Universal Design for Learning in an Online Teacher Education Course: Enhancing Learners Confidence to Teach Online

 

Create a page on your WIX site that shares your ideas about the attached article. In your blog, share your ideas about:

• The growing need for teachers to be prepared to serve the increasing number of students participating in online learning.

It is indeed time to face reality. Prior to the pandemic, teachers were able to hide behind the knowledge that they can deliver the curriculum content in the traditional classroom setting with minimal use of technology, however one can agree that the main theme that was came about as a result of this pandemic is ‘change’. In this case, the change was noted in the delivery of instruction, which quickly transitioned from face to face (FTF) to online. Although many teachers, (myself included) were not quite prepared for this change, for many it brought about a reality check and the knowledge that it is important for teachers to be able to successfully engage in the teaching and learning process online. This meant that devices had to be dusted off and many educators had to be given a crash course in the delivery of online instructions. Since then, the need has grown, as more and more educators have seen the benefit of being in two places at once, seeing and meeting the needs of the 21^st century children who are more tech savvy, as well as being prepared to face another shutdown and reverting back to fully online, should the need arise.

 

• Ideas about collaboration and social interactions among individuals and active social environments within the learning setting.

I believe that collaboration and social interactions among individuals and active social environment within the learning setting is very important, but each has its place.

Children are social being and they learn best in situations where they are able to share ideas and learn together. This however, is not limited to the classroom. According to the article ‘Universal Education for Learning in an Online Course’, it highlighted that pacing and flexibility were the two aspects which were being monitored on both the teacher’s and student’s point of view. Agreeably, although the online option offered the opportunity for students to learn at their own pace, allowed them to use their devices and allow them to decide how fast or slow they can go with a topic, it also lessens their contact one on one interaction that would have been a part of their traditional face to face delivery. This has its place, since it is through these means that teachers are able to monitor the slower students and ensure that they are meaningfully engaged and on that their understanding is on par with the objectives.

Moreover, at the beginning of the term, the study shows that more than half of the students preferred face to face delivery, however by the end of the term that percentage dwindled down by almost 20%. This shows that although some students may have preferred the delivery method that they are most used to, once they are given a chance to experience the freedom of working online from the comfort of their choosing, an appreciation of the enhanced delivery method was formed. Albeit, the research also speaks to the non- verbal and auditory learners who tend to be silent in the traditional classroom, however once students are stimulated in meaningful ways with tools and resources (which will allow them to collaborate and interact socially with their peers), most will participate and learn without realizing it.

These tools can include, but are not limited to:

·         Break Out Rooms- Here students can be strategically placed into intentional groups to work on projects or assignments in real time. In this space, they are free to be expressive with their peers as well as to share their knowledge, thoughts and belief for the good of the group.

·         Virtual Field Trip (on topics such as ‘See How it Feels to be a Sea Creature Stuck in a Plastic Bag’)- Here students are able to explore various concepts from the comfort of their classroom. They are transformed and captivated by the simulation which is geared at allowing them to experience real life situation that would have proven to be near impossible otherwise. This will create a conversation piece, where they can collaborate and interact to formulate solutions to problems that they may have viewed. This type of simulation would cater for most learning styles and could work wonders for students who tend to be silent during the traditional classroom.

·         Games (such as ‘Who Wants to be a Millionaire’) which can be tailored to suit Mathematics (or any other subject area)- based questions. Here students can collaborate remotely, even via a WhatsApp group and the leader will then respond in the allotted time. This

Collaboration and socialization become paramount in these settings, since every voice has a part a part to play and every opinion is respected. Moreover, students are forced to speak up and work together for the good of the group.

 

 

Where there is a will, there is a way and as such teachers can collaborate with other educators to generate ideas on how social interactions and active social environments can occur within the learning setting. Below is a list of three such ideas.

Games- Students are social beings, however there are times that they may need a reason to socialize, especially in settings where they are not familiar with each other. Studies have shown that playing interactive games such as ‘A Little About Me’ can be played, whereby  

 

 

What was the impact of an online teacher education course on teacher candidates' perceptions of online instruction?

The impact of a Teacher Education Course (TEC) on teacher candidates’ perception of online instruction can be eye opening and lead to a change in perspective.

Knowledge is key and Ignorance (lack of knowledge) can no longer be the excuse that educators hide behind of. The teacher education course is one which exposes teachers to various option for delivery. One such option is online delivery. A traditional teacher who enrolls in TEC, would first have to avail her mind to the opportunity that has presented itself, (in the form of training and flexibility) as well as to accept that the training is necessary to meet students where their interest.

Imagine being a teacher who does not have any experience in technology and online delivery of instructions, having to hear that not only is she going to be taking a TAC, but doing so online. This will undoubtedly bring about a lot of emotions inclusive of fright, confusion, trepidation and worry. However, once the teacher is open to trying it, it is the first step in the right direction.

Training and guidance are paramount in situations such as these as similar to students having a fear of the unknown, the same patience that we as adult expect and need, should also be given. Strategically planned group assignments where scaffolding from more advanced learners should be given, until the learner is more comfortable with taking risks and maneuvering technology. After a while, these experiences (with positive outcomes) will transform the perspective of the learner and without realizing it, he or she would have a changed perspective.

Moreover, it will bring about the patience which is needed to assist the novice students who (similar to the teacher’s initial negative feels) may face emotions inclusive of fright, confusion, trepidation and worry. Additionally, since some students in this era, seemed prewired with the understanding of technology, this delivery method may likely be a hit, as it is the avenue which they relate to, thus catching and keeping their attention, once intentionally planned.

Conclusively, TAC can play a positive role in transforming the perspective of teachers from that of complete dismay and hesitation, to seeing the benefits that can be derived from it as well as they opportunities to reach the varied learners within their care.

 

 

• Your overall perceptions of this study.

This study was an interesting piece which addresses a very relevant and relatable topic, i.e., getting teachers ready for the online teaching and learning delivery and the learners that they are likely to face. It further afforded them the opportunity to experience quality which can be derived from well-planned online learning. This will in-turn avail them to opportunity to teach from a place of experience since it shows relatable benefits that can be derived from the online modality, as well as the rea-l life issues that exist with online delivery. Moreover, let’s face the fact, the world is changing and with it the way that we teach and learn has changed with it. As educators, our interest would lie with meeting students where they are and engaging them in meaningful, fun and fulfilling ways to boost their self -efficacy and confidence both in and out of the classroom. Gone are the days that we are limited to the text books and personal knowledge, but instead use the tools and resources that are relatable, easier and conventional for those involved. Times have changed, and so must we.

 

• Any other observations, reflections or notes based on your experience.

Many students (after finally being allowed to use technology and resources that they are more accustomed to and are better able to relate to), have flourished more using online resources, rather than using the traditional approach. This is every educator and parent dream for their children, so why not increase this ability, by being prepared to deliver well planned lessons using online technology and online resources?

·         Indeed, it is time for teachers to avail themselves to the opportunities of training and engaging in 21^st century teaching methods which caters to all learners in-spite of their specific learning need. Wake up teachers, a change has come and the time is now to avail ourselves and our children to the opportunities that online delivery offers.

 

 

 

 

 

 

 

 

 

 

 

 

 

 

References

Ye He. (2014). Universal Design for Learning in an Online Teacher Education Course: Enhancing Learners Confidence to Teach Online. Merlot Journal of Online Learning and Teaching, 10(2).