Kevin Norris
ENG 665/Teaching Online Philosophy
Professor Rodrigo
December 10, 2014
      
                      

2014

       Susie works until five and has to pick up little Jimmy from daycare. Ethan works until five and has to pick up Alyssa from basketball practice. Both parents meet at home at around six and quickly start to prepare dinner for Alyssa and Jimmy. Ethan throws a bag of fries into the oven. Susie boils the hot dogs. It is now 6:35p.m. and both Susie and Ethan have to be in class by 7:20p.m. Ethan drives to the Old Dominion/ Norfolk State University Center five miles from the house. Susie gets caught in traffic driving to the Old Dominion Campus located 31 miles away.
           This is the case scenario in my house. I have found the convenience of online learning priceless. With all the hustle in a household these days, online learning has become a necessity. Throughout my college experiences, I have taken both face-to-face classes and online classes. I even earned my Teaching English as a Second Language certificate online from the University of Phoenix. I found that the learning I received online was just as valuable as face-to-face, especially when the instructor was willing to take phone calls and return answers via email in a timely manner. Therefore, I believe in online learning. Furthermore, I believe it is the responsibility of the teacher to make the experience of online learning both challenging and enriching.
          My philosophy with regards to online asynch teaching is basically the same as face-to-face teaching-be prepared to meet the needs of every student. Overall, the teacher functions as the facilitator of learning. He or she is responsible for creating an environment that incorporates lectures and activities that utilize technology.
In my 17-years of teaching, I have taught both face-to-face and online. When I teach online, I use the same techniques as face-to-face. I make myself available through telephone conferencing, text messages and/or web conferencing.
 

                                                            (Source:
Desire2Learn.com)

     (Source: Desire2Learn.com)
          Like in a face-to-face class, the lessons designed for online are meant to meet the learning styles of the students. For example, to meet the needs of the kinesthetic learner, the students may have warm-up activities that range from puzzles to writing prompts. For the intrapersonal learning style, written lectures are provided. Videos are used to meet the needs of the auditory and visual learner. To meet the needs of the verbal learner, activities are designed to apply what was being taught. This is usually in the form of a paper and/or presentation whether it be in the form of a brochure or Movie Maker where the student records his or her own voice.
Furthermore, to meet the needs of interpersonal learners, the students are given the opportunity to collaborate with other students on writing assignments. Students are assigned groups. Then, students are given workshop guidelines. Next, in their groups, they peer edit each other’s papers, giving feedback on their work. After the students comment on each other’s work, they are given the opportunity to make corrections and self-reflect.
Overall, whether I’m teaching online or face-to-face, I never lose track on the importance of the learning process. I realize that it is my responsibility to design my instruction with the latest techniques and technologies in mind, so the students can be prepared for the businesses of today.