This semester, I am teaching a Medical Terminology Course for the first time. As such, I have recently said, “Where the hell do I start?

The first thing that I considered in designing the “on ground” course was that I had to make the medical terms “come to life” for the students. In order to accomplish this goal, I have made the 3-hour sessions very interactive. Although I cannot say that all the students are thriving in this learning environment, I can report that I have received positive feedback from several students. Here is an e-mail that I recently received from one of the students that addresses the interactive approach of the sessions:

“Also, I have to say, that I thoroughly enjoy your teaching style.  I am not just saying that in hopes of any “brownie points.”  It’s very interactive and keeps us all thinking throughout the entire class.  I actually learn the material while in class.
I received my Bachelor’s back in 2007 and I remember going to my classes, jotting down tons of notes- of which I knew nothing about, and then trying to cram during test time. Your class and teaching style is a breath of fresh air.”

So, keeping this feedback in mind, I now need to consider how to teach this course online……

My score on the Beginners’ Questionnaire was 14. According to Lisa, my score indicates that my perspective of teaching is presentation-oriented. Therefore, in an online course, it makes sense that I would use more audio and video recordings to infuse passion and interest in the subject matter and ultimately bring the medical terms “to life.”

Although my score on the Beginner’s Questionnaire also suggests that I not inclined to promote learning through student interaction, this is actually not the case. In fact, small-group course work comprises 1/3 -1/2 of all course sessions that I facilitate.

In considering how best to teach Medical Terminology Course online, I am concerned that small-group work will not be practical. My concern stems from my own experiences with small-group work as on an online learner in a doctoral program.  I recall was that it was very difficult for students in different time zones to engage in “real time” discussions. I suspect that students who reside in the same time zone still find it difficult to meet as a group.

Well anyway, having completed week 2 “marching orders,” I will continue to thoughtfully consider ways to promote student interaction in a Medical Terminology Course.