Student as Teacher Shifting the Engagement Pattern

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Student as TeacherShifting the Engagement Pattern

• Dr. Richard DoolSeton Hall University
• The 14th Annual Sloan C International Conference
  On Online Learning
• November 2008

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Re-framing the Sources of Learning

• Traditional sources of learning
• Instructor
• Course Materials
• Other source documents
• Dialogue intensive approach brings in another
  source
• Student experiences, expertise and insights

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The Answer May Be in the Audience

• A CEO, Nun and Rabbi
• A recent online class included a CEO, Nun, Rabbi
  as well as a social worker, police officer and
  marketing representative among others
• Engaging this level of experience diversity
  creates an unique learning opportunity

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Discussion Element inOnline Classes

• Classroom for instructor-student and
  student-student interaction.
• Interaction can significantly exceed on-campus,
  class interaction.
• Rich source of learning and enjoyment
  (Rossman, 1999).

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Discussion Element inOnline Classes

• The depth and frequency of intellectual
  exchange with your classmates exceeds that of
  traditional graduate school experiences. My
  learning team colleagues brought a wealth of
  experience from the private and public sector to
  our online discussions - which were much more
  lively than the traditional lecture-format
  learning environment.
• Online Student, 2006
• Seton Hall University

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Shifting the Pattern of Engagement

• Objectives
• To increase engagement
• To broaden perspectives
• To leverage experiences and expertise
• To add depth to the discussions
• Learn it, apply it

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Shifting the Pattern of Engagement

• Create opportunities for student leadership in
  the course
• Leading discussions
• Leading group activities
• Teaching topics
• Encourages students to see from another
  perspective (as teacher)
• Learning by teaching
• Enhances feelings of responsibility
• Creates opportunities to lead

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Logistics

• Requires planning and clear expectations
• Opportunities will vary with the size of the
  class and the subject matter
• Guidelines or Rubrics are required for each
  student leadership role you deploy
• Assignment of student roles can be voluntary or
  determined by instructor
• Our experience indicates there is more engagement
  when the leadership role is voluntary

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Opportunities for Student Leadership

• Student as Discussion leader
• Student as Topic leader
• Student as Group leader

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Student as Discussion Leader

• Student is assigned to lead a discussion unit
• Introduce, guide and summarize the units
  discussion
• The student assumes the traditional role of
  instructor and leads the discussion
• The instructors role shifts to coaching in the
  background and participating in the discussion in
  the foreground as one of the students
• The instructor manages the flow, boundaries and
  pace through sidebar coaching (usually through
  email), when necessary, with the student leader
• The instructor does not abdicate responsibility
  for the learning objectives. The method of
  oversight shifts.

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Student as Topic Leader

• Student is assigned to lead the discussion on a
  specific sub-topic because of unique expertise or
  experience
• For example A student led a sub-discussion (2
  days) on the impact of technology on the use of
  teams in the pharmaceutical industry
• Instructor maintains traditional discussion role
  but shifts to more facilitation to allow the
  Student Topic Leader to lead the discussion
• The instructor bookends the topic discussion
• Introduces the sub-topic and the student leader
• Summarizes the discussion and relates it to the
  broader discussion units subject

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Experiences at Seton Hall

• Students as Discussion leaders
• In use for three years
• Consistently positive student feedback
• Correlates to quality of discourse
• Enhances our learn it, apply it philosophy
• Through sharing of student experiences and
  expertise
• Students as Topic leaders
• Students are asked to lead discussion on a
  specific topic in which they have expertise and
  experience
• Sub-discussions related to specific topics
• For example Discussion on expatriate assignment
  in the UK and the implications for workforce
  diversity

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Experiences at Seton Hall

• Engaging the learn it, apply it philosophy
• The seminars were exciting, educational and
  filled with real-world situations. Everyone,
  regardless of experience, was able to contribute
  to the learning team discussions. I became
  addicted to the discussion experience really
  fast. It was exciting to read everyones postings
  and understand how corporate and government
  agencies work. I am able to incorporate many of
  the lessons learned in my current position.
• Online Student (2005) Seton Hall University
  

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Student as Group Leader

• The use of teams by organizations of all sizes
  and orientation has grown significantly
• Almost 70 percent of our online students have
  reported working in teams in some form, in the
  last 12 months.
• CEOs routinely list "teamwork" as a desired skill
  for new employees.
• At Seton Hall, we deploy team assignments in all
  Graduate Communication courses
• Being an effective member of a team has become a
  necessary career competency.

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Student as Group Leader

• Group assignments offer another opportunity for
  students to lead
• Many of our group assignments are scenario-based
  or require lessons to be created
• For example
• Your group will select a course concept and
  develop a lecture and presentation for your
  peers. The idea is to learn by teaching. Your
  presentation will be delivered in the form of a
  detailed lecture and Powerpoint Presentation...
  (Dool, 2008)
• Students must apply what they have learned,
  infuse it with their experiences and then teach
  their peers

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Be Aware.

• As in all teaching modalities, shifting the
  pattern of engagement does bring some challenges
• Instructors must be willing to shift teaching
  roles and lead more by influencing than direct
  intervention
• Instructors must be willing to allow student
  leaders some room to lead
• Student leaders will not all be willing or adept
• Instructors have to learn to fill in the gaps
  without over-running the student leader
• Inept student leadership does offer a learning
  experience for the student as well as his/her
  peers
• In our experiences, we have learned to maintain
  the learning objectives even with uneven student
  leadership

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Conclusion

• Students experience, expertise and insights
  offer a unique opportunity to infuse course
  learning
• Dialogue intensive learning creates unique
  opportunities for student engagement
• Students assume leadership roles and learn by
  teaching
• Instructors must be flexible to maximize student
  leadership experience

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References

• Dool, R. (2007). Course syllabus,
  Multiculturalism and Leadership Communication
  perspectives. Seton Hall University, Spring
  2008. 
• Rossman, M. (1999). Successful online teaching
  using an asynchronous learner discussion forum.
  Journal of Asynchronous Learning Networks, 3(2).
• Personal Communication, Seton Hall University
  (2005, 2006)