the office doing work from 1:30-3:30. On my own at home, I could barely force myself to sit down for an hour to do classwork. The temptation to view it as a full day off, especially as this would have been the last work day before Spring Break anyway, is strong. But I have a lot to do. I have things to catch up on, both in grading and in preparation. I owe my hybrid students grades on quite a few small things, and I do not even have the next week of material up and ready for them. But I find it hard to get any real work done. That means that I am not getting what I need to do done and feeling guilty about not doing the work at the same time. Isn’t the human brain wonderful?
The solution to this? Treat a snow day off from work as a work day. Or, treat a day off from work as a day off. I have to choose one or the other. If I try to treat is as partly one or the other, I just feel guilty.
Those are my thoughts on it. What do you think? Do you enjoy unexpected days off? Do you get anything done? Do you feel guilty about not getting things done?
Well, here we go. Another semester is set to start, with just a little over a day left until we get going. I am teaching six sections this coming semester, three online sections and three hybrid sections. This last week has been the preparation time to get ready for the semester. We were worried over the course of this holiday break because we were updating our learning managements system (LMS), and so there were some cautions about doing too much ahead of time in case there were problems. There turned out not to be any problems, but I scaled back most of my plans for possible changes. In fact, with my online class, I am simply redoing the course I did last semester, meaning that there were mainly just some changes of dates and a few minor updates. Otherwise, that course is ready to go.
I have put together a few more changes for my hybrid class. They have finally gotten my hybrid classes scheduled correctly here, as they are set for meeting only one day a week. In the past, I have always had them scheduled for two days a week, and then I met for one of those. Now, I have one class on Tuesday, one on Wednesday, and one on Thursday. The only negative to that, is that I used to meet for both of the days in the first week, which gave me two days to introduce the class. Now, I have to get that introduction done in one day. So, I have developed some introductory materials to show the students how to access my online material and the textbook material. I used iBooks Author to develop the material, making a .pdf file that is set up like a book and includes both images and links. I am hoping this provides my students with the information they need in an attractive and accessible format. If I knew how to attach a .pdf file to this post, I would put an example here, as I am pretty proud of what I did. It is something new I am trying out, and it worked well.
On that same note, I have put together similar presentations for my hybrid class weekly assignments. In the past, I had very basic assignments for the students, such as having them watch a documentary, write a response paper, and then discuss it. Over the years I have been doing this, I have come up repeatedly unsatisfied with my students’ preparation and background knowledge. So, I have beefed up the activities, providing background information, helpful links, stronger and more involved assignments, and more detailed response papers. I want the students to be more prepared and to have more engagement with the material. Again, if I had the ability, I would post one of these up, as I do feel that the iBooks format works pretty well for the material and presentation. I am not planning on publishing these to the Apple Store, but I do like the ability to create something that looks nice and can be exported in a format that is generic enough for anyone to use.
So, that is what I have been working on. I have all of the dates in my classes adjusted to the Spring semester. I have all of the Course Outlines done. I have the online classrooms ready to go. The first five weeks of the online course are visible and ready when students get in on Monday. I have the first three weeks of the hybrid course ready to go, and I hope to get the fourth work done tomorrow and have that be my preparation point to get the students in on Monday.
How about you? Are you teaching a class this semester? Are you taking a class? How ready are you for the semester?
Well, the first week of classes is drawing to a close. I went from not at all ready as of the middle of last week to making it through the first week with minimal problems. I can’t really complain about that, as I know many people have many more problems come up in the first week of classes.
I found out about midway through last week that I, once again, have a double overload this semester, with 7 class sections on my schedule. I did not ask for the seventh, and I had specifically said that I did not want a 7th class. But here I am, teaching this semester with 2 hybrid sections and 5 online sections, and there’s not much I can do about it at this point. Luckily, I only have two actual preps, as I am just teaching sections of each of the halves of the American history survey.
It has been a bit of a rocky start so far in what should be my least problematic sections, the online ones. I had recycled the class from last year, and I neglected to remove one link that had the students going to the textbook website. I did not realize this until the second day of classes, meaning that I have a bunch of students who initially got into the wrong section (the one from Fall 2013). So, I have had to deal with the issues of getting everyone to the correct place, which takes time and patience. It would be easier if students actually read the announcements that I posted rather than me having to deal with each of them separately, but, considering this was the most problematic thing I had to do in the first week, I really can’t complain too much.
I’ve got the online courses fully ready to go for the semester, with just having to open up each thing as it needs to open. Of course, I also have to grade the things as they come in, and, since I am a grading masochist, that is three papers and three essay exams from each student this semester in my online sections. The hybrid classes are planned out for the first 5 weeks. I set up the class last fall, and I am doing things a bit differently this semester, which is why I can’t just run things as they are. I have actually added more class meetings where I will be having activities for the students to do. That means that I am actually doing some real creation of materials and assignments. Thus, in the time that I was working to get ready for the semester, I had time to get the first five weeks ready. So, over the next four weeks, I will be preparing the rest of the material for the later ten weeks.
So, this semester, I am teaching 195 students. Of those, about 45 are high school students. We are teaching a lot of high school students in dual credit sections, and almost all of mine are in my online sections. There are 4-5 in my hybrid sections, but the 9:30 in the morning start makes it hard for many more high school students to make those classes.
It seems like I am always starting blog posts off with an apology for not having written in a while. Since the birth of our daughter 15 months ago, spare time has been harder and harder to come by. However, she is settling down into a good routine, so I hope to do better this semester. I had hoped, after the post in November to be back on track, but shortly after that, we had a major family health issue come up that pushed out non-essential items. Now I think things have settled down, and I hope to be going again with my blog.
So, here we are, with a new semester (three weeks in but, hey, what can you do about that). I have, yet again, been given a double overload in classes, meaning that I am teaching 7 classes this semester for the second semester in a row. I have 4 online sections and 3 hybrid sections. My online sections are running as they always do. I am in roughly the 5th year of my current configuration of my online class, as so they can largely run without much effort on my part. That is one of the truths about online classes, that they are very involved and difficult to get going, but they can run pretty easily once you get them done. However, if you have followed my blog so far, you will see that I am rarely satisfied with how my classes are going. My online class is far overdue for a reworking, and I hope to start thinking about it this summer. I have made some changes over the last 5 years on the margins, moving assignments around and changing a few things here and there. However, I think it’s about time for an overhaul soon. And, the model that I will use for my overhaul are my hybrid classes.
I have started getting my hybrid class really going in the direction that I like. I am in the second year of working with this new hybrid format, and I am adjusting and working with the class as it moves forward. Following what I worked with last, this semester, I have moved into a model of weekly work and a long paper at the end. There are no exams, although I do have some chapter quizzing going on. The big part of the grade (about 45% overall) is discussion based, both online and in-class. Then, to keep the students on track, I have weekly, one-page response papers. I have returned to this model from what I did the first year, because I tried not having response papers last semester, and I found that students did not do the work if I did not hold them directly responsible. So, I am hoping that this semester they will do more of the work I expect them to do outside of class. I don’t have any great desire to grade weekly papers, but I want my students doing the work, and their grades will improve (hopefully).
As I have this hybrid model settled in well, I think I can use a lot of the ideas from this format in my online course. I would like to move beyond the exam model and include a lot more activities and discussions. Right now, the online class is primarily made up of reading lectures and the textbook and taking quizzes and exams. That is exactly the format that I have moved away from in my hybrid class, and I would like to move the online class beyond it as well. I hope that I get it together relatively soon.
Anyway, that’s a good start for the semester. Wish me luck.