As anyone who has taught online knows, the successful online experience involves much more than posting the same face-to-face course syllabus into the college LMS. In fact, the easy part is posting our reading assignments and summative assessments; the real “work” (for both teacher and student) lies in the space between the reading and the outcomes. This is the space in which students actually learn. Transferring the classroom experience to a digital medium demands serious reconsideration of what we teach, how we teach, and what outcomes we hope to achieve. Yet, how do we avoid creating an online environment reliant upon the “banking concept” of education where the teacher owns knowledge and students simply receive it? How do we create “safe” spaces, not only for the student to explore and create their own understandings, but also where the teacher provides constructive guidance? This interactive presentation explores the crucial space where students practice skill building and critical thinking. During the session we will examine a structured sequencing of online discussions specifically designed to guide students in the exploration of their background knowledge and their inherent understanding of language. Rather than a lecture format, where students receive and regurgitate, these online activities ask students to reflect, explore, and exchange ideas in an attempt to cultivate critical and creative thinking. Following the brief presentation, attendees will examine and discuss the overall assignment and sequencing by reading sample student responses to arrive at their own conclusions about the success of this learning experience.
