Commentary :
Although much focus is given to the
technological and instructional delivery aspects of online learning, there is
also much research available that indicates that online learners perceive
instructional effectiveness in the online classroom based on cognitive and
social aspects more so than the mechanisms for delivery of content. The
perception that online learners do not crave a socially intimate and cognitively
meaningful learning experience is false, and often these aspects contribute the
greatest to the students overall satisfaction with the online learning
experience. Behaviors and actions that can be modeled and implemented quite
easily in any online course that will significantly increase the effectiveness
of online instruction are those that develop and promote communication,
connectivity, and compassion. In fact, the Institute for Higher Education
Policys 2000 report of benchmarks for successful online education emphasizes
interaction and engagement in the online learning environment, beyond their
focus on instructional delivery mechanisms and materials, course curriculum
development, and content of the course itself. By implementing behaviors/actions
that model connectivity, compassion, and communication, online learners
experience a perceived increase in the quality of instruction they receive and
an overall increase in program satisfaction, while faculty and the organization
experience an increase in satisfaction due to improved faculty-student
relationships, assurance of quality education for the community served, and
intrinsic motivation for the provision of more meaningful learning. Although
much focus is given to the technological and instructional delivery
aspects of online learning, there is also much research available that
indicates that online learners perceive instructional effectiveness in the
online classroom based on cognitive and social
aspects more so than the mechanisms for delivery of content. The perception
that online learners do not crave a socially intimate and cognitively
meaningful learning experience is false, and often these aspects contribute the
greatest to the students overall satisfaction with the online learning
experience. Behaviors and actions that can be modeled and implemented quite
easily in any online course that will significantly increase the effectiveness
of online instruction are those that develop and promote communication,
connectivity, and compassion. In fact, the Institute for Higher Education
Policys 2000 [1] report of benchmarks for
successful online education emphasizes interaction and engagement in the online
learning environment, beyond their focus on instructional delivery mechanisms
and materials, course curriculum development, and content of the course itself.
By implementing behaviors/actions that model connectivity, compassion, and
communication, online learners experience a perceived increase in the quality
of instruction they receive and an overall increase in program satisfaction,
while faculty and the organization experience an increase in satisfaction due
to improved faculty-student relationships, assurance of quality education
for the community served, and intrinsic motivation for the provision of more
meaningful learning. Students participating in online courses and distance
learning formats consistently state that effective faculty demonstrate
transformational leadership; illustrate a trust in their students that comes
about by way of developing personal relationships and rapport. In addition,
effective online faculty illustrates effective instruction by facilitating
interaction and engagement amongst the cohort or group, even when asynchronous
learning is occurring. Finally, one of the most important traits crucial to
effective online instruction is the instructors ability to emphasize meaningful
application of the content [3]. There
are various myths surrounding online learning that have prevented faculty from
progressing in their effectiveness and making strides in this arena, even
though online learning is booming nationwide. For example, many continue to
assume that the technological design and instructional format of delivery is
most important in its degree of effectiveness. In addition, some assume that
online learners do not crave socially intimate and cognitively meaningful
learning experiences, and in fact, seek out easy As as opposed to meaningful
learning. In contrast, the Institute for Higher Education Policys 2000 report
of benchmarks for successful online education emphasizes interaction and engagement in the online learning
environment as two of the most important aspects of successful, effective
online educational programs [4]. Based
upon what research tells us about what our students need from us in the online
learning classroom, the types of interactions they crave, and what propels them
to succeed, the three Cs are defined as connectivity,
compassion, and communication.
The reason that implementation of the three
Cs work is because this practice allows students to do most of the work.
The more work and time the student spends engaged via communication,
connectivity, and reception of compassion in content, the more they learn.
Interactivity is the heart and soul of effective asynchronous learning; for
example, interaction with peers, faculty, resources, small groups, and one on
one [3]. The three Cs of effective online
instruction require faculty presence; social presence, cognitive presence, and
a strong teaching presence. Each of these three areas of faculty presence is
complimentary to the other and necessary for effective online instruction.
Regarding social presence, faculty assist students in an online course to begin,
to establish a community of learning by projecting their personal
characteristics into discussions. In other words, they present themselves
as real people first and students second. This is essential because this
practice facilitates the expression of emotion/feelings (compassion),
belongingness and commitment (connectivity), and the trust for future
disclosures (communication). With cognitive presence faculty and students can
construct and confirm meaning through sustained discussion in a community of
inquiry. While faculty introduces conceptual and theoretical knowledge,
students are encouraged to relate such
knowledge to meaningful experiences (communication, connectivity,
compassion). Teaching presence is the facilitation of the cognitive and social
process for the realization of personally
meaningful and educationally worthwhile outcomes, understanding
that not all students journey will look the same; communicate and connect with
students to identify strengths and illustrate
compassion for their unique learning situations [4]. There
are many methods by which connectivity can be effectively established. Faculty
should not be afraid to convey appropriate personal information to students.
For example, an online course may include a Start module or Introductory Bio
Discussion from the faculty that facilitates collegial interaction. Faculty can
establish connectivity with students by providing timely and meaningful
feedback on assignments and commenting on specifics rather than ambiguous
details. Be encouraged to integrate yourself as a faculty member into your
online course by posting regular web updates and announcements about upcoming
assignments or events. Be active and visible within the course, as visibility
is equivalent to accessibility, which communicates caring and vested interest
to the student. Check in with “at risk” students frequently and provide
necessary and beneficial resources [5,6]. Communication
is perhaps one of the most important of the three Cs of effective online
instruction, as the student is totally reliant on all other means of
interaction with faculty in absence of face to face contact as in the
traditional classroom. One way to facilitate communication is to state clear
expectations always; without specifics, assumption is the default. Let your
students know the best method of communication for you and expectations
regarding timeliness of feedback. When you do communicate with students,
personalize responses and include information that is meaningful and specific.
If there are behaviors or actions that need to be corrected, sandwich that
corrective feedback in between positive remarks about behaviors you have noted
or areas of improvement you have seen occurring. Perhaps most important is to exemplify
professional behavior. Students expect you to tell them to do certain things
and behave certain ways, but seeing you do the very same is the strongest
method of communication there is. In all things and always, build up the
profession in all communication, and remember that you can never over communicate
or over encourage your students [4,7]. Equally as important as connectivity and
communication is compassion in the effectiveness
of online learning. Some faculty struggle with compassion somewhat, as there
can be blurred lines between strict professionalism and a balanced
vulnerability of humaneness as a faculty. One of the best methods of
communicating and illustrating compassion is to provide an open-door policy for
students by establishing a rapport and giving them permission to share while
creating a balance of privacy, distance, and concern. Allow for opportunities
to learn things about your students that are completely unrelated to their
nursing academia. Compassion is truly illustrated when faculty can empathize
with and make modifications for the fact that life does not stop when school
begins; particularly because many of the online learners are nontraditional
students. Concurrently, faculty should reiterate expectations of behavior and
conduct and correct issues in a timely and private manner; be an instructor
that they do not want to disappoint [5]. Although
faculty growth will certainly occur as a result of implementing the three Cs,
the students are the real beneficiaries of effective
online instruction. When online instruction is effective by way of
implementation of connectivity, communication, and compassion, students begin
to value learning for learnings sake and not simply as a requirement that must
be fulfilled. More students pursue continued education and increasing numbers
of students become involved in education themselves. Overall, both faculty and
students feel value, respect, appreciation, and satisfaction [4,8]. There
are currently faculty utilizing many of the methods of connectivity,
communication, and compassion to improve the effectiveness of their online
instruction. Many of these faculties have been agents of change, so to
speak. Change is disruptive and can be uncomfortable, yet the benefits for our
learners can be vast and exponential. Be encouraged to inspire a vision and
grow a passion in your online courses; enable others to act and invest in the
potential of every single student. Perhaps most important, model the way; there
is no buy in when there is no authenticity. Encourage the heart; the three Cs
do not just produce better nurses, but better people. 1. IHEP. Institute of Higher Education Policy
(2000). 2. Palaparthy R. 6 Sound
Design Principles for a Sound Learning Experience (2015). 3. Ascough R. Designing for online
distance education: Putting pedagogy before technology (2002) Teaching theology
and religion 5: 17-29. 4. Pelz B. Three principles of
effective online pedagogy (2004) Journal of Asynchronous Learning Networks 8. 5. Savery J. Be VOCAL: Characteristics of Success
Online Instructors (2005) Journal of Interactive Online Learning 4:
141. 6. Tsai C. An effective online
teaching method: the combination of collaborative learning with initiation and
self-regulation learning with feedback (2013) Behavior and Information
Technology 32: 712-723. 7. McMurtry K. Effective
teaching practices in online higher education (2016). 8. Obizoba C. Effective
facilitation methods for online teaching (2016) International Journal of Higher
Education Management 2. Keri E, Justice, Assistant
Professor of Nursing, Middle Georgia State University, 100 University Parkway,
Macon, GA, USA, Tel: 478-471-2981 E-mail: keri.justice@mga.edu Keri EJ (2017) The Three C’s of Effective Online Instruction. NHC 107: 18-20
The Three C’s of Effective Online Instruction
Keri E Justice
Abstract
Full-Text
To increase academic rigor and student engagement in online learning, it is
necessary that nursing educators identify internalized perceptions associated
with what contributes to “effective” online instruction. Nursing faculty must
understand the importance of effective online instruction, as many students
seeking out this format for learning have tremendous extraneous obligations
apart from their academic obligations. Upon understanding the importance of
comprehensive online instruction, faculty must also understand that there are
methods and behaviors that facilitate the success of each student. In
Palaparthys work [2], Cathy Moore stated “The most important principle for designing
lively eLearning is to see Learning design not as information design but as
designing an experience. It
is common knowledge
that learner engagement plays a critical role in the success of an eLearning
course”. Distance learning, also referred to as online or eLearning, is most
often consumed by non-traditional or second career students who desire learning
to be meaningful, relevant, timely, and engaging [3]. By
integrating the three Cs, connectivity, compassion, and communication, or the
three Cs of effective online instruction, both learners and instructors
experience a fulfilling and satisfying interaction.How do Students Perceive What is Effective Online Learning?
Common Myths about
Online Learning
The Three Cs of
Effective Online Instruction
What do the 3 Cs
Require of Me?
How Far Reaching
are the Benefits of The Three Cs in Online Instruction?
Conclusion
References
*Corresponding author
Citation
