Online Microteaching

Microteaching in an online environment was a new experience for me. While daunting at first, it was highly beneficial to learn how to apply my teaching practice to a new and unfamiliar context. I thoroughly enjoyed the opportunity to make use of digital tools to enhance the learning experience as this exposed me to a new and innovative way to encourage learner engagement and interaction. This exercise challenged me to move beyond my comfort zone and to practically apply both the theoretical and pedagogical knowledge I have acquired throughout my studies thus far.

The online platform does, however, have its drawbacks. The absence of face-to-face interaction made it difficult to communicate with participants as effectively as one would be able to in a classroom. The online platform creates a barrier between teacher and learner, making it difficult to read body language and facial expressions to determine whether learners are grasping the content. It also makes it difficult to know if participants are fully engaged throughout the lesson. Therefore, in an online space, it is easy for the social aspect of learning to be lost. I addition, there is an absence of hands-on experiences which are vital to the healthy development of the foundation phase child.

If I had the opportunity to teach this lesson over, I would allow for more input from participants by asking more focused questions. This could be achieved by encouraging learners to come up with examples or initiating a more detailed discussion about the lesson content. Additionally, I would conduct the quiz on a separate platform to ensure transparency of learners’ results and understanding.

The chosen digital tool proved to be effective and engaging. Feedback from my peers indicated that the tool was unique and well suited to the lesson objectives. The tool took the form of an online game where each participant had the opportunity to provide input in the development of a story. This allowed for inclusion and interaction. However, the tool could have been enhanced by spending more time on the explanation and relevance to the main activity.

Overall, I believe that this experience has developed my teaching practice in the sense that I will be better equipped to incorporate technological tools into my classroom. The exercise also required me to be resilient and adaptable to unfamiliar circumstances, which are to be expected in an unpredictable a school environment. I plan to apply the valuable skills and lessons I have learnt from microteaching to further enhance my professional practice and create valuable learning experiences for all learners.

Figure 1: E-learning concept stock illustration. (iStock, 2019)