scholarly journals Designing and Co-Facilitating Online Graduate Classes: Reflections and Recommendations

2013 ◽  
Vol 30 (2) ◽  
Author(s):  
Faye Wiesenberg
Keyword(s):  
Continuing Education ◽  
Education Program ◽  
Course Design ◽  
Course Evaluation ◽  
Graduate Level ◽  
Teaching Online ◽  
Online Class ◽  
Experience Teaching ◽  
Three Phases

This paper reflects on the experiences of two colleagues who co-taught a larger-than-traditional online graduate class in a Master of Continuing Education program in the fall of 2002. Their goal was to test a number of design and facilitation assumptions that had been successful in smaller online graduate-level classes. They began with a set of agreed-upon design and facilitation principles acquired from several years' experience teaching online graduate classes. Their experiences in the larger online class and their subsequent recommendations are presented here in three phases: pre-course design, mid-course design modifications. and post-course evaluation, with reflections on their original assumptions and design/facilitation strategies. The paper closes with their thoughts on this novel experience of co-teaching a larger online graduate class.

scholarly journals Using Crowdsourced Wikis to Teach an Online Undergraduate Course

2020 ◽  
Vol 24 (3) ◽  
Author(s):  
John R Fisher ◽  
Steve Allred
Keyword(s):  
Knowledge Acquisition ◽  
Crisis Communication ◽  
Online Teaching ◽  
Emergency Service ◽  
Learning Strategy ◽  
Course Evaluation ◽  
Student Writing ◽  
Teaching Online ◽  
Online Class ◽  
Face To Face

This study examined emergency service student use of wiki in an assignment to develop guidelines for preparing crisis communication plans in an online class. As a form of course evaluation, students were asked to respond to five questions about their experience in using wiki.Conclusions were drawn about the practicality of using wiki in teaching online. Students affirmed that collaboration leads to learning and knowledge acquisition. By engaging in collaboration, learners observe and improve upon weaknesses or gaps in learning. Students learn from each other by examining and improving the work of others. Students also viewed that using wikis to develop documents is a valuable skill to take into the workplace.A number of barriers exist that make using wiki in online teaching more challenging. It is more difficult to monitor and correct student actions online than in a face-to-face classroom. Most students hesitate to edit and change other student writing and so incentives need to be used to get students to edit each other’s work. Students should receive an orientation where they learn the purpose and benefits of wikis and receive instruction on how to use wikis.  The study confirms much of the research on the topic of using wikis as a learning strategy. Also, the study shows that process is as important to learning as is outcome. Learning to use wiki is as important as producing a final document.

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