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Build Rapport |
Decrease Isolation |
Enhance Interaction |
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Pre-active |
- Distribute information about the course prior to the first class meeting.
- Gather information about enrolled students—their goals, expectations,
and previous experiences; create student profiles.
- Write course objectives
to define what students will do not what you will do.
- Provide students with
choices in objectives and activities.
- Plan instructional activities that require
students to collaborate.
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- Plan collaborative activities.
- Use small groups; vary group configurations
to include students from different sites.
- Assign responsibility for specific
activities/content to group or individual.
- Think visually; provide students
with common graphics and visual images.
- When feasible, plan a general in-person
meeting or visit and/or originate from different sites.
- Design activities
and supporting materials which help students learn how to learn.
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- Incorporate active learning techniques such as role playing, discussion
groups, and case studies.
- Plan a variety of activities which included listening,
reflection, and discussing.
- Build in time for questions and answers.
- Design
activities that address higher order objectives such as application, synthesis,
and problem-solving.
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|
Interactive |
- Use ice-breaker or get-acquainted activities such as introductions.
- Learn
and use students’ names.
- Listen: be respectful and open to student’s
opinions and concerns.
- Present an approachable demeanor e.g., smile and make
"eye contact."
- Show enthusiasm for teaching/learning, for content,
and the method of delivery.
- Play up commonalties among students and between
you and the students. Emphasize personal responsibility for learning.
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- Have students share their experiences and use students’ experiences
to draw individuals into discussions.
- Try to address each student or site
at least once during each class session.
- Make connections between various
aspects of the content and between the content and students’ goals and expectations.
- Encourage students to talk to each other both informally and through cross-group
discussions.
| - Assume
student participation.
- Brief students on the use of the telecommunications
equipment.
- Minimize "teacher talk"; alternate lecture with student
activity.
- Ask questions; make it easy for students to answer and to ask questions
of their own.
- Pause to allow students to think and to formulate questions.
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| Post-active |
- Communicate with students outside of class e.g., initiate calls to check
on student progress.
- Engage in informal conversations before/after class and
during breaks.
- Share class lists, student profiles, and/or photos of students.
| - Work with the library
staff to facilitate access to resources.
- Provide information about support
services such as advising and counseling.
- Encourage study groups.
- Make
it easy for students to contact you outside of class e.g., through office hours,
home phone number, voice mail, or electronic mail
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- Provide timely feedback; respond to questions and "turn-around"
assignments promptly.
- Provide air-time before and after class for questions.
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Strategies for Learner-Centered Distance Teaching