Reflection on Lessons Learned During the Delivery of the Online Teaching Module



The delivery of the Online Teaching Module has been an insightful experience that allowed me to apply and refine instructional strategies while learning from the process itself. Through a careful review of the teaching experience, as well as drawing from instructional design principles found in Everyday Instructional Design: A Practical Resource for Educators and Instructional Designers by Rob Power (2020), I have been able to reflect on several key lessons learned that will enhance my future teaching practices. This reflection will explore the importance of understanding learner needs, the significance of technology integration, the necessity of continual feedback, and how the MOOBRIC (MOOC-based rubric) and student feedback played a crucial role in enhancing course delivery and design.

Understanding Learner Needs

One of the most critical lessons learned from delivering the Online Teaching Module is the importance of understanding the needs of learners. In designing and delivering an online course, it is essential to recognize that learners come with varying levels of experience, motivation, and prior knowledge. Power (2020) emphasizes the importance of conducting a thorough analysis of learners before designing instructional content. In my case, this involved assessing the learners' familiarity with online learning platforms, their technological competencies, and their individual learning preferences. By tailoring the course content to align with these characteristics, I was able to provide a more engaging and accessible learning experience.

Additionally, Power (2020) highlights the significance of aligning course content with clear learning objectives. This practice not only ensures that learners can see the relevance of their work but also helps to maintain focus throughout the course. In my module delivery, creating clear and measurable learning outcomes allowed me to track learners’ progress more effectively and make any necessary adjustments to the content in real time.

Technology Integration

Another key lesson learned during the delivery of the Online Teaching Module was the significance of selecting appropriate technological tools that enhance learning. Online teaching requires the effective integration of digital tools to create a dynamic and interactive learning environment (Power, 2020). One of the main challenges I encountered was selecting the right balance between technological sophistication and ease of use for learners. Too many complex tools could overwhelm learners, while too few tools could limit engagement. Power (2020) suggests a careful selection of digital tools based on the context and learning goals of the course. Reflecting on my experience, I found that using a combination of discussion forums, video lectures, and interactive quizzes created an optimal learning environment. These tools were not only effective in reinforcing content but also offered various avenues for learners to engage with the material actively.

However, I also learned the importance of providing adequate support and guidance on how to use these tools. Many learners, especially those with less experience in online education, struggled with navigating the digital platforms at the beginning. Ensuring that learners were familiar with the tools beforehand and providing technical support resources were essential steps that I could have implemented more robustly.

The Necessity of Continual Feedback

The final lesson learned from delivering the Online Teaching Module involved the necessity of ongoing feedback. Power (2020) stresses the importance of formative assessments and continuous feedback to support learner development and to adjust instruction as needed. This concept became evident as I noticed that some learners required more frequent check-ins to stay on track, while others preferred a more autonomous approach to their learning. By providing regular opportunities for feedback through quizzes, peer assessments, and discussion posts, I was able to gauge learner comprehension and make adjustments to the course as necessary. Additionally, encouraging students to provide feedback on the course itself helped me identify areas of improvement.

One significant takeaway from Power (2020) is that feedback should be both timely and constructive. I learned that giving quick, specific, and actionable feedback allowed students to improve their understanding and performance more effectively. However, I also realized that balancing positive feedback with areas for improvement was crucial to maintaining learner motivation and engagement.

The Role of MOOBRIC and Student Feedback

In addition to these foundational lessons, utilizing the Massive Open Online Courses (MOOC) and gathering student feedback was essential in shaping and refining the course. The MOOC provided a structured framework for evaluating both the design and delivery of the course, focusing on key elements such as learning objectives, content clarity, interactivity, and overall engagement (Bates, 2015). By aligning the module with the MOOC’s criteria, I was able to ensure that each component of the course was purposefully designed to meet the needs of the learners while fostering a stimulating online environment. The rubric also encouraged me to continually assess whether the course content and teaching strategies remained relevant and aligned with the intended learning outcomes.

Moreover, student feedback played a crucial role in refining the course and enhancing the learning experience. At multiple points throughout the course, I conducted surveys and discussion prompts to gather learner perceptions on the content, delivery methods, and overall course structure. The feedback highlighted areas that needed improvement, such as clearer instructions for navigating certain online tools and more interactive elements to increase student engagement. By actively responding to the feedback, I was able to make adjustments, such as incorporating more multimedia resources and offering additional support for students struggling with technical aspects.

Reflecting on the importance of student feedback, Power (2020) emphasizes that listening to learners is an ongoing process that informs instructional design. In my case, regularly updating course materials based on real-time feedback allowed me to create a more dynamic and learner-centred course. This process of iterative improvement is vital for the continuous evolution of any online course.

Conclusion

The experience of delivering the Online Teaching Module has been a valuable learning opportunity. By reflecting on the lessons learned, particularly around understanding learner needs, integrating technology effectively, providing ongoing feedback, and incorporating tools like MOOC, MOOBRIC, and student feedback, I have gained a deeper appreciation for the complexities of online teaching. Drawing from the insights presented by Power (2020) in Everyday Instructional Design, I plan to continue refining my teaching practices, ensuring that my future courses are learner-centred, technology-enhanced, and feedback-driven. Ultimately, these lessons will guide me in creating more engaging and effective online learning experiences for all students.

Please enjoy the following link:


References

Avondale College of Higher Education. (n.d.). MOOBRIC: A tool for evaluating online teaching. Retrieved from https://www.avondale.edu.au/academic-development/online-teaching/

Bates, T. (2015). Teaching in a digital age: Guidelines for designing teaching and learning for the digital age. Tony Bates Associates Ltd. Retrieved from https://opentextbc.ca/teachinginadigitalage/

Power, R. (2020). Everyday instructional design: A practical resource for educators and instructional designers. Routledge. Retrieved from https://pressbooks.pub/everydayid/

Comments

Post a Comment

Popular posts from this blog

Welcome to my Reflective Journal for EDUC5209G: Critical Issues in Leadership Education

Image
My name is Kari, and I am a passionate and dedicated nurse educator with a deep commitment to fostering supportive, inclusive, and empowering environments for nurses. I believe that creating a strong, collaborative culture is essential for providing the best patient care, and I work tirelessly to ensure that both nursing staff and students feel valued, supported, and prepared for the challenges they face. Currently, I serve as a Clinical Practice Leader in an Intensive Care Unit (ICU), where I have the opportunity to oversee and guide the clinical practice of nurses working in one of the most demanding and high-stakes environments in healthcare. In this role, I am responsible for supporting nurses’ clinical development, ensuring the implementation of best practices, and maintaining the highest standards of patient care. This experience gives me a unique perspective, blending the demands of critical care with the necessity for strong leadership and mentorship. In addition to my clinical...
Read more

Abstract: Pressure Injury Prevention for Healthcare Professionals

These online teaching modules will provide healthcare professionals with essential knowledge and practical strategies for preventing pressure injuries (PIs) in clinical settings. Pressure injuries are a significant concern in healthcare environments, particularly in high-risk populations. The risk is increased in those with limited mobility, and individuals undergoing prolonged hospital stays or surgical procedures. These injuries compromise a patient's well-being and can lead to longer hospitalizations, increased healthcare costs, and poor quality of life. These modules will be driven by evidence-based strategies for the prevention, early identification, and management of pressure injuries. The course will be taught using a blended learning approach. The modules will combine theoretical knowledge with interactive activities and real-world case studies to ensure participants understand how to assess patient risk, implement prevention measures, and evaluate outcomes. The modules are...
Read more

Navigating the Post-Pandemic Shift: Reflections on Digital Pedagogy in Higher Education

As a graduate student in the Faculty of Education at Ontario Tech University, I'm constantly reflecting on the evolving landscape of higher education, especially concerning innovative digital pedagogies. This week's reading, "The Effects of COVID-19 on Higher-Education Teaching Practices" by Power, Kay, and Craig (2024), offers a compelling synthesis of how Canadian higher education institutions adapted to online teaching during the pandemic and the lasting impacts on teaching practices. The abrupt shift to online learning in 2020, necessitated by the COVID-19 pandemic, forced many instructors into unfamiliar territory . However, as Power, Kay, and Craig (2024) highlight, this transition also sparked widespread innovation in the use of digital technologies and pedagogical approaches . This study, drawing on data from 35 survey respondents and six focus group participants across two Canadian universities (Cape Breton University and Ontario Tech University), focused on ...
Read more