Online Course Reflection

The instructional theory that best fits Mastering Character Analysis course is both the constructivist theory and connectivist theory.

In a connectivist theory approach, the instructor provides students with real world learning by apply skills to real world situations such as allow students to see the reaction behind real world individuals in high stressed situation and analyze the motivation behind their reactions and actions. By providing students opportunity to develop meaning behind what they are learning can give them a better sense of understanding of learned skills (Bates, 2015).

Although, some activities do not allow students to truly problem solve situations, students are applying to skills to more of a realistic situations. It would be beneficial to the instructor to provide students with a problem that is unique to the student to solve using the skills that are taught.

With that in mind, most of the instructional theory lies with constructivist in the application diversifying different methods of learning to improve student skills (Bates,2015). Students are utilizing different response tools such as discussion boards, infographics, and video responses to demonstrates a reflection of learning . Students do need additional time to make their own meaning of their learning which needs to be included in the coursework itself. The instruction would benefit to have a reflection for students after each module or create a reflection piece after the course which is included in the 5th module.

The instructor utilized her UbD design to develop learning goals and activities to her online course. The online course followed the UbD in some parts, it is clear that the instructor saw some areas that needed to be rearranged to gain full organizational design for students. The outcome of each assignment was discussed and announced to students each module. Students understood the expectation of each course within the introductory videos which was designed from the UbD. In some cases, the UbD required certain reflective assignments that was not included in the online course. The instructor will need to include this in their editing of the course.

Online learning is relevant to a 21st century student in the idea that knowledge is already in their hands. An online course serves as a means to develop skills rather that provide more already known knowledge. With online learning, students are required to seek knowledge and learn how to apply skills within their own understanding of the world. This also provides opportunities for instructors to use the real world as a setting to student learning and giving them the opportunity to create solutions to problems. Students also have the opportunity to learn from each other but using each other as references for learning as well as guiding understanding of skills. Students collaborating with other students from different background can be more accessible for helping with developing n understanding of the world. With this application, students are seeing not only the relevancy but the importance of the skills taught in the online classroom.

Online learning like any other setting of a classroom utilizes technology as a tool to reach an outcomes. With online learning there seems to be more of a open door for learning to access in order to improve real world skills and to allow exploration of learning. Learning doesn't have to be included in a brick and mortar walls, this allows students from different backgrounds and areas to open the expanses of knowledge to get a clear understanding of skills being taught and as well how to use such skills in their day to day life.

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Reference

Bates, A.W. (2015). Teaching in a digital age: guidelines for designing teaching and learning. Retrieved from https://opentextbc.ca/teachinginadigitalage/