Before the start of the course, I would communicate to learners on all the technological advancements to be used. This will also include a checklist of all the requirements that will facilitate the identified technology. Such requirements will include browsers to be used, gadget specifications, applications, and social forums. This gives learners ample time to purchase, download and register personal accounts of the specified forums. Social forums to be used will include video calling accounts, conference calling sites, and online discussion sites. Offering technological support will also be inevitable while dealing with classes comprising of baby boomers and generation x who may be disadvantaged on the same (Reneau, 2012).
Engagement of learners
The first step towards engagement is letting learners know and relate to their instructor. I will achieve this by posting my brief autobiography on an online board accessible to all learners. The second step would be knowing each of my learners’ names and backgrounds. Identifying learners by their names and handling them in ways that march their culture will enhance their willingness to participate in the learning process. Making phone calls outside class time, chatting and sending personal emails are among ways that will make learners free to engage and participate in assigned activities. Upon achieving the students’ willingness to be engaged, I will make sessions interactive by the use of group assignments, online group chats, and online question and answer sessions. Most learning processes shall comprise graphics, videos, and audios which will contribute immensely in capturing students’ attention (Sowan & Jenkins, 2013).
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Strict but agreeable time management
Time issues affect all generations from baby boomers to post-millennial. I will consider factors affecting each age group while setting up the course timetable. Such factors include social status and responsibilities, work schedules, physical fitness, geographical locations, and culture. These factors will affect their speed in doing tasks and their concentration levels in live sessions. I will, therefore, set up a favorable timetable that will be timely communicated. I will also allow frequent breaks between sessions to avoid physical and mental strain. Such break sessions shall have live class chats giving room for personal interactions ( Rouleau et al., 2017).
Pros and cons of online, hybrid and classroom learning
Online learning
The advantages of online learning include reduced negative prejudgments often experienced in face to face learning. There is also freedom of taking up classes from one’s places of choice. The need to travel long distances is fully eliminated and this offers a reprieve to physically challenged learners. Disadvantages of online learning are internet disruptions, domestic distractions, and inability to have hands-on experience in practical sessions (Reneau, 2013).
Hybrid learning
Hybrid learning blends both online learning and face to face interactions. The main advantage is its ability to allow students to learn at their speed and accommodate them in physical classrooms when ready. It’s also less expensive on movement costs. Challenges faced in hybrid learning are lack of reliable technology and a slower pace of course completion (Sowan & Jenkins, 2013).
Classroom learning
The advantages of face to face learning are increased personal interactions, participation in practical and intercultural interactions. Disadvantages include traveling costs and uncompromised fixed class schedules.
How to increase engagement in online learning
I will increase engagement between learners by frequently tasking them to have group discussions and paired presentations. I will also set a chat site and engage learners in online games and fun challenges where learners will take on each other as individuals and as teams.
References
Reneau, M. (2012). Teaching nurses’ sight unseen: comparing the cultural competency of online and on-campus. Journal of Transcultural Nursing , 24 (1), 78-85. doi: 10.1177/1043659612462405.
Rouleau G, Gagnon M, Côté J, Payne-Gagnon, J., Hudson, E., Bouix-Picasso, J., & Dubois, C. (2017). Effects of e-learning in a continuing education context on nursing care: a review of systematic qualitative, quantitative and mixed studies reviews. BMJ Open, 7, e018441 doi: 10.1136/bmjopen-2017-018441.
Sowan, A.K., & Jenkins, L. S. (2013). Use of the seven principles of effective teaching to design and deliver an interactive hybrid nursing research course. Nursing Education Perspectives , 34 (5), 315-322. doi:10.5480/1536-5026-34.5.315.
