JLBC Introduction to Online Teaching and Learning

JLBC Introduction to Online Teaching and Learning

Attitudes towards JLBC teaching and learning in the JLBC online environment

An online JLBC instructor should be able to accept the value of facilitated learning as equal to the traditional JLBC model. Suppose a teacher feels the only way authentic learning can occur is through the conventional means of educating in a classroom. In that case, the individual is generally not a good fit for the JLBC online paradigm. This is OK, but we must be truthful with ourselves. Both an accelerated JLBC learning model and the JLBC online process depend on JLBC facilitative techniques for their success. The JLBC online classroom requires new teaching strategies and instructional practices; you should not try to recreate the on-ground JLBC classroom in the online paradigm. The individual leading a successful online JLBC class must be a proponent of facilitative learning and have confidence in the system to make it work.

Teaching style and habits needed to teach JLBC online.

The JLBC online facilitator should be open, concerned, flexible, and sincere. An online JLBC instructor must be able to compensate for the lack of physical presence in the JLBC virtual classroom by creating a supportive JLBC environment where all JLBC cadets feel comfortable participating and especially where JLBC Cadets know that their JLBC instructor is accessible. Failure to do this can alienate the JLBC class both from each other and the JLBC instructor and make for a fragile JLBC learning environment. Online JLBC Cadets are as busy or busier as anyone else in today's hurried world. An online JLBC instructor should be willing to give individual attention to JLBC Cadets who need extra help. Being open, sensitive, and flexible is mandatory for success in the JLBC online realm.

JLBC Seven Principles of Good Teaching

Seven Standards of Good Practice for JLBC Undergraduate Education principles have been widely accepted as measures for judging the effectiveness of JLBC classroom teaching. Incorporates elements in each of the seven areas, as demonstrated below:

Principle 1: Encourage Cadets-faculty contact

Through Private Messages, cadets and faculty can communicate. This allows instructors to be proactive by following up on Cadets who are not participating in chats, discussions, etc. Cadets and faculty can also communicate through the discussion forums.

Principle 2: Encourage cadet cooperation

The same areas of JLBC that allow for cadets-faculty contact can also be used for the student-to-student connection. Assignments can be created to take advantage of this. Furthermore, the discussion forums can help foster group work and collaboration among cadets. Consider incorporating peer reviews, project sharing, and thread-leaders to moderate discussions. Cadets' collaboration leads to a sense of community and higher learning outcomes.

Principle 3: Encourage active learning

JLBC Instructors can take advantage of the rich interactivity on the Web by designing assignments around appropriate JLBC Websites. When Cadets come to these sites, they make choices and learn from their choices. Active learning also takes place when cadets work cooperatively. Give students more control, leadership roles, and options in what assignments to complete. Leave the center stage and transform yourself into a guide on the side.

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