Instructional Strategies for Online Courses

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Instructional Strategies for Online Courses

• Effective online instruction

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(No Transcript)
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Benchmarks of Quality for DLThe Research Data
Our Experience

• Seven categories of quality measures for online
  courses
• Sharing what weve learned

Source Quality on the Line -- Institute for
Higher Education Policy Study commissioned by NEA
and Blackboard, Inc., March 21, 2000 based on
research conducted by identifying first-hand,
practical strategies being used by six U.S.
colleges considered to be leaders in online
distance education.
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Seven Benchmarks of Quality
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• A documented technology plan
• A technology delivery system that is as failsafe
  as possible
• A centralized information technology system to
  provide support for building and maintaining the
  Distributed education infrastructure

• Start with a business plan that provides the
  framework, rationale, direction, and resources
  from which the technology plan emerges.
• Be prepared for technology to fail.
• Local expertise and support are also elements of
  successful implementation.

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• Guidelines regarding minimum standards are used
  for course development, design, and delivery.
• Learning outcomes determine the technology being
  used to deliver course content.

Additional Points about Course Development

• Identify those faculty leaders who are eager to
  begin.
• Reassure reluctant faculty that to some extent
  nearly every campus-based course incorporates
  distance education since students are expected to
  spend several hours outside of the classroom
  performing learning activities.

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• Instructional materials are reviewed periodically
  to ensure they meet program standards.
• Courses are designed to require students to
  engage in analysis, synthesis, and evaluation as
  part of their course and program requirements.

Distributed learning courses require the same
rigorous standards as campus-based courses
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• Student interaction with faculty and other
  students is an essential characteristic and is
  facilitated through a variety of ways including
  voice-mail, live chats, discussion boards, and
  e-mail.
• Feedback to student assignments and questions is
  constructive and provided in a timely manner.

Additional Points about Teaching and Learning

• Guidelines need to be established for faculty so
  that they know the acceptable levels of response
  time. ??-hour response time to e-mails,
  discussion postings, assignment feedback.
  Students need to know when they can expect
  responses from instructor.

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• Students are instructed in the proper methods of
  effective research, including assessment of the
  validity of resources.

• Effective student learning also includes the
  ability to be self-directed, be goal driven, work
  well with computers and the Internet, be
  proficient in written communication, be willing
  to interact with classmates/instructors through
  the electronic learning environment, take
  responsibility for learning outcomes.

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• Before starting an online program, students are
  advised about the program to determine if they
  possess the self-motivation and commitment to
  learn at a distance and if they have access to
  the minimal technology required by the course
  design.
• Students receive course information before
  enrolling that outlines course objectives and
  learning outcomes.

Additional Points about Course Structure
The course structure needs to strike a balance
between a course that is highly structured and
detailed providing clear navigation and sequence
and a course that provides a variety of ways
students can access information, interact with
the information, and demonstrate their mastery of
course outcomes.
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• Students have access to sufficient library
  resources that may include a virtual library
  accessible through the Internet.
• Faculty and students agree upon expectations
  regarding times for students assignment
  completion and faculty feedback.

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• Students receive information about programs,
  including admission requirements, tuition and
  fees, books and supplies, technical and
  proctoring requirements, and student support
  services.
• Students are provided with hands-on training and
  information to aid them in securing material
  through electronic databases, interlibrary loans,
  government archives, news services and other
  sources.

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• Throughout the duration of the course/program,
  students have access to technical assistance,
  including detailed instructions regarding the
  electronic media used, practice sessions prior to
  the beginning of the course, and convenient
  access to technical support staff.
• Questions directed to student service personnel
  are answered accurately and quickly, with a
  structured system in place to address student
  complaints.

• Students are best supported when course has
  clearly defined expectations and due dates for
  assignments and discussions. The lack of
  spontaneous discussion and face-to-face
  interaction can be supported by synchronous
  conversation.

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• Technical assistance in course development is
  available to faculty, who are encouraged to use
  it.
• Faculty members are assisted in the transition
  from classroom teaching to online instruction and
  are assessed during the process.
• Instructor training and assistance, including
  peer mentoring, continues through the progression
  of the online course.
• Faculty members are provided with written
  resources to deal with issues arising from
  student use of electronically-accessed data.

Faculty development includes two distinct areas
mechanics of teaching online (technical aspects
of the courseware) and the strategies and
logistics of the online classroom
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• The effectiveness of the teaching/learning
  process is assessed through several methods and
  applies specific standards.
• Data on enrollment, costs, successful/innovative
  uses of technology are used to evaluate program
  effectiveness.
• Intended learning outcomes are reviewed regularly
  to ensure clarity, utility, and appropriateness.

• Surveys, interviews, student/faculty follow-up,
  comparative exam scores to assess how well the
  following were accomplished
• students met the stated course outcomes
• created a viable and rich learning environment
• provided quality instructor feedback,
  interaction, and facilitation
• included relevant and meaningful resources and
  activities
• resulted in a successful learning experience

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Learning styles and Instructional strategies

• Effective online instruction depends on learning
  experiences appropriately designed and
  facilitated by knowledgeable educators.
• Because learners have different learning styles
  or a combination of styles, online educators
  should design activities that address their modes
  of learning

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Learning Styles and the Online Environment
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• Everyone has their own "style" for collecting and
  organizing information into useful knowledge
• The online environment can be particularly well
  suited to some learning styles and personality
  needs
• Introverted students often find it easier to
  communicate via computer-mediated communication
  than in face-to-face situations.

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• Also, the online environment lends itself to a
  less hierarchical approach to instruction which
  meets the leaning needs of people who do not
  approach new information in a systematic or
  linear fashion.

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• Online learning environments are used to their
  highest potential for collaborative learning
• which complements many students' learning styles,
  
• independent learners have also found online
  courses to be well suited to their needs.

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• Because learners have different learning styles
  or a combination of styles, online educators
  should design activities that address their modes
  of learning in order to provide significant
  experiences for each class participant.
• In designing online courses, this can best be
  accomplished by utilizing multiple instructional
  strategies.

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Below is a table of the most common learning
styles.
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What is YOUR learning style?

• Take this online quiz to find out.
• http//www.metamath.com//multiple/multiple_choice_
  questions.cgi
• Click on the most appropriate button after each
  statement.
• I would rather read material in a textbook than
  listen to a lecture. Often Sometimes
  Seldom
• I benefit from studying with a partner or study
  group Often Sometimes Seldom

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Visual/Verbal Learners

• These people learn best when information is
  presented visually and in a written form.
• In a classroom setting, they prefer instructors
  who use visual aids (i.e. black board, PowerPoint
  presentation) to list the essential points of a
  lecture in order to provide them with an outline
  to follow during the lecture.
• They benefit from information obtained from
  textbooks and class notes.
• These learners like to study by themselves in
  quiet environments. They visualize information

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• The online environment is especially appropriate
  for visual/verbal learners because most of the
  information for a course is presented in written
  form.

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Visual/Nonverbal Learners

• They learn best when information is presented
  visually and in a picture or design format.
• In a classroom setting, they benefit from
  instructors who supplement their lectures with
  materials such as film, video, maps and diagrams.
  
• They relate well to information obtained from the
  images and charts in textbooks.
• They tend prefer to work alone in quiet
  environments.
• They may also be artistic and enjoy visual art
  and design.

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• The online environment is well suited for this
  type of learner because graphical representations
  of information can help them remember concepts
  and ideas.
• Graphical information can be presented using
  charts, tables, graphs, and images.

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Auditory/Verbal Learners

• These people learn best when information is
  presented aurally. In a classroom setting, they
• benefit from listening to lecture and
  participating in group discussions. They also
  benefit
• from obtaining information from audio tape. When
  trying to remember something, they often
• repeat it out loud and can mentally "hear" the
  way the information was explained to them.

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online

• Online learning environments can complement these
  learners' style.
• Although most information is presented visually
  (either written or graphically), group
  participation and collaborative activities are
  accomplished well online.
• In addition, streaming audio and computer
  conferencing can be incorporated into an online
  course to best meet the learning style of these
  students.

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Tactile/Kinesthetic Learners

• These people learn best when doing a physical
  "hands-on" activity. In the classroom, they
• prefer to learn new materials in lab setting
  where they can touch and manipulate materials.
• They learn best in physically active learning
  situations. They benefit from instructors who
• use in-class demonstrations, hands-on learning
  experiences, and fieldwork outside the
• classroom

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Online

• Online environments can provide learning
  opportunities for tactile/kinesthetic learners.
• Simulations with 3-Dimensional graphics can
  replicate physical demonstrations.
• Lab sessions can be conducted either at
  predetermined locations or at home and then
  discussed online.
• Also, outside fieldwork can be incorporated into
  the coursework, with ample online discussion both
  preceding and following the experience.
• Finally, the online environment is well suited
  for presentation and discussion of either group
  or individual projects and activities.

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ONLINE COURSES AND MULTIPLE INSTRUCTIONAL
STRATEGIES

• Traditionally, in a teacher-centered classroom,
  instructors control their environment because
  they have a monopoly on information.
• In an online course, with instant access to vast
  resources of data and information, students are
  no longer totally dependent on faculty for
  knowledge.

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• Visual/Verbal use their eyes, prefer to read
• Visual/Nonverbal prefer seeing graphics or
  diagrams
• Auditory primarily use their ears, listen to
  learn.
• Tactile/Kinesthic use hands-on experience and
  movement.
• School tends to be visual many auditory and
  kinesthic learners are at a disadvantage when
  most information is presented visually.

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learning is becoming more collaborative,
contextual and active

• As faculty are beginning to teach online,
  learning is becoming more collaborative,
  contextual and active.
• Educators must first design their curriculum,
  goals and objectives and then consider how the
  online environment can best serve the
  instructional objectives and activities of that
  curriculum.

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Need for a different pedagogy

• This requires changes in pedagogy, with
  instructors taking the role of facilitators of
  information while guiding students toward
  solutions.
• In order for online learning to be successful,
  teachers as well as learners must take on new
  roles in the teaching-learning relationship, and
  faculty must be willing to release control of
  learning to the students.

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Wide Range of Methods

• Online learning environments permit a full range
  of interactive methodologies, and instructors
  have found that in adapting their courses to
  online models, they are paying more attention to
  the instructional design of their courses.
• As a result, the quality, quantity, and patterns
  of communication students practice during
  learning are improved.

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Ten Instrucitonal Methods for Online Courses
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LEARNING CONTRACTS

• A learning contract is a formal agreement written
  by a learner which details what will be learned,
  how the learning will be accomplished, the period
  of time involved, and the specific evaluation
  criteria to be used in judging the completion of
  the learning.
• Learning contracts help the educator and learner
  share the responsibility for learning.

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LECTURE

• The lecture is one of the most frequently used
  instructional methods in adult education.
• It assumes the educator to be the expert and is
  an efficient way of disseminating information.
• Most educators agree that the purpose of lectures
  is to lay foundations as the student works
  through the subject,

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• Good lecturers know their students and develop
  their lectures according to the students' needs.
• Most importantly, lectures are most effective
  when used in combination with other instructional
  strategies.

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Presenting an Online Lecture

• Online lectures can be presented in a variety of
  ways.
• Lecture notes can be placed on a web page for the
  learner to review.
• Notes can be put together in a packet and either
  downloaded from the Internet or sent via snail
  mail.
• Lectures can also be presented via audio or video
  over the Internet
• Example

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More

• Also, links to related resources and other Web
  sites can be embedded in online lectures.
• Online lectures are likely to be shorter and more
  to the point than lectures in live classrooms.
• Short lectures provide enough information to
  serve as a basis for further reading, research,
  or other learning activities.
• Another obvious advantage of online lectures is
  that they are readily available for students to
  revisit again and again as needed.

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DISCUSSION

• Discussion is the instructional strategy most
  favored by adult learners because it is
  interactive and encourages active, participatory
  learning.
• The discussion format encourages learners to
  analyze alternative ways of thinking and acting
  and assists learners in exploring their own
  experiences so they can become better critical
  thinkers.
• The discussion is often the heart of an online
  course.

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Discussion examples

• The Internet offers several modes for discussion
  including
• mailing lists (listservs) which focus on
  particular topics and
• online conferencing programs.
• Both of these options utilize asynchronous
  communication.
• Synchronous (real time) communication can be
  offered by utilizing chat rooms

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SELF-DIRECTED LEARNING

• Self-directed learning is learning initiated and
  directed by the learner and can include
  self-paced, independent, and individualized
  learning as well as self-instruction.
• Whatever terminology is used, self-directed
  learning places the responsibility for learning
  directly on the learner.

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• Learners who take the initiative in learning and
  are proactive
• Learners learn more and better than passive
  learners (reactive learners).
• Proactive learners enter into learning more
  purposefully and with greater motivation

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• They also tend to retain and make use of what
  they learn better and longer than reactive
  learners.
• The independent learner is one who is more
  involved and active within the learning process.
  

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Learning independent of time or place

• Online learning supports the self-directed
  learner in pursuing individualized, self-paced
  learning activities.
• The learner, working at a computer at a
  convenient time and pace, is able to search and
  utilize the vast resources of the Internet
  research nearly any topic imaginable

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• Students can visit libraries, museums and various
  institutes world-wide, talk to professionals,
  access recent research, and read newspapers and
  peer reviewed scholarly journals online.
• Students can write collaboratively with peers and
  even publish written and multimedia products on
  web pages.

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MENTORSHIP

• The aim of mentorship is to promote learner
  development drawing out and giving form to what
  the student already knows.
• A mentor serves as a guide rather than a provider
  of knowledge and serves the function of
  introducing students to the new world,
  interpreting it for them, and helping them to
  learn what they need to know to function in it

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Mentors also

• Mentors in education teach by interpreting the
  environment and modeling expected behaviors.
• They also support, challenge, and provide vision
  for their students.

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Online Mentoring

• A major benefit to online mentorship is the
  opportunity for frequent, convenient
  communication between mentor and student.
• Weekly or even daily journals and communications
  can be sent between mentor and student via
  e-mail, providing an ongoing "dialogue"

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• This ongoing "dialogue" supports the development
  of the mentor relationship and offers numerous
  opportunities for timely feedback on student
  questions, concerns and issues.

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SMALL GROUP WORK

• In small groups learners can discuss content,
  share ideas, and solve problems.
• They present their own ideas as well as consider
  ideas put forth by others.
• In this way, they can be exposed to a variety of
  viewpoints on a given subject.
• There are many small group formats that encourage
  and provide opportunities for interaction

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Discussion groups

• Discussion groups allow learners to reflect on a
  subject under discussion and present their views.
  
• Discussion within the small group is often on
  high intellectual levels - specifically analysis,
  synthesis, and evaluation.

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Guided Design

• Guided design encourages interaction in small
  groups. Here the focus is on developing learners'
  decision-making skills as well as on teaching
  specific concepts and principles.
• Participants work to solve open-ended problems
  which require outside class work to gather
  information.

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Learning here

• This format encourages learners to think
  logically, communicate ideas, and apply steps in
  a decision-making process.
• Learners are also required to apply the
  information they have learned, exchange ideas,
  and reflect on suggested solutions.
• The instructor's role is to act as a consultant
  to the groups.

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• Online learning environments offer several
  distinct benefits for small group work. First,
  they allow small groups to work independently
  while still having access to the instructor.
• In some cases where it is difficult for all
  members of an online class to meet synchronously,
  small groups can be organized according to their
  time zones, making it possible to find a
  convenient time to meet synchronously

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• Larger groups can benefit by communicating
  asynchronously via conferencing programs.
• A second benefit of online environments for group
  work is that they equalize control among
  participants.
• Factors such as geography, gender, or
  disabilities do not disadvantage learners in this
  environment.
• Finally, the instructor is able to respond
  directly to questions and needs of particular
  groups without taking the time of other groups

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PROJECTS

• Online projects give students an opportunity to
  pursue their special interests and can be done
  individually or within groups.
• Projects also provide students with practical
  experience and a sense of accomplishment.
• Using projects in a learning activity makes the
  learning more relevant to the learners

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• Products can be shared with others in the class
  and critiqued.
• Many times an individual project is only
  critiqued by the facilitator,
• By sharing individual projects with other
  participants, the learner has the opportunity to
  obtain more diverse viewpoints and feedback.

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• Group projects can include simulations, role
  playing, case studies, problem solving exercises,
  group collaborative work, debates, small group
  discussion, and brainstorming
• Participants in group projects should receive
  peer feedback to expose them to diverse
  viewpoints.

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• With independent and group projects learners
  pursue special interests, write or create for
  an audience, and publish or present their
  findings and conclusions via the Internet.
• The Internet provides the potential of receiving
  feedback from experts or interested peers outside
  the course by accessing the project online.

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COLLABORATIVE LEARNING

• Collaborative learning is the process of getting
  two or more students to work together to learn.
• Students often work in small groups composed of
  participants with differing ability levels and
  using a variety of learning activities to master
  material initially developed by an instructor, or
  construct knowledge on substantive issues.
• Each member of the team is responsible for
  learning what is taught and for helping teammates
  learn.

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• Collaborative learning methods are now used in
  over a third of higher education courses, and
  their use has increased in the past six years
  more than any other learning method, according to
  a recent survey conducted by UCLA's Higher
  Education Research Institute.

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• Employers want workers with collaborative skills
  and are looking for graduates of educational
  programs that teach these skills.
• Collaborative learning can be more effective than
  interpersonal competitive and individualistic
  efforts in promoting cognitive development,
  self-esteem, and positive student-student
  relationships.

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• Online learning models are natural environments
  for collaborative learning, but they are not
  collaborative learning environments by
  definition.
• Learners may interact with other participants
  without collaborating, for example when
  receiving on-line tutorial help.
• Learning activities have to be specifically and
  somewhat carefully designed to work effectively.

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CASE STUDY

• The case study is a teaching strategy which
  requires learners to draw upon their past
  experiences, is participatory and has action
  components which are links to future experience.
• The key to a successful case study is the
  selection of an appropriate problem situation
  which is relevant both to the interests and
  experience level of learners and to the concepts
  being taught.

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• The case report should include facts regarding
  the problem, the environmental context, and the
  characters of the people involved in the case.
• It should be factual, but also contain the
  opinions and views of the people involved.
  Learners should have access to the problem
  solution, but not until they have reached their
  own conclusions and can then compare their
  results with the actual decision taken to resolve
  the problem.

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• The case analysis can be carried out with the
  learners working independently or in groups
• One advantage of using the case method is that it
  emphasizes practical thinking and it assists
  learners in identifying principles after
  examining the facts of the case and then applying
  those principles to new situations
• Case analysis is equally effective when used in
  combination with other instructional strategies.

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• In the online environment case studies can be
  presented on web pages and discussed in
  conferencing groups.
• Cases can be developed by class groups as
  collaborative projects. In addition, the vast
  resources of the Internet can be tapped by
  students and educators to contribute data,
  information and expert advice to case development
  and analysis.

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FORUM

• The forum is an open discussion carried on by one
  or more resource people and an entire group.
• The moderator guides the discussion and the
  audience raises and discusses issues, make
  comments, offers information, or asks questions
  of the resource person(s) and each other.
• There are two variations of the forum the panel
  and the symposium.

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The panel

• usually a group of three to six people who sit
  in the presence of an audience and have a
  purposeful conversation on a topic in which they
  have specialized knowledge.
• Guided by a moderator, the panel is informal in
  nature, but allows for no audience participation.

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The symposium

• a series of presentations given by two to five
  people on different aspects of the same theme or
  closely related themes.
• Although the symposium is formal in nature,
  questions from the audience are encouraged
  following the presentations.
• An obvious benefit of the symposium is that it
  gives learners exposure to a variety of experts'
  viewpoints and offers an opportunity for the
  audience to ask questions.

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online environments facilitates group
communication

• It is ideal for the types of information exchange
  typical in forums.
• In fact, the forum can be more convenient and
  effective in the online environment than in the
  traditional classroom because speakers, experts
  and moderator can participate without having to
  travel or even be available at a particular time.
  
• Both synchronous and asynchronous communication
  can be utilized to support online learning forums.

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CONCLUSION

• The online learning environment allows educators
  and students to exchange ideas and information,
  work together on projects, around the clock, from
  anywhere in the world, using multiple
  communication modes.
• Given the advantages and resources of this rich
  learning environment, how can multiple
  instructional strategies best be utilized for
  online learning?

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• Just as in the traditional classroom,
  instructional strategies are most effective when
  employed specifically to meet particular
  learning goals and objectives.
• Effective course design can begin with asking and
  answering the key question what are the major
  learning goals and objectives for this course?
  Once these goals and objectives have been
  identified and clearly articulated, the question
  of which learning strategies, activities, and
  experiences to employ can be addressed.

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• Online learning can employ any of the strategies
  discussed here. Much of the power of learning via
  the Internet lies in its
• capacity to support multiple modes of
  communication including any combination of
  student-student, student-faculty,
• faculty-student, faculty-faculty,
  student-others, others-students, etc.

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• Taking into account the varied learning styles of
  learners and providing opportunities for
  self-directed and collaborative learning,
  educators can facilitate powerful, effective
  courses geared to achieve specific learning goals
  and outcomes using the vast resources and
  capacities of online learning.

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• The online learning environment is, after all,
  just another learning environment, in some ways
  similar to and in some ways different from more
  traditional environments such as conventional
  classrooms, seminar rooms, or labs.
• When we move our class onto the Internet, we
  should plan for and make the best use of the
  online environment

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• The various instructional strategies we use to
  meet the goals and objectives of our courses are
  likely to be similar in each environment.
• However, the ways in which we utilize the
  strategies will differ as we make the best use of
  the characteristics and capacities of each
  environment.

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Integrating Faith and Learning in an Online Course

• AVLL (Adventist Virtual Learning Lab)
• Standards adopted by a North America consortium
  of Adventist Colleges and Universities

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Standard 1

• Online Courses developed shall be Christ-centered
  and person focused

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How can this standard be met in an online course?

• If the instructor brings prayer and encouragement
  to the class.
• If the instructor asks student to apply their
  faith.
• If the instructor answers e-mails quickly
• If the instrucotr is prompt in helping students
  when necessary

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Standard 2

• Courses developed shall be faith-driven and
  mission-oriented

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How can this standard be met in an online course?

• Making a space available in the discussion area
  for prayers and prayer requests.
• Participants may share requests and pray for each
  other here.
• Readings include quotes and references to faith
  based literature
• Biblical and ethical principles form the core of
  discussions.

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Standards of Good Practice For Teaching Online

• Christina Sax
• University of Maryland University College

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Instructional Models

• Transmission of information
• traditional view of education
• classroom based education
• Mentoring of students
• Creation of a learning community

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What should I do . . .

• to insure student learning success . . .
• to make the process go smoothly . . .
• to manage the class effectively . . .

in the absence of face-to-face contact with
students?
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What should I do . . .
to be a really successful, dynamic, and
creative online instructor and inspire my
students without spending all my time online
and without losing my sanity in the process?
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More Questions ...

• How much time should I expect to spend online?
• How often should faculty members communicate with
  students?
• How quickly should faculty members respond to
  student questions/work?

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And More Questions . . .

• How often should students interact with
  instructor and/or each other?
• How much time should students spend on course
  work?
• What kinds of activities should students engage
  in?

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And Still More Questions ?
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Seven Principles of Good Practice
Chickering Gamson June 1987 7 Principles for
Good Practice in Undergraduate Education
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The Seven Principles

• 1. Encourage student-faculty contact and
• interaction
• 2. Encourage cooperation among students
• 3. Encourage active learning
• 4. Give prompt feedback

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The Seven Principles

• 5. Emphasize time on task
• 6. Communicate high expectations
• 7. Respect diverse talents and ways of
• learning

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Two Additional Principles
8. Let students know what to expect - from
you and in the course 9. Make effective use of
the technology
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How to do I Put Best Practices into Action?
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1. Encourage student-faculty contact

• Use e-mail for announcements, news, updates,
  reminders, etc.
• Encourage student questions, inquiries, feedback,
  input
• Refer to students by name
• Hold virtual office hours
• Instructor input into discussions

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2. Encourage cooperation among students

• Activities that promote cooperation
• team learning
• asynchronous problem solving
• group projects, presentations, debates
• peer reviews
• chats
• Students exchange phone numbers and email
  addresses

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3. Encourage active learning

• Learning is not a spectator sport
• Pose questions that foster thinking and problem
  solving
• Interrupted Discussion method
• Each one teach one

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3. Encourage active learning

• Students provide and critique URLs
• Students design/create Web pages
• Students develop knowledge artifacts and concept
  maps
• Encourage opinions as well as facts

103
4. Give prompt feedback

• Hold virtual office hours
• Return graded work in one week
• Post grades regularly
• Acknowledge all student questions

104
5. Emphasize time on task

• Let student know time-on-task is important to
  success
• Award points for all work
• Require discussion participation
• Provide specific learning objectives for each
  unit
• Use assignments that allow students to apply
  learning

105
6. Communicate high expectations

• Course goals and objectives in Syllabus
• Post examples of excellent, average, and poor
  work
• Model through example

106
6. Communicate high expectations

• Make your expectations of students clear with
  respect to
• facts, concepts, critical thinking, analysis,
  writing, format, quantitative reasoning, internet
  usage, frequency of check-ins, frequency of
  interaction

107
7. Respect diverse talents and ways of
learning

• Recognize that online classes are not the
  preferred environment for some
• Allow options for demonstrating student
  achievement
• Recognize, respect and reward creativity

108
7. Respect diverse talents and ways of
learning

• Be sensitive to possible cultural differences
• Understand and appreciate the distant learners
  lifestyle

109
8. Let students know what to expect - from
the instructor

• Response time from instructor
• Lecture, support, mentor, facilitator?
• What replaces seat time/contact hours of the
  face-to-face class?

110
8. Let students know what to expect - in the
course

• Total amount of time per week
• Interactive vs. independent
• Rigor
• Schedule and due dates

111
9. Make effective use of technology

• Does your discipline have specific requirements?
• What technologies/materials are available in your
  discipline?
• What technology/materials are available to your
  students?

112
9. Make effective use of the technology

• Is it an effective means of content delivery and
  instruction?
• Where are your students located?

113
Is Online Teaching Really That Different?

• student-faculty interaction
• student-student cooperation
• active learning
• prompt feedback
• time on task
• high expectations
• diversity
• communication
• effective use of materials

114
Future Questions, Comments, Suggestions, Ideas .
Chris Sax UMUC 301-985-7625 csax_at_umuc.edu

115
In Summary

• Strategies and Best Practices Summary

116

• Online education is an approach to teaching and
  learning that utilizes Internet technologies to
  communicate and collaborate in an educational
  context.

Palloff and Pratt, 2000, Lessons from the
Cyberspace Classroom, p. 5.
117

• This includes technology that supplements
  traditional classroom training with web-based
  components and learning environments where the
  educational process is experienced online.

Palloff and Pratt, 2000, Lessons from the
Cyberspace Classroom, p. 5.
118
When the going gets tough...

• the tough upgrade

119

• A good way for instructors to enter the online
  arena is by using technology to enhance an
  on-campus class.

Palloff and Pratt, 2000, Lessons from the
Cyberspace Classroom, p. 5.
120
You know youre an email junkie when...

• you wake up at 3 a.m. to go to the bathroom and
  check your email on your way back to bed.

121

• A auditory learner may feel more comfortable
  listening to a brief audio clip explaining a
  concept than reading about it.

Palloff and Pratt, 2000, Lessons from the
Cyberspace Classroom, p. 7.
122

• A visual learner tends to do well in an
  environment that presents mainly text or uses
  video clips.

Palloff and Pratt, 2000, Lessons from the
Cyberspace Classroom, p. 7.
123

• A kinesthetic learner may appreciate assignments
  requiring visits to other websites on the
  Internet and the incorporation of online
  research.

Palloff and Pratt, 2000, Lessons from the
Cyberspace Classroom, p. 7.
124
You know youre an email junkie when

• ...you name your children Eudora, Mozilla, and
  Dotcom.

125

• We believe that asynchronous discussion is the
  most effective means of promoting online
  learning.

Palloff and Pratt, 2000, Lessons from the
Cyberspace Classroom, p. 10.
126
For every action,

• there is an equal and opposite malfunction.

127

• Even after all these years, the most exciting
  online pedagogical experiences still rely on
  human interaction. And for the most part, these
  interactions continue to be text-based.

Feenberg, in Palloff and Pratt, 2000, Lessons
from the Cyberspace Classroom, p. 10.
128
As soon as you understand your computer,

• it will become obsolete.

129

• People who are introverts are more adept at
  creating a virtual environment because they can
  process information internally and are less
  outgoing socially. It is more comfortable for an
  introvert to spend time thinking about
  information before responding to it.

Palloff and Pratt, 1999, p. 22.
130
If at first you dont succeed

• blame your computer.

131

• Above all, keep it simple! A simply constructed
  course site with minimal or no graphics, audio,
  or video is more likely to be accessible to all
  users and cause fewer problems in the long run.

Palloff and Pratt, 2000, Lessons from the
Cyberspace Classroom, p. 63.
132
To foul up is human,

• to foul-up royally requires a computer.

133

• Building an online course is similar to writing a
  textbook and developing associated learning
  materials it is a process that takes a
  tremendous amount of time and energy.

Palloff and Pratt, 2000, Lessons from the
Cyberspace Classroom, p. 106.
134
A computer program will do what you tell it to,

• seldom what you want it to.

135

• An online course that uses different types of
  assignments and approaches to learning can
  accomplish the same objective without using more
  complex technologies, such as audio or video.

Palloff and Pratt, 2000, Lessons from the
Cyberspace Classroom, p. 112.
136
Half the cause of computer problems,

• is computer solutions.

137

• The failing of many computer-mediated distance
  learning programs stems from the instructors
  inability or unwillingness to facilitate a
  collaborative learning process.

Palloff and Pratt, 2000, Lessons from the
Cyberspace Classroom, p. 115.