Conclusions & Recommendations

Observing a learner such as Adam in this environment highlights some key ideas in learning theory.  While limitations exist in online learning, we can mitigate the cognitive load created by isolation through consistent, reliable social presence. In remaining visible and communicating expectations as clearly as possible, we can reduce the self-doubt that inhibits learning.

To the best of our ability as educators, we should help students to find their own intrinsic motivations. If these do not exist at the time of learning, it prompts the larger questions of whether or not the student is arriving at the right moment for their education.  While we’ve created very strong societal expectations around the timing of one’s schooling, defiance of them in favor of a fully prepared learner yields far more desirable results. 

Similarly, a student equipped with the skills to manage and prioritize their course load will see greater outcomes. Energy spent cultivating those specific skills is therefore equally valuable to the content presented. While metacognitive skills are largely considered to be naturally developed with age, finding ways to stimulate and grow our students in this category can only increase their learning.

​

Recommendations

​

I imagine this course has fallen into a comfortable, highly replicable, low-lift pattern for its facilitators. In Adam’s own word’s it would benefit from a little more “variety” in the modality of learning.  While the current format is attainable for students and achieves temporary understanding, the application of new content might be strengthened by project-based learning. This effect would allow for a higher level of social learning and a marked increase in the zone of proximal development as outlined by Vygotsky (Helle et al., 2006).  By encouraging students to work together in solving problems related to IR, possibly by crafting position papers, the “sterile” environment would become a little more familiar and comfortable. Especially with such a manageable class size (nine students!). 

The instructor’s presence in the discussions could both enrich conversations, and encourage confidence in students who are doing well. It would also bolster students who need specific, actionable support.

The voiceover around the lectures is engaging and energized. The sound quality and style of visuals, however, are dated. For students to arrive at a course and feel it is a pressing, contemporary topic (as international relations certainly is) it may add value to update the slides.

Overall, I conclude that the course creates a highly functional learning environment that could still benefit from updates, increased collaboration, and social presence.

​

​