I teach in three different modes – face-to-face, synchronous, and online.  There are some differences in these teaching modalities, which I will outline.  Teaching within two different modalities requires different instructional methods.

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Face to face

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In face to face classes you have the opportunity to work directly with the students.  You can teach via a more traditional method of lecturing and testing or you can add in some special activities.  In my face to face classes, I give interactive presentations.  I use technology to assist with not only bulleted text, but also with diagrams, photos and charts.  I can then point out visually different aspects of the topic.  I also generate conversation in class between the students and me.  Because I do teach in the technology field, I have the opportunity to give the students hands-on experiences.  Most of the time this is done with simulations, but sometimes we do have the software and equipment to do a more robust in-class lab.  Having this student/instructor interaction as well as the hands-on component gives the students multiple methods to learn and absorb the material.

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In face to face classes I am able to assess if students are having difficulty in mastering certain aspects of the assignments. I can then craft a different way for them to understand. For example, in my Introduction to Linux course, I have a student with a learning disability. During my lecture, I make sure to describe the command that we are using, and what it is intended to do. Once I describe the command, I demonstrate on an overhead projector what happens when the command is issued. I then have the students try the command themselves. As we are discussing the use of the command, I will quiz the students about the reason for using it and what they should expect to get. Through all of this detail, students receive a variety of inputs about the same information to suit their learning style. For those I know who have learning disabilities, I make sure to ask that everyone understands and if not, I will re-phrase how I have described the function. Assessing the students with special problems takes a different approach as well. The standard exams will have typically an extended timeframe, or a requirement that someone read the exam aloud. That is easily scheduled. Written weekly assessments are a bit more involved. I need to make sure to give good solid feedback so the student knows where they went wrong (or right) and make suggestions for improvement. Of course, proper feedback is imperative for students of all learning levels.

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Synchronous

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Synchronous classes allow me to utilize the traditional classroom but extend the learning to those who might not be able to make it to class, or reside somewhere else in the state. The first day of class for my traditional face to face classes, I make sure to tell everyone that they should always be able to attend class. If they have family issues, or the car dies, or child care schedules get messed up, I can send them a link that will allow them to participate in the class from their home. This allows a much broader outreach to the students and takes away excuses for why they can't be in class.

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Online

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In online classes, you don’t have the luxury of working with the students all at one time.  The students come from all over and do not do their course work all at the same time.  This presents an interesting dynamic for an instructor.  In order to help mitigate this, I use several different methods of contact between the students and me.  I provide the online students with the same presentation I use in class.  I communicate with the students via Discussion Forums, Conversations, email, and graded feedback.  Feedback is the most important mode of communication with online students.  They need to know exactly how they are doing in class, and what they can do to improve future assignments.  These students also get hands-on activities, but they have to do them on their own.  Instructions to do the assignments need to be very clear yet give the students the freedom to practice with the technologies.

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Unfortunately, discerning students with special problems or learning disabilities in an online environment are more difficult. This is why I maintain many different types of exercises in all of my courses. There are readings, videos, and discussions to help understand the materials. Assessments range from standard multiple choice quizzes to written papers to network diagrams and presentations. The students have both a variety of input and output resources.

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Click the link to the left to see the document that lists the classes taught from the fall of 2012 through the fall of 2017.  You will see that I have taught a mix of face to face (01J, 26J, 51J) and online classes (0AJ).  The nice thing about teaching in both modalities is that I am able to bring influences of each into my classes.  For example, hands-on labs were once only available in the face to face classes.  Because of the advances in online technologies and simulated labs, the online students can participate.  Similarly, online classes depend heavily upon the written word to show the learning taking place.  This has been adapted to the face to face classroom in the existence of more written assignments and online discussions.

 

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