- In the beginning weeks of class, respond to each student individually. I find that students need the special attention as they are feeling their way in a new learning environment; moreover, I have seen clear evidence that these personal responses lay the foundation for healthy student-teacher relationships.
- Use appropriate “feelings” phrases when students are experiencing personal issues such as death of family members, personal illness, or financial crises. Students appreciate hearing phrases like “I’m sorry for your loss”, “I’m hoping for a positive change in your situation”, or “I care about your situation”. Upon using these kinds of phrases, students always express how much the words mean to them.
- Reach out to students you haven’t heard from with words suggesting that they are missed. Often students go “MIA” without telling their professors. Once they return, I’ve been known to say things like “we’ve missed seeing you in class”, “so happy you’re back with us”, or “it hasn’t been the same without you”. Invariably, I will get a note back expressing their appreciation.
- When students appear to be stressed or anxious, allow yourself to become transparent. I’ve discovered that the revelation of my own stressful situations serves as a source of encouragement to students. For example, on several occasions, single mothers have shared their difficulties in balancing responsibilities related to schoolwork, children, and parents. In each case, once I reveal my story of working on my dissertation as a single parent and taking care of my mother, I notice a remarkable difference in the students’ overall willingness to move forward.
- Mix in humor with challenging concepts and assignments. Very often, higher education students carry an overarching expectation that everything associated with learning must always be rigid and serious; however, I often take the liberty of inserting humor to soften the intensity of some of the more challenging assignments. For example, when introducing students to concepts about APA rules, I post a silly song called the APA Blues. The students find themselves singing along laughing at the lyrics, and as a result, the humor works to dismantle some of the uneasiness that may exist around the topic.
Online Learning Accommodates Everyone’s Needs
This digital revolution has led to remarkable changes in how the content is accessed, consumed, discussed, and shared. Online educational courses can be taken up by office goers and housewives too, at the time that suits them. Depending on their availability and comfort, many people choose to learn at weekends or evenings. The online method of learning is best suited for everyone.
Lectures Can Be Taken Many Times
One can access the study program an unlimited number of times, unlike classroom teaching, with online learning. This can be very helpful at the time of revision while preparing for an exam.
Offers Updated Content
One of the prime benefits of online learning is that it assures you that your content are up to date and based on the latest industry trends.
Quick Delivery Of Lessons
eLearning is an approach to provide quick delivery of lessons. In comparison with traditional classroom teaching techniques, this mode has generally snappy conveyance cycles. This shows the time required to learn is decreased to 25%-60% of what is required in conventional learning.
There are some of the reasons why the learning time is reduced by eLearning:
- Lessons begin rapidly and furthermore wrapped up in a solitary learning session. This empowers preparing projects to effortlessly take off inside half a month, or at some point even days.
- Learners can characterize their own particular speed of learning as opposed to following the speed of the entire group.
- Saves time as a student does not need to travel to the training venue. You can learn at the solace of your own place.
- Students can contemplate particular and significant areas of the learning material without concentrating on every single topic. For instance, they can skirt certain topics they would prefer not to learn.
eLearning helps in making and imparting new concepts, ideas, and thoughts. Regardless of whether it is for formal education or entertainment, eLearning is a speedy method for learning!
eLearning empowers instructors to get a higher level of scope to impart the message reliably for their intended target group. This guarantees all students get a similar kind of preparing with this learning mode.
eLearning is cost effective when compared to traditional types of learning. The purpose behind this cost reduction is on account of learning through this mode happens rapidly and effortlessly. A considerable measure of training time is minimized concerning instructors, travel, course materials, and settlement.
This cost adequacy likewise helps in improving the benefit of an association or a business. Additionally, when you are learning at your own place, you are eased from paying for movement costs (e.g. Convenience) when training occurs in another city/state as well as outside learning materials.
Less Impact On Environment
As eLearning is a paperless method for learning, it ensures the earth to a ton of degree. According to an examination done on eLearning courses, it has been discovered that distance learning programs devoured around 90% less power and produced 85% less measure of CO2 outflows when compared with traditional campus based instructive courses. With eLearning, there is no compelling reason to cut trees for acquiring paper. Hence, eLearning is a profoundly eco-accommodating method for learning.
- Build Productive Relationships. While this should go without saying for any class, whether it is a traditional or online class, relationships with students always matters. It can have a direct impact on their ability to feel comfortable asking for assistance when needed and that can alert the instructor to potential problems. But developing this type of relationship in a virtual environment isn’t easy and a class that lasts only a few weeks can make it even more difficult. How a relationship begins is with the attitude an instructor holds and it continues with an ongoing intent to be helpful and approachable. Students must know that their instructors care about them.
- Carefully Manage Your Communication. All forms of communication that instructors have with their students matter and must be cultivated with care that the intent of message is clearly made and the tone is not likely to be perceived in a negative manner. When responding to a student, whether by email or a post in the classroom, it should not be done hastily or when an emotional reaction is felt. The reason why this is so important is that a negative interaction can be de-motivating to a student and a series of these types of interactions can cause a student to disengage from the class.
- Be Present, Available, and Accessible. If students are to stay engaged in the class and perform to the very best of their abilities they need to know that their instructor is readily available to assist them whenever they need help. This doesn’t mean that an instructor has to be on call at all times or answer questions as soon as they are posted; however, there needs to be an established pattern that students can rely upon. I’ve found it helpful to have multiple methods of contact that includes email, instant messaging, weekly office hours, sharing my phone number for times when students need immediate assistance, and posting a questions thread in the classroom. This allows me to develop connections with students and it can be very motivating for them to know I am accessible.
- Help Make Certain that Students are Adequately Prepared. I’ve found that academic under-preparedness can be extremely detrimental to the mindset that new students hold as they attempt to navigate the course and the requirements they are expected to complete. Even as established students make progress through their degree program they may still struggle with areas of development that can create a mental barrier and ultimately lead to a sense of defeat if they do not receive assistance. What I’ve done is to share resources that address students’ specific developmental needs in the feedback provided and if I find sources that may benefit the entire class I’ll share it in a separate classroom post. I’ve found that the more students feel equipped to complete their tasks, the more confident they will be as they make an attempt to do so.
- Develop and Use Proactive Outreach Strategies. It is imperative that an instructor always be aware of the classroom conditions and more importantly that they are aware of students who are not actively involved and present in class. It may be helpful to establish a mental baseline for expected performance and over time an experienced instructor develops an instinct for student engagement. A discussion thread is one way to gauge if students are disengaging from the class. When I discover a student who isn’t posting messages or they are continuing to struggle with their written assignments, I’ll make outreach attempts. First I’ll send an email and try to engage them and if that isn’t successful I’ll make a phone call so that the student doesn’t completely disengage from class. I’ve learned that a personalized approach will go a long ways towards helping students sustain their self-motivation.
Professor Kingsfield was one of the most highly regarded professors in the whole institution. It seemed as if he had perfected the craft of conveying knowledge to his students. “How many other professors could so exactly delineate the subject, and so completely dominate class, that no small measure of the students’ independent interest would vary the progress?” It seems like Kingsfield was a true expert in his craft and with his perfection it revealed he had been at this a while. He displayed his craft by giving lechers that were referred to as divine by his students.
Precision is exactly how he went about lecturing to his students. Any time he wanted to lead his lesson in the right direction he knew exactly whose name to call on. Sometimes this even meant questioning people who he knew came unprepared but sometimes the student’s mistakes can help make a point to cement another bit of knowledge. This efficient learning environment that Kingsfield was perfect Hart and exactly what he needed to challenge himself in his first year at law school. Without Kingsfield for Hart to look up to as a role model it would have definitely produced different outcomes between Hart and his fellow law students and also his love life.
To get to work in the insight of the engineering, the branch of the intelligent engineering is the powerhouse that helps the inspiring minds to deal with the coming up with analytical and critical solutions to the engineering problems encountered during the designing work. As they would be working on design projects related to national security plans, they should have an ability to maintain confidentiality on certain issues.
To hook and stick with the career that is moreover known as intelligent engineering, one needs to get along with the good grades in the intermediate education. The subjects include Physics; Chemistry; Mathematics; English.
Students need to find a technical endeavor to get stick numerous outstanding achievements of humankind with the story of the Wright brothers.
Aerospace engineering- Future calling engineering for students
When considering to the field of aerospace engineering, it is composed of the elements like the aircraft and spacecraft. The first is that in which aerospace engineers perform work for aircraft. These aerospace engineer jobs are involved in the science, design, and construction of aircraft. The other is the spacecraft engineering that involves the workforce of the engineers dealing with the spacecraft propulsion and the dynamics properties.
This highly regarded field of aircraft and aerospace engineering is a very competitive one and challenging also. While there are numerous colleges and universities that offer aerospace engineering, most focus on air flight rather than space flight. There are only a few universities the world over with highly developed astronautical engineering programs, making the competition for admittance to such a program very high as well. So from the student’s point of view, it is required to get new learning’s in the different vertical to see a rise in yourself with the different scope, that matter for you with the degrees.
The field of the airplanes and space-planes is the one that prepares the students for changing technology and processes make it critical that the successful engineer be a life-long learner in different verticals, willing to return to school every few years for refresher courses during which he or she will learn the new advancements within particular areas of his or her specialty, the proper one.
Academic Educator vs. Subject Matter Expert
From my experience, I have discovered there are two distinct perspectives of the work that educators perform. One perspective is a result of the traditional role of an educator, who is working full time at a college or university and has dedicated their career to the development of their instructional practice. They are working to become a teaching expert and usually have strong subject matter expertise, along with a highly developed academic background. This type of educator has dedicated their career to helping students learn, conducting research, publishing, and furthering their scholarly expertise.
The other perspective of an instructional practice is based upon those educators who are working as adjuncts. Online teaching was a thriving career up until a few years ago, when the for-profit industry came under intense scrutiny. Approximately ten years ago, there were more jobs than adjuncts and now that trend has reversed. The primary difference between adjuncts in this field and traditional instructors is that online adjuncts are often hired not because they were academics, rather they are practitioners in a field related to the subject being taught. When someone teaches a class without an academic background, their primary focus is often on the need to manage a class and complete the facilitation requirements.
What does this mean for the classroom learning experience? Is one type of educator more effective than the other? I believe that it is a matter of perspective. An academic educator is going to better understand the learning process and how to educate adults. A subject matter expert, as an instructor, may be able to provide the necessary context for learning and that means either educator can be effective. I chose to bridge the two types of educators by choosing postsecondary and adult education as the major for my doctoral degree, to add to the business and business management subject matter expertise I already had acquired. However, that only tells part of reason why my work with students has made a difference for them as knowing how adults learn is part of the equation but not the complete answer.
How You Can Make a Difference for Your Students
Regardless of which type of background you have as an educator, I have discovered that what makes a difference for students is the attitude and disposition an instructor holds about learning, along with their ability to see a potential for growth in every student – and how they are able to relate to and work with their students. Below are three areas for self-assessment that you can use to determine if you have had, or could have now, a positive impact on the learning and development of your students.
Do you do what you say you will do? What you say to your students matters, along with what you say you will do and then what you actually do. For example, do you state that you are easily accessible and responsive to their needs, but then you are slow to answer questions or unwilling to provide assistance that actually helps them? When you state that you care about their academic needs, how do you show it?
Students may forget what you state or what you have written, but they will usually remember what you have done. As an example, if a student has asked a question and received a timely response, especially one that is meaningful and demonstrates a caring tone, they will remember that and likely seek assistance again when needed. It goes back to the saying that “actions speak louder than words” – and I’m certain this is something you have experienced yourself.
Do you want to make a short term or long term impact? Have you ever taken time to consider the impact of your teaching practice? If so, what kind of impact do you want to have on your student’s academic life? When your goal as an instructor is to complete the required facilitation duties and assist students only when they request help, the impact that you will have on their learning experience will likely be short-term and soon forgotten. In contrast, if you are cultivating relationships with your students and you are focused on their academic success and ongoing persistence, your impact is likely to be more long-term or memorable.
You may not know the full extent of how you have helped your students if you work with them for only one class; however, the long-term effect is one that will be transformative as they continue working towards completion of their academic goals. You may also never know about the impact you have made if your students are not directly responding to you. But the smallest of gestures made by you, done with a genuine concern for the well-being of your students, may influence them in a positive manner both now and in the future.
Are you working to develop sustainable connections with your students? A follow up question for you to consider is this: Do you stay in touch with students, even after the class has concluded? For many online adjuncts that I have worked with this question seems like a foreign concept. How can you develop lasting connections when you interact with students for just a few weeks? Why would they ever remember you? Perhaps you have learned this lesson, or may you have not, but even something as simple as being willing to take extra time to explain challenging concepts, provide additional tools and resources, or craft engaging and meaningful feedback, may be enough to start a connection. For example, I am still in contact with students today who stated it all began with the level of feedback I provided and how it helped them grow.
I also utilize social media to connect with students and that creates discomfort for some educators, and even some schools, as this platform can be utilized in a manner that is not suitable for academic interactions. What I have done is to develop a following on Twitter as a means of sharing academic related resources and staying connected to a global base of students and educators. Students have also viewed my LinkedIn profile and for that reason I do not post personal information or political perspectives as I want it to remain professional in nature. I know this can be a challenging practice for some educators to follow and that is why many schools do not encourage instructors to share social media information within their classes.
What Can or Should Students Expect?
Should students expect the best from their instructors, if the school promises they are highly qualified and will provide a positive learning experience? I used to think that ineffective educators make a poor representation of their school and could create a negative impression for their students; however, it seems that students have almost become used to experiencing a wide range of instructors and they have become proficient with tuning out those who they perceive are ineffective. Some students have even taken to social media to express their frustrations, and there are websites that allow them to provide both feedback and ratings for instructors. I have looked at those websites and it is difficult to determine if the instructor was at fault or the students are not receiving the outcomes they expected. Whatever the reason, there was something that was left unresolved and that created frustration on the part of the students.
This is similar to end-of-course instructor evaluations that students are often given to complete. I have observed a very low return rate with online students, and the reason for completion of the form was often related to being extremely satisfied or dissatisfied with the course outcomes. I know that some schools base teaching assignments on the evaluation outcomes and it is a source of frustration for many instructors – especially when they have done their best and still have an occasional unhappy student. But what I have also noticed is that the more I focus on what I am doing in the classroom, rather than on trying to make students happy so they will give me a good rating, the better my evaluations have been overall. When I am determined to make a difference for the learning experience of my students, over time the number of positive responses tells the entire story of my teaching effectiveness.
Whether you are interested in developing academic or subject matter expertise as an educator, the most important aspect of your instructional practice needs to be on the strategies you use to meet the developmental needs of your students. They are only going to persist and realize their potential if you encourage them in a supportive manner. Your disposition will influence the tone of what you say and what you write, and this can build up, empower, and motivate your students to do well. You can make a difference for your students by looking at your role as more than a series of tasks to complete, and nurturing a proactive, positive approach to how you interact with your students. Even if you never know the full extent of how you have made a positive impact, you will likely develop some long term connections that remind you of the value you brought to the classroom – and that will make your hard work feel very rewarding.