BOBBY HOBGOOD
French, College of Liberal Arts and Sciences
In an effort to shed some more light on the measures faculty members are taking to assure the online courses they teach this fall align with students’ learning needs and expectations, we reached out to Hobgood to see how he is approaching a few of his courses this fall semester.
What steps are you taking to create an effective online learning environment for your students?
Prior to starting, I provide as much information as possible about course design and what students will experience. I ask them to complete a “learner survey” where they communicate their perceived strengths, weaknesses and interests. This information informs my instruction and interactions with students. Once the course has begun, I collect anonymous feedback from students each week using free, web-based tools that provide “feedback in action,” which I use to make improvements, instead of waiting for course-end feedback, which does not serve to improve the current course.
Overall, I use a backward design approach to ensure all activities and homework support student achievement. This means beginning with course learning outcomes and creating an experience that leads students through a sequence of learning tasks that support achievement of those outcomes. Establishing and communicating clear course goals and module objectives helps answer questions such as “Why do I need to know this?” or “Why is this important?” I design my course from a student perspective, imaging myself to be enrolled in my own course and following its “learning pathway.” This helps me to identify potential trouble spots where students might falter as well moments where additional instructor presence and support is necessary. All the while, I ask myself, “How engaging is this course? To what extent will students see the relevance of all course tasks, assignments, and assessments?”
What should students do to be successful in your online classes?
For French 1201, the first part of Elementary French, students watch a pre-course video and online course orientation where they learn about the requirements for successful participation. Because language learning requires skills development and application (listening, speaking, reading, writing and intercultural competence) as well as learning vocabulary, grammar and language functions, students are presented learning tasks and modalities that require engagement, commitment and consistent study. They must spread out their study and practice--and learn quickly that they cannot “cram” in preparation for task-based assessments like oral exams. Making mistakes is part of the learning process. We develop a class mindset that is supportive and collaborative, and respect that learning is both an individual and social experience.
How are you prepared to navigate the unique landscape of this fall semester?
The challenges of the pandemic place an even greater importance than usual on pre-course design and preparation. Since my course will be taught synchronously online with Zoom, I provide students with tools and resources to develop their mindset for learning a language in this environment. This includes expectations for what it means to “participate” via webcam. During the first week of classes, students will sign up for a 10-minute one-on-one Zoom consultation with me to discuss their onboarding process and to collaborate on their individual needs to be successful in the course. This meeting serves as a “temperature gauge” for me so I can make any necessary adjustments to class management and instruction. Once the course has begun, I always have a backup plan for when technology fails. For example, I record every Zoom session, but only make it available if there is technology glitch. I can also easily convert the daily lesson into asynchronous activities that students could complete on their own time.
How will you create a sense of classroom community within an online environment?
Community development begins prior to the start of the course through instructor and student self-introduction videos (90 seconds) using a third-party platform integrated into Canvas, our Learning Management System. To develop vocabulary and language functions, students share their interests, preferences, and aspects of their personal lives throughout the course. We come to know one another by using student lives as the fodder for integrating new knowledge and skills. Instead of talking about hypothetical people during conversations and writing, we use previously shared information about one another’s lives. For example, when practicing the function of asking questions, we can ask “How many of us grew up in North Carolina?” or “Who likes paddle boarding?”
Students are required to use their cameras in Zoom, so they will see one another often throughout the course. In addition, they will interact regularly in pairs and small groups. Outside of class time, students are paired with a conversation partner to meet with weekly--and who will change at least twice during the semester--and they’ll share their recorded conversations with me.