NORTHCENTRAL UNIVERSITY ASSIGNMENT COVER SHEET

Learner: Barbara Andrine Koenig

EL7004

Dr. Glen Gatin

The Online Learner

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In one document, submit the following: 1. Interview Questions and Responses You have been selected to be part of a team of interviewers for prospective online instructors for your institution. Develop a series of questions for the interview and list the responses you would hope to get from a promising candidate. 2. Rationale Discuss your reasons for asking the questions that you asked and support your rationale with outside resources.
Faculty Use Only Nicely done, Barbara. As the doctoral scholar on the interview team your role will be to determine the soundness of the candidates grasp of theoretical elements of learning. It will also be incumbent on you to ensure that your team is logically consistent with regard to the philosophical perspective used in your institutions approach to elearning and can relay that coherence to potential online instructors. A classic example of cognitive dissonance occurs when an institutions administration espouses one theory but their behavior demonstrates that the theory- in- use is radically different.
Comment [G1]: This is an old reference but the analytical framework is still quite useful in many circumstances. Argyris, C. (1976). Single Loop and Double Loop Models in Research on Decision Making. Administrative Science Quarterly, 21(3). Retrieved from http://www.jstor.org.ezproxy.fielding.edu/stable/vie w/2391848

KoenigBEL7003-7 For example the two major schools of thought respecting online learning can be categorized as instructivist or constructivist. Depending on your institutions approach, you will want instructors who work well in the selected mode. An institution that recruits people who have constructivist skills but then requires them to work in an instructivist mode will have difficulty retaining effective instructors.

Can you identify your institutions mode? Are activities consistent with espoused theory? What research would you cite to support your analysis of the theoretical stance? For this class it may be more important to reflect on the essential competencies for doctoral level scholarship. How could you approach this topic from a more conceptual mode? Where would you look for theoretical research on the topic at hand? How could you use a particular theoretical perspective to frame the questions? If you then chose a different theory, how would your questions change? As this is a course in elearning consider using multimedia in your own weblog, wiki, or interactive web page to respond to the final course activities. Gatin July 26, 2012

Instructor vs. Manager Introduction Online instruction is a rapidly growing method of education that requires special instructors with a vast array of competencies (Abdous, 2011; Abdulla, 2004; Connors, n.d.). Online instruction is not a method that should be forced upon an instructor just as online learning should not be forced upon a student (Paloff & Pratt, 2004). There are critical success factors that may be difficult for instructors to overcome to make the transition from traditional classroom teaching to the realm of distance online instruction (Levine, 2005; Connors, n.d.). Because of

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this, it is important that the learning institution hire appropriately by using a formalized interview process to assess the readiness and capabilities of online instructor candidates for their school. Berg (2008) states that the online instructor must have balance in four key areas to be successful which are the social role, the technical role, the managerial role, and the pedagogical role , wee Figure 1 (p.409).

Interview Questions for Online Instructors Logistics: Inform the interviewee that this is a 10-question interview and they have 45 minutes to complete it. Below the question, what the committee should look for in the candidates response as well as the rationale why the question was selected. The candidates must relay their answers within that period. 1. Please tell us about yourself and why you are interested in this position. Look For:

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The interviewee should give concise information regarding degrees and qualifications, suitability for the job with interests, motivation, passion for the position and the teaching and learning process. The committee should look for an interest in connecting with students through different modes of technology as well as flexibility with instructional methods. Rationale: As an introduction question, this allows the interviewee to become comfortable right away in the interview process and begin to form the foundation for open sharing and relationship building (Paloff & Pratt, 2004). The candidate must answer not only some background information on what brought them to this interview, but detail the information of why they are interested in working in an online setting. The second part of this question should include information regarding a passion for implementing technology and implementing new methodologies involving instructing at a distance. Maroff (2003) discusses how these technologies allow for global instruction. Relationship building does not only apply to the instructor to student interactions, but should also consider how the instructor interacts and is able to form relationships to the institution to share ideas for pedagogical improvements (Berge, 2008; Singh, 2004). 2. What is your teaching philosophy? Look For: Look for the theme that all students can learn. There can be clarification that particular schools or methods of delivery may not be appropriate for certain students. Listen for the passion for teaching and learning, forming positive interactions and relationships with students and peers, and willingness to try new approaches to teaching. Look for the idea of students
Comment [G2]: Interesting to note that Maroff is writing long before the introduction of web-based multimedia technology which has revolutionized online learning. For example, YouTube wasnt commonly available until 2006.

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taking control of their own learning and the instructor is the guide or learning facilitator. Listen for the candidates commitment to engage the learner and contact the learner whenever possible. Rationale: It is important that relationships formation occur with the online learner and the online instructor as soon as possible (Paloff & Pratt, 2004; Singh, 2004; Hughes, 2004; Berg, 2008). The online instructor must relinquish the teaching power to have shared experiences with the learner taking the bulk of the power over (Levine, 2005; Paloff & Pratt). Making these connections allows for a deeper motivation between the learner and the online instructor that can lead to success in the online environment (Vesisenaho et. al., 2010). 3. What is your experience using computers and technology within instruction and/or in your daily life? Look For: The committee should look for a high level of technical experience involving browser system, word processing software, and general concepts of connectivity and bandwidth. This instructor will instill confidence in the learner and must know the workings of the platform in which the online student is working in. The user must know how to learn or get the knowledge necessary and develop a strong level of expertise of the system quickly. If the candidate is inexperienced in the realm of online instruction, the instructor must be able to make the user feel comfortable with the system or direct them to the appropriate technical support through the institution if it is an interface or systems issue. Use of the platform and navigation is the instructors responsibility. Willingness to learn with appropriate daily life interaction with technology is a look for within non-experienced candidates. Rationale: This question was selected because of the nature of the integration between the online instructor and the online learner. The ultimate goal is to make the technology as transparent as

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possible, and allows the user to focus on the content and materials and interactions with peers and instructors (Berg, 2008). Technologies incorporated within online learning is meant to minimize inefficiencies and increase the effectiveness of the educational process; makes education accessible to more people (Singh, 2004). 4. Please tell the committee how you see online instruction differing from traditional classroom instruction. Look For: The committee should look for the idea of the instructor filling the role of a mentor or facilitator rather than the traditional teaching method, which often involves many teachercentered activities. The interviewee should give specific examples of how to transfer the learning to the learner-centered model that involves reflective practice. Specific examples may include: creation of blogs, asynchronous and synchronous discussion boards, small group instruction with team leaders, small group interaction and active discussion. Focus should be on getting to know their learner and allowing the learner to begin to form relationships with other online learners through biographical posts or through ice-breaker activities. Rationale: The instructor must get to know each student as an individual as soon as possible to maximize online student support (Singh, 2004; Hughes, 2004). Icebreaker activities and interactions really help relationships form and meaningful interactions in the beginning of a course help develop a sense of community (Singh, 2004). The online faculty member must know the importance of the creation of community and relationship building within their course and it is essential to understand the online learner as an individual (Schwiebert, 2008). Berg (2008) stated,
Comment [G4]: Try to use current resources as far as possible. (last 3-5 years) Particularly for topics relating to online technology. Many of the resources in this course are very out of date and should be considered as topics only. Comment [G3]: ..are..

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As learners assume more responsibility for their own learning than they have in the past, it changes the role they have in their learning. The role of the instructor changes, too. As access to information becomes more readily available to students, the faculty members role shifts from expert and perhaps the sole or major information source, to facilitator, coach, or mentor. This shift of power is a paradigm shift for many instructors, but one that must be made in order to make online distance learning successful (Singh, 2004) 5. How would you get to know your learners? What specific activities are you aware of or have utilized in the past? Look For: The committee should look for the willingness of the candidate to contact the online student through a variety of methods including live chat, phone, and live video chat for an initial meeting. The candidate should focus on the importance of relationships in online learning and the committee should look for at least two activities that would facilitate relationship building within the online class. Activities such as the telephone, where students introduce each other, posted biographies, email and responding to the past two in a string are all activities to form connections and relationships amongst learners. Rationale: Forming relationships is an important task for the online instructor to accomplish within the first week of class (Paloff & Pratt, 2004; Levine, 2005; Berge, 2010). There are many icebreaker activities that allow the student to engage with the instructor, with their own peers, and with small groups as well (Conrad, R., & Donaldson; Watkins, 2005). This interactivity decreases the isolation amongst the online learner and allows the instructor to individualize approaches (Berg, 2008; Paloff & Pratt, 2004; Levine 2005; Singh, 2004; Bober, 2005). Authentic activities remove the canned feel to activities and allow for deeper connections at a faster rate (Reves, et. al., 2005).

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6. What does diversity mean to you and why is this important as an instructor in an online class? Look For: The committee must look for an appreciation and understanding for cultural, ethnic, religious, sexual preferences, disability, and language difference. The online community offers an opportunity for global learning. Rationale: Certain countries political beliefs and control may pose barriers for students from their areas to successfully interact with the course (Sadykova & Dautermann, 2009). Kurubacak (2011) suggests that culture then, can be more of a source of conflict than synergy and educational institutions should have more of a focus of the idea of pluralism. Pluralism in eLearning can be defined as a class with participants from diverse ethnic, racial, religious and social groups maintain participation in and development of their traditions and special interests while working together with other students toward the completion and understanding of course materials. Institutions then should construct courses which the background and circumstances of learners can be determined and the class norms can reflect the need of divers students and instructors (The Pluralism Project at Harvard University, 2009). The candidate must show focus on the concepts of equality and understanding of all of their online learners.

7. If you had a concern with a students performance, describe what you would do and how would you motivate someone who is slow in the course. Look For:

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The committee should look for the willingness to reach out and make contact with the learner and listen to them. If appropriate, guide them to the appropriate services offered by the institution and coach them appropriately and make accommodations when necessary.

Rationale: Hughes (2004) states that is important to have online advising and counseling to help with students having difficulty. Building relationships and reaching out helps the learner feel connected (Paloff & Pratt). Important to know that they will use traditional mail, email, phone, chat, video chat, or any other method to foster these communications (Berg, 2008).

8. How will you communicate your expectations with your learners? What is your response time in returning communications with a student? What is your response time in returning graded assignments? Look For: The committee should look for organization of syllabus aligned with appropriate objectives supported by the institution. The response time should align with the institution, usually a 24 hour response with 48-72 hour resolution time. Response regarding assignments should follow the institutions guidelines.

Rationale: The organization of the class is the responsibility of the online instructor and the institution (Paloff & Pratt, 2004; Huges, 2004). It is important that the learner have a clear understanding of the time commitment and the expectations of the class before it begins (Berg, 2008). Orientation programs are important as well as institutional resources (Paloff & Pratt, 2004). Axelson (2007) reported the main suggestions for orientation programs from online

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learners at the University of Wyoming was that they desired a better connection with their student advisor, online technology support must be expanded, and that online support of students must be expanded. Such online supports include, writing centers, 24 -hour support, online tutorials, computer basics assistance, time management, and feedback (Paloff & Pratt, 2003). Lawson (2010) state that, In order to keep the online learning momentum moving forward, higher education institutions must ensure high levels of both learner satisfaction and quality instruction (p.3). This all begins with the organization of the online instructor and appropriate links within the class syllabus. All of the logistics involving communication and response should be clearly written in the course syllabus approved by the instructor. 9. Share with the committee what you know about learning management systems (LMS) and list all of the platforms you have used in the past or know of that are in use. Look For: The committee should look for the knowledge of platforms in which online classes are delivered. These can be canned LMS systems or based on specialized platforms. The candidate does not need to know the programming behind it, only the how to use it features; or willingness to learn.

Rationale: There are many platforms for LMS to occur. LMS may be Blackboard, WebCT, Schoolnet, or others. The online instructor must be comfortable with the platform that the institution uses.

10. Take a couple of minutes to reflect. If there was one question of the previous nine we have just asked you wish you could add to or change your answer to, which question is it and how would you change your answer?

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Look For: It is important that the candidate make an attempt at this question. If they choose to adjust an answer or completely re-answer a question. Evidence of reflective practice is the main look for. Rationale: Reflection is the process of review, analyzing and deriving meaning from an experience (Berg, 2008; Paloff & Pratt, 2004). It is a critical characteristic of the instructor to do their own reflecting on their teaching practices and incorporate feedback from students into their own class development (Smith, 2007; Singh, 2004). This will allow the committee to see how the candidate processes information under stress and how their reflective processes are relayed. This activity is about communication and review. The reflective process is the foundation for learning (Dutten, et. al., 2001).
Comment [G5]: ..interest of the interviewer.

Conclusion: Online learning is not for everyone as online teaching is not for every instructor (Paloff & Pratt, 2004). The selection of appropriate online instructor candidates is a critical one for the learning institution. Online learning only enhances a focus on the learner as an individual within a community of learning if individual differences are acknowledged and addressed in the design of learner support services, (Hughes, 2004, p. 383).

Resources Abdous, M. (2011). A process-oriented framework for acquiring online teaching competencies.

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Journal of Computing in Higher Education, 23(1), 60-77. doi: 10.1007/s12528-0109040-5 Abdulla, A. G. (2004). Distance learning students' perceptions of the online instructor roles and competencies. The Florida State University). ProQuest Dissertations and Theses, , 166 p. Retrieved from http://search.proquest.com/docview/305185937?accountid=28180 Axelson, S. L. (2007). The use and value of student support services: A survey of undergraduate students in online classes. University of Wyoming. ProQuest Dissertations and Theses, Retrieved from http://search.proquest.com/docview/304786520?accountid=28180 Berge, Z. L. (2008). Changing instructor's roles in virtual worlds. Quarterly Review of Distance Education, 9(4), 407-414. Retrieved from http://search.proquest.com/docview/231200340?accountid=28180 Bober, M. J. (2005). Instructor competencies: Standards for face-to-face, online, and blending settings. Educational Technology, Research and Development, 53(4), 85-87. Retrieved from http://search.proquest.com/docview/218021782?accountid=28180 Bolliger, D. U., & Josephson, R. (2005). The virtual student: A profile and guide to working with online learners. Quarterly Review of Distance Education, 6(1), 73-76,85-86. Retrieved from http://search.proquest.com/docview/231101601?accountid=28180 Connors, S. (n. d.). Assessing Mentor Characteristics in an Online Environment: A Study. College of Education and Human Development, George Mason University. Conrad, R., & Donaldson, J. A. (2004). Engaging the online learner: activities and resources for creative instruction. San Francisco, Calif.: Jossey-Bass. Dutton, J., Dutton, M., & Perry, J. (2001). Do online students perform as well as lecture students? Journal of Engineering Education, 90(1), 131-131. Retrieved from http://search.proquest.com/docview/217958992?accountid=28180 Kurubacak, G. (2011). eLearning for Pluralism: The Culture of eLearning in Building a Knowledge Society. International Journal on E-Learning, 10(2), 145-167. Lawson, R. L. (2010). A study of the relationship between instructional support factors and learner satisfaction in online courses. Northern Illinois University). ProQuest Dissertations and Theses, Retrieved from http://search.proquest.com/docview/851699049?accountid=28180 Levine, S. J. (2005). Making distance education work: understanding learning and learners at a distance. Okemos, Mich.: LearnerAssociates.net Palloff, R. M., & Pratt, K. (2003). The virtual student: a profile and guide to working with online learners. San Francisco: Jossey-Bass.

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Reeves, T., Herrington, J., & Oliver, R. (2004). Authentic activities and online learning. HERDSA Sadykova, G., & Dautermann, J. (2009). Crossing Cultures and Borders in International Online Distance Higher Education. Journal of Asynchronous Learning Networks, 13(2), 89-114. Singh, P., & Pan, W. (June 2004). Online Education: Lessons for Administrators and Instructors. College Student Journal. 38(2), 302-8. Retrieved February 10, 2008, from WilsonSelectPlus. The Puluralism Project at Harvard University (2009). Retrieved June 18, 2012 from: http://www.pluralism.org/pages/pluralism/what_is_pluralism Vesisenaho, M., Valtonen, T., Kukkonen, J., Havu-Nuutinen, S., Harikainen, A., & Karkkainen, S. (2010). Blended learning with everyday technologies to activate students' collaborative learning. Science Education International, 21(4), pp. 272-283. Retrieved from http://www.eric.ed.gov/ Watkins, R. (2005). 75 e-learning activities: making online learning interactive. San Francisco: Pfeiffer.