Reflection

PIDP 3320 – Facilitating Learning Online

Amber Downing

Vancouver Community College

Instructor: Dwayne Harapnuik

November 2025

As an esthetics instructor with over 25 years of experience, I have seen education evolve dramatically, from hands-on demonstrations in classrooms to dynamic, technology-integrated learning environments. Continuing to grow and adapt as an educator is not just beneficial but essential in today’s ever-changing educational landscape. Enrolling in PIDP 3320 – Facilitating Learning Online has been an enriching experience that deepened my understanding of online learning, instructional design, and student engagement. This reflection explores the key lessons I have taken from the course, my experiences collaborating with classmates, and how I plan to apply these new strategies to enhance my teaching practice at Vancouver Community College.

In the words of the legendary educator John Dewey, “If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.” (Dewey, 1944). This quote perfectly encapsulates my belief in the importance of evolving as a facilitator, embracing technology, pedagogical shifts, and innovative ways to connect with students. PIDP 3320 reminded me that as educators, we are not only transmitters of knowledge but also lifelong learners who adapt and grow with our students.

Learning Through Collaboration

One of the most rewarding aspects of this course was the collaborative learning environment. Both the synchronous and asynchronous components encouraged interaction, reflection, and peer support. I found great value in learning from my classmates, each bringing unique experiences, teaching backgrounds, and perspectives to the discussions. The diversity of ideas within our online sessions fostered deeper understanding and inspired me to explore new digital tools and strategies.

During the synchronous sessions, I particularly appreciated the use of breakout rooms, which created opportunities for small group discussions and problem-solving. These interactions emphasized the importance of community in online learning. Even though we were not in the same physical space, the course structure made me feel connected to others who shared a common goal of improving as facilitators. The asynchronous discussions also provided flexibility and thoughtful engagement. I enjoyed reading how others approached challenges in online teaching, and these exchanges helped me realize the importance of designing inclusive and interactive virtual classrooms.

Applying the BOPPPS Model

One of the major takeaways was the practical use of the BOPPPS model (Bridge, Objective, Pre-assessment, Participatory Learning, Post-assessment, and Summary). I found that organizing content through this model provides a logical and effective framework for lesson planning. It ensures that all components of a lesson connect meaningfully, and it helps guide learners from introduction to reflection seamlessly.

When I applied the BOPPPS structure to my own presentation, I noticed how much more cohesive and engaging my lesson became. It helped me think critically about learning outcomes, how to assess understanding, and how to foster participation. While I always aim to be well-prepared, I discovered that even with clear transitions and structured content, presenting online can still be nerve-racking. One of my classmates suggested I record my session: a greatly appreciated recommendation. Had I not recorded it when I started my lesson and I would have had to redo. This experience underscored the importance of flexibility and peer support in online teaching.

The Value of Engagement and Active Learning

One of the most transformative lessons from the course was recognizing how active learning strategies can elevate the online experience. I used to believe that the online environment might limit interaction compared to face-to-face teaching. However, this course changed my perspective. By integrating tools such as polling platforms, online quizzes, and collaborative whiteboards, it’s possible to recreate the energy of in-person classrooms and even surpass it.

Engagement is the cornerstone of successful online learning. As I learned in this course, students need to “show up” for each other, not just for their instructor. Creating opportunities for students to connect, share experiences, and learn collaboratively builds accountability and motivation. I always incorporate breakout rooms in my Zoom sessions, allowing learners to exchange ideas, practice communication, or discuss concepts relevant to the lesson.

Another strategy I intend to continue is sharing videos and online resources during class. Demonstrating proper massage techniques or skin analysis procedures via video provides visual reinforcement. This also models for students how to find reputable online resources to supplement their learning, a crucial skill in today’s information-rich world.

Challenges and Realizations

At the beginning of PIDP 3320, I set out to attend every synchronous session offered by my classmates. However, I quickly realized that time and circumstance do not always allow for full participation. Balancing work, teaching, and coursework can be challenging. Despite not being able to attend every session, I deeply appreciated those who supported and attended mine.

This realization will influence how I design my own online courses. I want to ensure flexibility and understanding for my students, acknowledging that adult learners often juggle multiple responsibilities. Allowing asynchronous opportunities for engagement, such as recorded sessions or discussion forums, helps make learning more accessible and equitable.

Looking Ahead

I am excited to implement what I have learned. I plan to redesign some of my current lessons using the BOPPPS framework, ensuring clear learning objectives and interactive components. I also intend to make fuller use of Zoom’s interactive features, such as polls, breakout rooms, and screen sharing, to maintain engagement.

Furthermore, I want to continue fostering a collaborative learning environment, both online and in person, where students feel valued and connected. Encouraging peer learning, providing opportunities for feedback, and integrating digital tools will help keep students actively involved. This course reminded me that technology should not replace the human element of teaching; instead, it should enhance connection, creativity, and engagement.

Finally, I am inspired to keep exploring professional development opportunities that focus on educational technology and pedagogy. The world of esthetics is always evolving, and so is education. As instructors, we owe it to our students to model what lifelong learning looks like.

Conclusion

This course has strengthened my confidence in online teaching, expanded my digital literacy, and deepened my appreciation for collaborative learning. Through this course, I have grown both professionally and personally, learning not only from the content but also from the rich community of educators who shared their experiences.

Teaching esthetics requires adaptability, empathy, and a constant willingness to learn. As Dewey’s (1944) words remind us, our ability to evolve as educators ensures we prepare students not just for today but for the world of tomorrow.

Reference

Dewey, J. (1944). Democracy and Education: An Introduction to the Philosophy of Education. The Free Press.

Statustown.com, If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.https://statustown.com/