In online higher education, adjunct faculty members are an essential resource. These faculty members teach, research, perform service and outreach, and even oversee administrative aspects of higher education institutions (Doe, Barnes, Bowen, Gilkey, Smoak, Ryan, & Palmquist, 2011). Unfortunately, adjunct faculty members often feel isolated and set apart from the full-time faculty, administration, and staff. Dolan (2011) reported adjunct faculty members are generally disappointed with communication, recognition, and a lack of opportunity. One way to improve a sense of belonging is through the development of a strong professional learning community. A successful learning community is primarily focused on student learning, collaboration, and accountability for outcomes (DuFour, 2004).
Most community colleges believe that student demand for fully online courses is outpacing the college’s supply, but a new study suggests that colleges may be overestimating students’ desire for more online learning, particularly in certain subjects.
After going out for tacos, our students can review the restaurant on a website. They watch audiences reach a verdict on talent each season on American Idol. When they play video games—and they play them a lot—their screens are filled with status and reward metrics. And after (and sometimes while) taking our classes, they can go online to www.ratemyprofessors.com.
Understanding learners’ experiences in the online classroom can help you improve your courses for current and future students and help build a strong learning community. Jill Schiefelbein, owner of Impromptu Guru, a company focused on helping individuals and groups improve communication in both face-to-face and online environments, recommends using a reciprocal feedback process to elicit this valuable information from students.
It’s always important to help students be successful, but with returning adults, success often seems more elusive for a variety of reasons. They often have a hard time fitting schooling in with other life demands (including family obligations and work). In addition, many adult students are worried about their abilities as students and about learning in an online environment.
Addressing faculty perceptions of distance learning has been a matter of intense concern since the beginnings of online course delivery. Many articles have been written
Many of the learners in today’s online courses are adults who are returning to school to upgrade their qualifications. It’s worth considering what kinds of adult students are in your courses and what their needs are.
Are you having trouble getting students to participate in online discussions? Consider using other types of prompts in addition to the typical open-ended question. Maria Ammar, assistant English professor at Frederick Community College, uses the following prompts in her English as a second language course and recommends them for other types of courses:
One of the first and most difficult tasks an online instructor faces is how to establish the presence of a learning community. Learning in isolation may be possible, but it’s neither enjoyable nor complete, and many online students end up quitting or failing the course simply because they miss the classmate support that is readily available in face-to-face classes. To ignore the importance of peer learning and personal connection in any classroom, including those in which participants might not physically meet, is to deny the significance of social interaction in learning.