Add 5 Elements to Online Education

29 Mar

Creating a productive teaching-learning relationship vial regular interaction is crucial in online education. While communicating in person we use non-verbal cues to understand each other, but over the phone or video we must be more explicit and truly engage in dialogue.  Constructing knowledge cannot occur in a vacuum, and spoken language is much less formal than written language! Engaging in dialogue is essential for learning.

To make online learning better for our students, we must 1) express care, 2) challenge growth, and 3) provide support in our regular interactions. These are the easier, more familiar parts of 5 elements. Just make sure to be available to help via phone, email or video to provide consistent support. But, we also must remember to 4) share power and 5) expand possibilities to fully support the development of our students! These two require deeper dialogues between students and educators because dialogue is collaborative meaning-making by nature. Explanation of these 5 Elements is attached to the bottom of this post.

Teaching is SO MUCH MORE than just handing out worksheets or delivering information. It is taking time to have a dialogue about learning and helping students to engage in their own learning process! In classroom the dialogue happens more easily, while in distance education we must actively seek opportunities for engaging in these crucially important interactions, and ask non-threatening questions to better understand our students’ experiences.

As educators we all want to help and support our students’ development, regardless of their age (here is a quick view of adult development). One way for adding these 5 Elements is to use the learner-centered approach.

The Learner-Centered Principles (as definded by APA) apply to all learners, in and outside of school, young and old.  Learner-centered is also related to the beliefs, characteristics, dispositions, and practices of teachers – practices primarily created by the teacher. When teachers and their practices function from an understanding of the knowledge base delineated in the Principles, they:

(a) include learners in decisions about how and what they learn and how that learning is assessed

(b) value each learner’s unique perspectives

(c) respect and accommodate individual differences in learners’ backgrounds, interests, abilities, and experiences, and

(d) treat learners as co-creators and partners in the teaching and learning process. [1]

Treating students with repect and providing choices is the important 4th element (share power), often underused in education, and crucially important in online learning. We cannot hold people accountable over the distance, so the better approach is to empower students to lead their own learning process (self-regulated learning is a great!). Students must be treated as the co-creators and experts of their own learning process. This doesn’t mean we shouldn’t offer help for example choosing the most suitable learning strategies, because that is our area of expertise as educators.

Expanding possibilities as the 5th element means connecting students with additional resources (even beyond the curriculum). It is helping students to pursue their individual interests and perceive themselves as unbound learners, truly life-long learners who are curious about new things and seek knowledge for their own enjoyment. This obviously looks very different for each individual student.

Online education has the potential to become students’ best or worst learning experience. We can make it to become the best one, by adapting practices that focus on supporting each individual student’s learning process.

Embedding the 5 elements of developmental relationships framework to our everyday communications with students increases the chance of online education becoming a great learning experience!

 

The following is from Search Institute’s website, and written from the viewpoint of a young person:

Express Care

Show me that I matter to you.

    • Be dependable—Be someone I can trust.
    • Listen—Really pay attention when we are together.
    • Believe in me—Make me feel known and valued.
    • Be warm—Show me you enjoy being with me.
    • Encourage—Praise me for my efforts and achievements.

Challenge Growth

Push me to keep getting better.

    • Expect my best—Expect me to live up to my potential.
    • Stretch—Push me to go further.
    • Hold me accountable—Insist I take responsibility for my actions.
    • Reflect on failures—Help me learn from mistakes and setbacks.

Provide Support

Help me complete tasks and achieve goals.

    • Navigate—Guide me through hard situations and systems.
    • Empower—Build my confidence to take charge of my life.
    • Advocate—Stand up for me when I need it.
    • Set boundaries—Put in place limits that keep me on track.

Share Power

Treat me with respect and give me a say.

    • Respect me—Take me seriously and treat me fairly.
    • Include me—Involve me in decisions that affect me.
    • Collaborate—Work with me to solve problems and reach goals.
    • Let me lead—Create opportunities for me to take action and lead.

Expand possibilities

Connect me with people and places that broaden my world.

    • Inspire—Inspire me to see possibilities for my future.
    • Broaden horizons—Expose me to new ideas, experiences, and places.
    • Connect—Introduce me to people who can help me grow.

Copyright © 2018 by Search Institute®, 3001 Broadway Street NE, Suite 310, Minneapolis MN 55413; 800-888-7828; http://www.search-institute.org. Used with permission.

[1] https://www.apa.org/ed/governance/bea/learner-centered.pdf and http://www.jodypaul.com/LCT/LCT.PsychPrinc.html

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