Last week, I posted an infographic about a flipped classroom model that’s being used in high schools. By “flipped classroom,” I’m referring to a model of learning that puts the instruction part of a course (such as lectures) online, freeing up class-time for hands-on work. Essentially, what was once done in the classroom is done at home, and what was done at home is brought back into the classroom. This puts the instructor in the role of facilitator, rather than the sole keeper of knowledge. Students can work to understand the material on their own time and at their own speed, leaving class time open for discussion, questions, group work, or individual work.
I think I’ve mentioned on this blog before that I took one online course while I was an undergrad, and I hated it. It was a business writing class, and the instructor was non-responsive to emails, gave very little directed feedback, and left the class to basically figure things out for ourselves. I hated the feeling of being so disconnected from my professor–so much so that I sought out another instructor in the English department who also taught business writing. He was gracious enough to meet with me to discuss my work, and I’m not sure I would have faired very well in the course without his constructive feedback.
This one experience tainted my views of online courses, and I’ve avoided taking them ever since then. It’s also another reason I’ve been cautious about the idea of teaching an online course. I wouldn’t want a student to go through the same experience that I did. I, like many others, fear that teaching online becomes too impersonal, too distant, too disconnected.