Teaching in an online environment will allow me to stay current with the change in education, and compel me to adopt a more learner-centered pedagogy. The online course is also affording me the opportunity to develop materials for a more learner-centered pedagogy using state-of-the-art tools. This will benefit my in-classroom teaching as well.
I anticipate two challenges: 1) having all of my time devoted to teaching the course this summer. I am particularly concerned about the additional grading time that online instruction appears to take (according to the readings). I strongly dislike grading…2) developing effective asynchronous activities for each lesson.
The quote by Moore and Kearsley, 2012 (cited in Lin, Dyer and Guo) summarizes the time-consuming activities in online teaching that I hadn’t considered:
“Simply making a video podcast presentation or putting lecture PowerPoint material on a Web site is no more teaching than it would be to send the students a book through the mail. As well as presentations of information, at least as much attention should have been devoted to finding out each individual’s need and motivation for learning, giving each individual the opportunity for testing and practicing new knowledge, and for receiving evaluation of the results of such practice” (p. 136).