The learning relationships of online education
by Eileen Schiffer
I often think of my role in the educational process. I take my responsibilities seriously and am firmly committed to making a meaningful contribution to the university and to my students. At least equally, though (probably more), I’m cognizant of how very much I gain, personally and professionally, from my relationships with the school, my colleagues and my students. While it may seem obvious that each of us in this triad has an impact on the others, in the midst of the daily demands of teaching and learning, we likely take few opportunities to consciously reflect on our reciprocal responsibilities and benefits.
I decided that my own engagement in this educational process could be reinvigorated by some brainstorming about the roles we each play in the learning triad. The following outline is certainly incomplete; I’m sure you can think of other responsibilities and outcomes to consider – and I encourage you to do so! Perhaps increased recognition of the relationships we have with each other will renew our various commitments in maximizing our inputs and outcomes in the educational process.
I’d like to focus a bit more on students – the heart and soul of the educational process. Students pursue an education to gain personally valued results, and their investments of time, energy, effort and enthusiasm are the most significant agents of those desired outcomes.
One particularly rewarding observation I’ve made over the years is that each student’s fulfillment of their responsibilities impacts not only their own outcomes in the educational process, but their peers’ outcomes, as well – particularly in the online environment in which collaborative, constructivist learning is at the heart of our online discussions. Each student who contributes valuable posts on a regular basis enhances the learning opportunities in the online forums – for themselves and their classmates. It’s inspiring, humbling and exciting to bear witness to the organic and dynamic evolution of challenging and enriching conversations in the online forums. When each student is fully engaged, seeks opportunities to increase their own understanding and critically challenges their own and their peers’ thinking….well, it’s easy to recognize that the online classroom can be the ultimate learning environment!
In our various learning relationships, there is one thing that all of us can – and should –bring to the table: commitment. The fruits of your efforts will far exceed any direct outcome for yourself or the other stakeholders; the effects of your contributions will have a synergistic force with the contributions of your learning partners. And this will impact the learning environment, as a whole, for everyone.
It’s a good reminder for me: each of my actions has both intended and unintended consequences for myself and for many others. I believe wholeheartedly in the importance of the education process. I am an enthusiastic advocate for online education. I choose to take responsibility for the impact of my actions in the online learning process – and to be mindful of the immense satisfaction I receive from the role I’m privileged to play in this community of learners. I hope this piece prompts you to reflect upon your own place in the learning triad and to encourage you to hearten you to renew your commitment to your own educational journey.
Eileen Franzese Schiffer, Ph.D. is the curriculum specialist for the MBA in Sustainable Business in Marylhurst’s accelerated online program and a passionate advocate for high-quality, online adult education.
Hi Eileen,
As a student who has participated in one of your online courses, I appreciate the insight and transparency that you bring to the education discussion. While looking at your chart, I’d also add that the online instructors are equally responsible for bringing in motivation to teach as students are to learn. Even in the digital age where a computer screen often replaces intimacy, passion about a subject comes through. The most interesting and rewarding classes I’ve had at Marylhurst haven’t always been about topics that I have been most passionate about; in fact, the most rewarding classes have been those where you felt like there was no place the instructor would rather be than inspiring a new group of learners.
Too often, we forget it is a privilege to learn as well as teach.
Regards,
Simon
Thanks for sharing your insights, Simon! It’s good for all of us in our educational partnerships to be mindful of the true privilege it is to have the opportunity to learn from each other!
Eileen
Well said Simon!
Eileen,
I enjoyed reading your comments on the online learning experience.
The collaborative learning component of the cyber classroom is where I find my greatest passion.
It started with your leadership in my faculty certification process. You led by example and provided the basis for what I try to do today, as a facilitator in the Business school.
The combination of the faculty and the students engaged in substantive discussions is perhaps the core ingredient in a rich learning environment. Too often, this does not occur in the on-campus modality.
The trend toward more online delivery offers a great opportunity for us to play a major role in maximizing its potential.
Regards,
Edward