Interview+Questions


 * ** EL7004-8 ** ||  ||
 * ** The Online Learner ** || ** 7 Prospective Online Instructors ** ||
 * You are welcome. Well-designed series of questions! Please read my comments. **
 * ** The Online Learner ** || ** 7 Prospective Online Instructors ** ||
 * You are welcome. Well-designed series of questions! Please read my comments. **
 * You are welcome. Well-designed series of questions! Please read my comments. **

=Interview Questions=

Question One:
What do you consider to be the major differences between teaching an online class versus teaching in a physical classroom?*

Answer One:
There are both positive differences and challenges associated with teaching online in contrast to teaching in the physical classroom. In online learning communication is enhanced, time is saved, learning is more convenient, learner behavior is modified and learning efficiency and ability are improved. There are challenges connected with online teaching as well.* For example, online teaching generally requires more time of the instructor, the need to find innovative ways to encourage interactions with and between students, learning how to effectively utilize online tools, technical difficulties, and concerns for academic integrity of students who learn at a distance.

Rationale for Question One:
In my organization it is often assumed that if you can teach in a classroom, you can just as easily and successfully teach online. A promising candidate for an online instructor position will understand that there are differences. These differences surface in skills, in positive effects, and in challenges between the two environments. A promising candidate should be able to enumerate a number of benefits and limitations of online learning. The benefits to learners are abundant with e-learning. Specific benefits include; improving learning efficiency ( Cabrera-Lozoya, Cerdan, Cano, Garcia-Sanchez, & Lujan, 2012; Chen & Lien, 2011; Huang, Lin, & Huang, 2012 ), affecting the way learners behave ( Bhuasiri, Xaymoungkhoun, Zo, Rho, & Ciganek, 2011; Haythornthwaite, Bruce, Andrews, Kazmer, Montague, & Preston, 2007 ), enhancing communication ( Abrami, Bernard, Bures, Borokhovski, & Tamim, 2010; Alshare, Freeze, Lane, & Wen, 2011 ), convenience ( Anderson, 2008; Desai, Hart, & Ricahrds, 2008 ), saving of time ( Lam & Bordia, 2008; Pastore, 2012 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), and improved learning ability ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Donavant, 2009; Ismail, Gunasegaran, & Idrus, 2010 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">There are several challenges linked to online learning as well. Some challenges include; increased time requirements ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Allen, Crosky, McAlpine, Hoffman, & Munroe, 2009; Archambault, Wetzel, Fouger, & Williams, 2010; Fidishun, 2011; Ke, 2010 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) and increased interaction with students ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Guilbaud & Jerome-D’Emilia, 2008 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), diversity of non-traditional students ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Bhuasiri et al., 2011; Kenner & Weinerman, 2011; Lapsley, Kulik, Moody, & Arbaugh, 2008 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), finding successful ways to encourage student interaction ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Archambault et al., 2010; Martinez-Caro, 2011; Muniz-Solari & Coats, 2009; Omar, Kalulu, & Belmasrour, 2011 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), learning to use online tools appropriately ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Archambault et al., 2010; Guilbaud & Jerome-D’Emilia, 2008 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), lack of face-to-face interactions ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Cercone, 2008; McHaney, 2009; Rhode, 2009 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), technical difficulties with infrastructure or bandwidth ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Anderson, 2008; Fidishun, 2011; Muilenburg & Berge, 2005; Wright, Dhanarajan, & Reju, 2009 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), and concern for academic integrity of students ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Vande Poppe, 2011; Yang & Cornelious, 2005 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">).

Question Two:
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">What skills, knowledge, and resources do you bring to our organization for teaching online?*

Answer Two:
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">In addition to the necessary technical skills and knowledge to teach the classes that we have already discussed, online teaching requires certain facilities and equipment as well as a number of skills that are essential for motivating, engaging, and encouraging achievement of students. In terms of facilities and equipment, I have two computers if there is a need for backup, I have a high-speed Internet connection for responsiveness, a convenient telephone line for conference calls, two webcams, and a separate, private space to conduct classes away from distractions. I am proficient in the use of Blackboard and WebEx learning management systems.* I understand the need online to alter my approach to teaching to be more student-centered and facilitate the class, while encouraging interactions between the students and myself, and between the students to develop a sense of community. With adult students I am experienced enough to understand the need for clarity of instruction and expectations, prompt feedback, and enlisting students in sharing pertinent knowledge and experience from their own lives to enhance learning.

Rationale for Question Two:
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">A form of this question is in every employment interview. “What can you do for us” goes to the heart of what it means to be an employee. A promising candidate for teaching online must have the necessary knowledge and skills to teach the course, but must also have the physical facilities to conduct class, while understanding the competencies and skills of facilitating online learning. I did not go into any depth on the knowledge and skills to teach a course because this is specific to the types of classes offered by the organization and the particular skills of the instructor, and is not otherwise generalizable. <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">While online classes may be attended or conducted anywhere, anytime; certain physical amenities are necessary for quality. An instructor should have a separate physical space that is free from distractions and noises complete with the necessary equipment to conduct class.* Minimally, an instructor must have a laptop or PC and an Internet connection. Higher quality interaction online requires additional facilities such as a phone connection and high-speed Internet. Furthermore, a promising candidate should be proficient in the use and have experience with learning management systems ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Harlen & Doubler, 2007; Ke, 2010; Pirani, 2004; Yang & Cornelious, 2005 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Quality online facilitation requires a large number of competencies ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Smith, 2005 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). A promising candidate understands the need for these competencies and will be able to elucidate several. Mentioned above are several competencies I believe are most important; including the need for online classes to be student-centered ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Boling, Hough, Krinsky, Saleem, & Stevens, 2011 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) and instructors to act as facilitators ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Blanchard, 2011; Cabrera-Lozoya et al., 2012; Oncu & Cakir, 2011 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), encouraging interactions between student and instructor ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Jackson, Jones, & Rodriguez, 2010; Martinez-Caro, 2011; Simonson, Schlosser, & Hanson, 1999 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">) and between students ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Abrami et al., 2010; Bradley, 2009 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). An important competency is the nurturing of a sense of community between participants in an online class ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Andrews & Haythornthwaite, 2007; Boling et al., 2011; Tallent-Runnels, Thomas, Lan, Cooper, Ahern, Shaw, & Liu, 2006 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Finally, studies show that students learn better in a scenario where assignments and expectations are clear ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Ali & Ahmad, 2011; Gunawardena, Linder-VanBerschot, LaPointe, & Rao, 2010 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), where feedback is prompt and accurate ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Ally, 2008; Chickering & Gamson, 1987; Pigliapoco & Bogliolo, 2008 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), and where the focus is on real-world applications of knowledge and inclusion of student experiences into learning ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Abela, 2009; Blanchard et al., 2011; Kenner & Weinerman, 2011 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">).

Question Three:
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">What are the important relationships when teaching online and what techniques will you use to foster them?*

Answer Three:
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">To effectively learn students require relationships. There are four relationships that are important in an online class; student-instructor, student-student, student-content, and student-environment. While learning is student focused, it is usually the instructor that encourages the establishment and expansion of these relationships. Though there are a number of techniques that engender these relationships; interaction and collaborative activities are the best means of fostering the relationships of learning.*

Rationale for Question Three:
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">It is important that the online instructor understand the formation and development of relationships. It is through these relationships that higher order learning occurs in online courses ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Bradley, 2009 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Positive learning outcomes, as well as greater student satisfaction and motivation result from interaction by students with other students ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Ali & Ahmad, 2011; Ferguson & DeFelice, 2010; Lee, Redmond, & Dolan, 2008 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), with the instructor ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Jackson et al., 2010; Martinez-Caro, 2011 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), with class content and sources ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Alshare et al., 2011; Lam & Bordia, 2008 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">), and with the learning environment ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Bradley, 2009; Levine, 2005; Thompson, Jeffries, & Topping, 2010 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">).

Question Four:
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">When each online class begins there are several important activities and expectations that must be covered. What are they and why do you consider them important?

Answer Four:
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">It is essential for learning that students understand the requirements and expectations for the course and for online learning, as well as how to work with the learning environment. I would identify the software and Internet skills necessary for students to succeed, go over the course requirements, and identify what forms of interaction are requisite with success in the course, as well as demonstrate the use of the learning management system. These skills are essential for the student to be able to perform successfully online.

Rationale for Question Four:
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Various strategies can be engaged to provide orientation for students at the beginning of a class. Bhuasiri et al. (2012) noted three critical student characteristics for success in an online program; self-efficacy, Internet self-efficacy, and a positive attitude toward online learning. They also identified six critical instructor success factors regarding e-learning. These include timely response to students, a focus on interaction, posting of office hours, how grades will be assigned, contact information, and a fair apportionment of attention to each student ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Bhuasiri et al., 2012 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Besides factors affecting the student and instructor it is also important that other help resources and a complete introduction to the functionality of each component of the learning management system is available to each student ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Palloff & Pratt, 2003 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Each of these factors should be addressed in some way either before the class begins, or during the introduction to the class to ensure that students have the necessary skills and knowledge to succeed.

Question Five:
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">When you teach online it is easy to feel isolated or alone.* What support network do you have in place to manage your mental, physical, emotional, and social well-being?

Answer Five:
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Online learning boasts a focus on one-on-one learning, where every student enjoys a classroom of one. The social interactions in online classes are different than traditional classrooms because of the lack of face-to-face interactions with students. This lack can create disconnects between the instructor and the students, and feelings of isolation can ensue. I have a loving wife, family and two dogs that provide me with a social network and physical connections outside of work to prevent overwhelming feelings of isolation or alienation that may occur without them.

Rationale for Question Five:
<span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">Feelings of isolation are often coupled with discussions of student drop-out or challenges associated with online courses ( <span style="font-family: 'Times New Roman',Times,serif; font-size: 90%;">Al-Fahad, 2010; Haythornthwaite et al., 2007; Omar et al., 2011 <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">). Interaction in online courses is a solitary activity for the instructor as well as the student. While there is the possibility of great interaction between students and the instructor, and between students in online courses, the lack of face-to-face personal contact can lead to feelings of isolation and interpersonal disconnect. It is just as important for the instructor of online courses to have social and interpersonal relationships in the real world as it is for the student to allay these feelings. =Conclusion= <span style="font-family: 'Times New Roman',Times,serif; font-size: 120%;">The five questions identified ascertain all of the information necessary from a prospective candidate regarding their feelings, knowledge, skills, and aptitude toward e-learning.* Question one identifies whether the candidate understands the differences in delivering in an online class, while question two determines the skills, knowledge, and physical resources he or she brings to the organization. Questions three and four dig more deeply into the candidates understanding of how online teaching differs from the traditional classroom, and how to meet those differences. The last question acknowledges the social dimensions of e-learning, and determines whether the candidate feels he or she is capable of meeting the aloneness that can result from teaching online.*

<span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;">[DrB1] Terrific question <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;"> [DrB2] According to Kearsley (see Learning and Teaching in Cyberspace) technology allows teachers to add flexibility in how they present new information and provide feedback to students. Learning is now more international than ever before. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;"> [DrB3] Another terrific question <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;"> [DrB4] These are terrific resources for educators <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;"> [DrB5] Always important to do this <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;"> [DrB6] Valmont (see Technology for Literacy Teaching and Learning) explains that teachers need to make blogs, iPods, and video games part of their pedagogy. A new generation of students has arrived. They might not want to hear a lecture for an hour or more. Higher education was built for baby boomers and previous generations under an industrial-age model. This archaic educational system does not apply to today’s students. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;"> [DrB7] Instructors should encourage students to use technology to enhance communication and collaboration (see []). <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;"> [DrB8] Great observation <span style="font-family: Arial,Helvetica,sans-serif; font-size: 120%;"> [DrB9] These questions are on the mark! <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 120%;"> [DrB10] This is a terrific resource for educators. TECH21 (tech21.org) serves as a hands-on and virtual research-to-practice system for the implementation of instructional technology applications in learning and instruction.


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