Online Adjunct Teaching Opportunities
Do you realize there are enormous opportunities in online adjunct teaching? There are hundreds of openings in colleges to be filled now and thousands of potential openings. You can secure a list of these schools from University of Texas. Just go down the list and start sending out your CV. If you have taught with a master's degree, you are in line for a job opportunity. You may ask what the difference is in teaching as an adjunct in the traditional sense and teaching online. First, the content is virtually the same. Standard courses exist in both: Algebra, Economics, History, Government, Languages, Science, and Composition. You will find these same courses present in both on the ground curricula and online curricula. What differs is the way in which these offerings are communicated. The traditional format takes place in real time and space. For example, in the traditional format, an instructor meets his class on certain days at certain times and in a particular place. In an online class, this does not hold true. One meets her class in cyberspace, which is symbolically represented on a computer monitor. An instructor can travel as much has he or she likes and still attend her classes. The time is construed differently also. The online classes are said to be asynchronous. If you are teaching the class or you are a student in the class, you may sign into it at any time of day or night.
Representation of Online Adjunct Teaching
As indicated above, the monitor projects symbolic sections of the course you are taking or teaching. For example, the first one you will encounter after signing on is Announcements. Announcements enable the administration to communicate with the students and instructors and for the instructor to communicate with her students. In cases of emergency and curriculum changes this link is invaluable. It is a way to post one's office hours or to state requirements for assigned work.
Moving down the monitor on the left hand side, one comes to Assignments. Here, are the lectures and directions on carrying out the assignments. The manner of acceptable performance is indicated and is expressed in the form of a rubric.
As we move to the bottom of the screen, we come to Problems and Solutions, where the students are encouraged to invent and discover new ways of navigation and to share their discoveries with their classmates. This is in line with the focus on critical thinking.
In the center of the monitor, The Discussion Thread is central to the thrust of the program in that it encourages participation and sharing and thinking all in one. The instructor asks a question or introduces a prompt and the students take it from there, responding to one another's responses. The idea is to move the question and answers through the entire class, so that everyone participates. Students are graded on the basis of their participation.
The link to grades is very important because grades will be a key element in conferencing with the students. It will be of great importance if there is contention about the grades, if the student and teacher are in conflict, and even more so if legal representation is introduced. Most student teacher conferences are private. They can be carried out in email or in a prearranged meeting. If email is used, be sure to click the private link at the bottom of the site so that the conference will be private. The grades are indicated for each submission or test. The objective tests are timed and the essay tests must satisfy the rubric upon which they are based. It is important that the students know the objective tests are timed; if not, some will not finish and be penalized accordingly. The grading system automatically computes the participation of the students and assigns a grade. The instructor assigns a grade for the group project and the cumulative average is calculated as well.
If a student wants to ask the instructor a question, he can do so any time of day or night. All the student has to do is click on Ask the Professor and post the question. The instructor will then post his/her response. It is posted where other students can see it. The other members of the class profit by this as well. Usually, only content questions are asked here. If the matter is personal, then it is appropriate to ask in another domain, such as email or phone. Phone conferences with the student must follow legal guidelines, so be sure to clear this with your mentor.
The Tutorials: Online Adjunct Teaching Opportunities
Often, the online faculty member with several online adjunct college teaching jobs will discover many students will need help beyond a quick answer-the students will need tutoring. This is why the program already houses tutorials for certain recurrent questions. The questions usually are related to grammar, to formatting, to plagiarism, to use of the online library and to research navigation in general. The student may have problems with subject/verb agreement. If so, there is a tutorial available that will zero in on the problem. If the problem is the use of APA, there is a tutorial explaining the use of American Psychological Association Format. Plagiarism can be avoided by using the site, Turnitin.com which matches text against similar text in the millions and gives a percentage identify check. There are tours of the online library and ways to navigate searches for particular items.
The theme of sharing is strongly present in the panel named Student Lounge. Here, the students can share both academic and personal questions. The purpose of this site is to promote bonding. This is a non-graded site. The idea is to increase the probability of bonding and to thereby provide student support throughout their professional career.
In sum, the traditional format for organizing curricula, takes place in real time and place, while the online format corresponding with online adjunct jobs takes place in cyberspace. The latter offers great flexibility for the average person who may be employed or have time restraints due to child care or caring for an aging parent.