Please discuss possible answers to the
questions below. This exercise will hopefully generate a lot of thought
provoking discussion since there are many right answers to each question.
After you have thought about your answer, click on the number next
to each question to view an example of a possible answer.
| 1. |
In the Virtual Classroom™, lectures are
short and few. With this being the case, where are the students going
to get the information they need in obtaining the learning objectives?
|
| 2. |
Since we cannot see each other in the Virtual Classroom™,
it is hard to tell if you are bashful, bored, sarcastic, or just
kidding. What would you recommend as an approach to successfully
communicate online?
|
| 3. |
What do you think about taking the physical presence
of an instructor out of the classroom? What contributed value is
gained by a physical presence vs. a virtual one?
|
| 4. |
What reasons do you see for a person wanting to teach
in an online environment? Why would a student want to attend an online
class?
|
| 5. |
Does synergy exist in the traditional classroom? To
what degree?
|
| 6. |
What do you see as the primary difference in the curriculum
used onground and the curriculum used in the online model?
|
| 7. |
What role does the student play in defining the learning
outcomes in the onground learning model? How does this change with
the online learning model?
|
| 8. |
Identify two tools utilized in the online environment
and describe how you would use them in enhancing the learning process.
|
| 9. |
Identify two means of measuring learning outcomes in
the VC.
|
| 10. |
Identify what you believe to be the first step in converting
an onground curriculum to an online curriculum. Why?
|
| 11. |
Many institutions want to replicate the onground classroom
online. Can and should this be done?
|
| 12. |
Why is lecturing the least productive method of teaching
in the Virtual Classroom™? Lecturing plays a major role in the
traditional classroom, what does this say about the traditional classroom?
|
| 13. |
Subjecting students to memorization testing in the
Virtual Classroom™ should be minimized, if not eliminated as
an assessment tool. Why? (hint, think about the context in which
the learning process takes place).
|
| 14. |
If you teach a subject where memorization is necessary
to achieve the course objectives (i.e. Chemistry), how can discussion
contribute to your course materials? What tools cold you use to facilitate
the learning process and how would you measure the success of the
learning process?
|
| 15. |
Discuss the idea of "value added" in terms
of adding video, audio, and real-time activities to a text-based
asynchronous online learning program.
|
| 16. |
The statement has been made that "text-based systems
do not remove bias, they merely shift it around" What does this
mean?
|
| 17. |
What do you believe to be the appropriate level of
computer knowledge/experience for a beginning online student? Why?
What should the student’s attitude towards the technology be?
Why?
|
| 18. |
Your online student calls and says, "my computer
has broken down, I have lost all of my notes and will not have another
system to use for a week. What should I do? " Oh, yeah, it is
the fourth week of the course and the student is one of the worst.
What action will you recommend? Why?
|
| 19. |
What value does synchronous activity have in the online
learning process, Why?
|
| 20. |
What are some cultural concerns in implementing an
online program in terms of the student, the institution, and the
faculty? |
