Requirements
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Rules of the Road
3.1 The Role of the Learner
The college environment is a community of learners. The real outcome of education should go beyond acquiring technical skills to perform a job (higher training); the development of the whole person should result in a life-longer learner and an active citizen in the community (higher education).
We are together in an institution of higher education—not higher training. If we were here simply as a function of higher training, instructors would merely be providing templates and formulas. You would be told what answer goes in Box A and how to route a form. However, in higher education, the purpose is to cultivate critical thinking skills, enabling you to go beyond the “how” and into the “why” of your work as a professional. With such an education, you will go into your work environment with an ability to make decisions—as opposed to being told what to do step by step.
Distance education courses underscore this philosophy perhaps more than the traditional onsite courses. The students assume more responsibility for their own education. By the same token, students are able to take advantage of opportunities to explore areas based on their own interests and passions. Enrollment in a distance education course is just a launchpad to creativity and discovery. Higher education is the beginning of becoming a life-long learner.
However, some students may instead feel a sense of loss—as though instructors may withdraw support and interaction—in a distance education environment. The usual K-12 pattern has an instructor in the front of the classroom dispensing knowledge while being available for feedback. The transition from one climate of learning to another can invoke powerful feelings for students. This phenomenon is also true for some instructors as well. However, the Social Work Department encourages everyone in the distance education environment to work past the initial awkwardness and potential feelings.
Adapting Woods' 5 stages of grief and resistance as an analogy, students (and instructors alike) will be able to successfully complete the transition from one climate of learning to another.
- Denial: “This online course will be easy since I don’t have to drive to campus or take the time to sit in the classroom. A few tests and a couple of papers can’t be that hard.” The reality is distance education courses may require more time for students since they will have to read (and in some cases respond to) more sources rather than simply gleaning.
- Anger: “The lecture notes don’t tell me how to complete the assignment.” The reality is all the assignment descriptions and grading criteria are available from the first day of the semester. Students may need to refer to some of the supplemental materials (such as URLs) for clarification. Most important, students need to ask if there are any questions.
- Bargaining: “If I explain that I am not very computer literate, perhaps the instructor will not be as hard on my grading.” The reality is the assignments in distance education courses parallel those given in the onsite courses; therefore, expectations for student achievement are equivalent. The computer technology is secondary to the learning objectives. The student may need to use tutorials to accomplish some of the computer technology aspects of course performance yet the learning objectives related to social work education remain consistent between onsite and online courses.
- Depression: “I’m just not getting it; I miss being in the classroom. I’m going to drop this course.” The reality is comfort zones are often challenged in distance education environments. Students move from linear thinking to gathering and making associations between various pieces of information. Students (and instructors) are employing new methods of communicating and interacting. The process can actually be beneficial in the future for use with clients having differing relational styles.
- Acceptance: “Wow! I learned more than I thought I would.” The reality is you did! While distance education courses utilize different (perhaps latent) skills than before, students may feel more satisfied with the experiential learning process because of the degree of active engagement with the learning material. What a confidence booster!
The Social Work Department values participation within the distance education experience. Each course is an opportunity to create a community with your peers. Therefore, grading structure for each course includes a high percentage of points devoted to interaction (i.e., “Discussions”). Assignments will explicitly solicit students’ input and participation in interactive distance learning exercises. Be prepared to engage with deliberate, complex thinking.
Each student will complete Discussion assignments posed by the course instructor during each Session. Students will post and/or respond by using the "Discussions" button on the Course Menu. In keeping with the intent of the department Attendance Policy, we expect student participation in Discussions to be regular and engaging.
Regular:
Students must be present in Discussion during each Session of the semester. Since the department determines an online course to be meeting an equivalent of once a week, a student may have only one "absence" (excused or unexcused) from Discussion. Any additional unexcused absences from Discussion will result in a grade reduction of 10% (one letter grade) in the overall course grade. Since Sessions begin and end Fridays at 5 PM, timely postings for each Session are due in order to receive full credit for each Session. Late postings and/or the lack of responses as interaction with other members in the course are incomplete and subject to the rules relating to "tardies" within the department's Attendance Policy.
Engaging:
Online courses rely on written communication skills as a means of interaction, to convey information, and to determine if learning is taking place. Therefore, students will write more often, which can be more challenging than oral discussion. Students in online courses need to demonstrate good writing skills and/or be willing to develop the ability to communicate and express your thoughts and feelings in writing.
Discussion should not be addressed only to the instructor; it is important to share ideas as though you are speaking to the entire class. You should also review all postings and prepare to respond to another's ideas. You may pose general questions as well. Your work should contribute new perspectives and add to the dialogue amongst colleagues. Simply, please do not repeat what someone else has said or offer trite agreement. Since postings in the Discussion are asynchronous (not real time), the purpose is to allow you to be online when it is convenient for you, as well as to allow time for you to think about the questions and the discussion of others, and then to respond accordingly.
Anything taken verbatim from the work of someone else must be quoted and referenced. The use of someone else's ideas must also be referenced. This includes material from the textbook and web pages. References should include complete citations. Documents and citations should be presented in APA format.
Documents should be proofread. Grammar, word usage, sentence structure, punctuation, and spelling should be correct. The total length should be equivalent to one type-written page.
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3.1.1 Time Management
The Social Work Department distance education courses are not self-paced courses in the sense of students advancing through the course according to their own timetable. Rather, as the Table page demonstrates, all members in the course are progressing together—aiding and assisting each other in the learning process. With a balance between lecture and interactive elements, each Session builds on concepts in a sequential manner.
While instructors will provide a setting of clear communication and expectations, the student will need to actually accomplish the coursework. The following links are excellent resources concerning time management for students—onsite or online.
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Students need to structure their own strategies, making opportunities for decision-making and problem solving on their own without being told what to do at all times. Distance education students learn for their own personal and professional benefit.
Students will move from reliance on the instructor to self-reliance. For example, the reading assignments for the textbook are vital to overall course success. Some instructors may quiz to assure the reading of the text is taking place. However, even if the instructor does not quiz, assignments will require students to draw upon portions of the readings. Therefore, students need to stay current with the reading schedule in order to fully comprehend the learning objectives of each course within each Session.
If you have not typically been a self-directed learner, there are some steps you can take to develop the trait. Adapted from Portland State University’s Center for Academic Excellence, the following guidelines are offered.
- Stage One: Dependent Learner, An Instructor Who Coaches
If you are used to having an authority figure direct your attention and activities, begin the course by reading every page in the course web site. Read the entire Syllabus and Assignments pages. Be familiar with every assignment and the criteria involved with the grading of performance. Take time to visit the Table of Course Assignments page and understand the schedule of learning. Be sure to consult your instructor if you have any questions! Do not wait until later in the semester. Mark due dates in your planner, while also planning your textbook and supplemental instruction reading assignments. When you, as a student, are prepared, you are ready for higher levels of achievement and self-direction.
- Stage Two: Interested Learner, An Instructor Who Guides
Take time to correlate the assignment with its purpose—often found in the learning objectives portion of the syllabus. Again, be sure to consult your instructor if you have any questions! Do not wait until later in the semester. Once you know “why” you will do a particular assignment, you can plan your approach with creativity and enthusiasm.
- Stage Three: Involved Learner, An Instructor Who Facilitates
Once the semester is underway and you are interacting with the course materials, the instructor, and other students in the course, you are engaging as one who has a desire to learn and discover. You will learn from your own experiences and those of your peers. When you need explanation, other students and the course instructor are available to lend assistance. However, it will be up to you to follow through with ideas. In return, you will also offer your assistance and insight to others engaging in the course. This stage involves risks but also holds the greatest potential for reward—a sense of accomplishment through learning.
- Stage Four: Self-Direct Learner, An Instructor Who Consults
After a few Sessions, a rhythm appears. You develop individualized learning goals and standards for proceeding. You no longer depend only on others for knowledge and application. You are cultivating your own style and voice as a student with the subject matter. Autonomous behavior in the learning environment does not mean you discount the contributions of others; you are simply balancing the instructor’s power with your own emerging self-direction.
The following links are excellent resources concerning student learning—onsite or online. You may want to use these resources to understand and develop intellectual activities associated with your learning.
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3.1.3 Critical Thinking
Perhaps the end result of education is not so much about finding the “right” answer as it is about evaluating the process of arriving at the proposed solution.
See Longview Community College’s definitions of critical thinking. In addition, they provide the following:
Attributes of a critical thinker:
- asks pertinent questions
- assesses statements and arguments
- is able to admit a lack of understanding or information
- has a sense of curiosity
- is interested in finding new solutions
- is able to clearly define a set of criteria for analyzing ideas
- listens carefully to others and is able to give feedback
- sees that critical thinking is a lifelong process of self-assessment
- suspends judgment until all facts have been gathered and considered
- looks for evidence to support assumption and beliefs
- are able to adjust opinions when new facts are found
- looks for proof
- examines problems closely
- is willing to examine beliefs, assumptions, and opinions and weigh them against facts
- are able to reject information that is incorrect or irrelevant
The following links are excellent resources concerning critical thinking—onsite or online.
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3.2 The Role of the Instructor
Distance education courses lend themselves to being student-centered in the learning process as opposed to teacher-centered. In other words, students in online courses become seekers of knowledge, not just receptacles. The “luxury” of lectures are replaced with the student’s own effort to make logical connections, interpret facts, devise arguments, and synthesize knowledge.
Student-centered education gives the student the opportunity to take individual ownership of their learning. Instructors will provide a setting of clear communication and expectations. From the beginning of the course semester, all the vital information about the course is accessible to the student online. As the semester continues, more time-sensitive materials may be introduced. Remember, handouts and lecture notes are posted in the Table page instruction column in advance. It is the responsibility of the student to ask questions and make suggestions for clarification.
It is worth repeating: the Social Work Department values participation within the distance education experience. Each course is an opportunity to create a community with your peers. Therefore, grading structure for each course includes a high percentage of points devoted to interaction (i.e., discussion). Assignments will explicitly solicit students’ input and participation in interactive distance learning exercises. Be prepared to engage with deliberate, complex thinking.
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3.2.1 Facilitator
Ideally, all instructors use a grading framework very similar to the one below. If you can master all the components, your grades will reflect the effort.
The six points are as follows:
Grasps key concepts: As instructors read your assignments, they look for the language already being used thus far in the course or your development as a professional. As you move further into the text and other assignments, your vocabulary will grow and appear in your communication.
Provides examples: As students, you are to develop the skill of supporting your opinions and/or decisions. By providing examples, you are giving ample evidence to connect facts and judgment.
Demonstrates insight: Synthesizing information to arrive at new conclusions and interpretations is what distinguishes higher training from higher education. Being able to analyze and arrive at conclusions will serve you well as an educated professional.
Meaningful expression: Once you thoughtfully consider the aspects of a situation, an ability to apply the concepts and insight is useful. You are able to find relevance and turn thought into action. Abstractions become valuable in practical situations.
Cogent expression: Expression gives clarity to content. We can lose the best ideas due to poor articulation and a lack of structure. While not necessarily scrutinizing the construction of your every thought, instructors however are looking for the orderly presentation of ideas.
Vocabulary and writing mechanics: Good writing is synonymous with good scholarship and must have a high place in assessment. Poor written communication muddies the water of content and credibility.
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3.2.2 Virtual Office Hours (VOH)
While web-based communication for faculty and students is potentially available 24 hours per day, 7 days per week, it is not humanly possible for anyone to be constantly and instantly available. In an effort to be available to students at regular, predictable timeframes, instructors will maintain VOH. Please consult with your individual instructors regarding VOH availability. E-mail correspondence is welcome; however, please allow 24 hours for a reply during the business workweek and 72 hours during the weekend.
Instructors may be available through IM or chat for online question and answer conferences. It is the student’s responsibility to make appointment arrangements with the instructor in the event of such circumstances. A portion of Discussions is available for general topics germane to course inquiries. Some e-mail inquiries from students may generate course-wide distribution e-mail from the instructor—answering to everyone in the course regarding a frequent, recurring question or comment from students.
It is worth reiterating a statement from elsewhere in the Driver’s License Handbook: e-mail is relatively convenient to use, but it does not substitute other methods of communication. Telephone and in-person meetings may take place between the instructor and students. Please consult with your individual instructors regarding such options.
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