Miguel guhlin's Library tagged onlinelearning → View Popular

"It takes both technical
competence and effective pedagogy to teach in an e-learning environment"
(Southern Regional Education Board, 2001, p. 2). In addition, an instructor's
attitude, motivation, and true commitment toward instruction delivery via
distance education programs affects much of the quality of instruction. An
instructor's approach to instruction will depend upon whether he/she views
the e-learning environment as one in which technology is used to replicate
traditional pedagogical methods or to improve instruction (Valentine, 2002).
Reading the literature
(e.g., Collison, Elbaum, Haavind, & Tinker, 2000; Palloff & Pratt,
2001; Salmon, 2000) about the online learning environment is a first step
in becoming an online teacher.
25 more annotations...
- Courses should feature strong professor-student and
  student-student interactions, in-depth engagement with course materials, and
  faculty/student technical support. Evidence of academic maturity, such as
  critical thinking and synthesis of knowledge areas, is prese
- "Good
  online teaching encourages student-faculty contact, cooperation among students,
  active learning, provides prompt feedback, communicates high expectations,
  and respects diverse talents and learning styles."
- "Online
  students must take responsibility for their own learning …Success
  can be measured by their commitment, ability to write well, and to manage
  their time. They need to recognize that an online course is not easier than
  a face-to-face course."
- The success of an online course is affected by
  its pedagogical richness, which is the degree to which a course addresses
  learning styles, use of media, and interactivity with content, testing and
  feedback, and collaboration. Other success factors include content quality,
  delivery support functions for instructors, administrators, and students,
  including those with vision and hearing impairments; pedagogically driven
  instructional design with well-defined objectives, web site usability factors,
  and technological factors (Sonwalkar, 2002).
- Students stated that
  a sign of good content is when students continue to contribute after a course
  is over.
- Students found that an
  entire course should be completed before its implementation and pre-tested
  because once the class starts, course delivery, management, and communication
  with students might consume more than double the time required for a traditional
  class, an observation with which this author agrees.
- According to Tinker and
  Haavind (1997), the capacity of the software and network strongly influences
  the quality of interactions and the ability to build functioning virtual communities.
  Technologies that allow high interactivity seem necessary to allow high interaction
  (Roblyer & Ekhaml, 2000).
- Using multiple instruction delivery systems in a single course might be ill
  advised.
- Sufficient orientation time needs to be built
  into instruction design for students to use the features of the system, as
  well.
- Elements of instructional design include a learning model, selection of objectives
  that address the highest levels in Bloom's Taxonomy, and application of cognitive
  and learning theories such as Gagné's conditions of learning. Design
  also includes a detailed syllabus, assignments that promote interaction and
  collaboration, assessments that guard against cheating, implementation of
  strategies to ensure instructor-student and student-student interaction and
  community building, and provision for course closure.
- According
  to Sonwalkar (2001), cognitive-based learning models that can be used for
  online asynchronous learning include apprenticeship, incidental, inductive,
  deductive, and discovery. The apprenticeship model is a building-block approach
  to presenting concepts procedurally. The incidental model is based on presenting
  events to introduce concepts and provoke questions. An inductive approach
  introduces concepts using a set of specific examples that pertain to a broader
  topic area; whereas, a deductive approach encourages learners to identify
  trends through presentation of broad data. The discovery method is inquiry-based,
  and was the learning model of choice for the NSU course.
- A detailed, well-written
  syllabus will leave no doubt as to instructor intent and student expectations.
  The syllabus might contain the course description, learning objectives and
  outcomes, assignments, grading policy/rubrics, university/class policies for
  academic honesty, course-related resources, and reference materials (Muirhead,
  2001). Instructor contact information and virtual office hours with a statement
  of days on which students can expect responses to e-mail or other instructor
  feedback enhances communication and might alleviate student frustration regarding
  response-time turn around.
- Assignments should contain
  due dates, point values or their relationship to the course grading system,
  and an alternative method for assignment submission for when technology fails.
  To help organize incoming assignments or e-mail into folders, this author
  suggested a standard file name format for students to use.
- Consider
  collaborative assignments revolving around discussion groups, role-plays,
  seminars, sharing assignment solutions, collaborative compositions, debates,
  simulations, case studies, brainstorming, forums, and group projects (Pitt
  & Clark, 1997).
- Neufeld (1997) found posting student work on a
  web site increased participation in lectures and group tutorials and fostered
  better performance on assignments.
- Successful online courses have low student/faculty
  ratios (University of Illinois, 1999). Hiltz (1995) recommends class sizes
  of 10 to a maximum of 30 because interactions take a great deal of instructor
  time
- With fewer than 10 active
  students, interactions may be insufficient to develop ideas in depth.
- Students are
  required to communicate with the instructor and instructional activities require
  them to work with one another and outside experts and share results. Technologies
  allow two-way exchanges of text information. Video or videoconferencing technologies
  allow synchronous voice and visual communication among participants. By the
  end of the course, 75% of students in the class are initiating interactions
  voluntarily
- Students also need a
  social-oriented chat thread to assist in building community and to discuss
  assignments, technical issues, and other group-related concerns, which is
  apart from threads in which they are expected to participate. According to
  Alley and Jansak (2001), such a "cyber café" also assuages
  feelings of isolation, helps to minimize a student's potential frustration,
  and is an application to help maintain student motivation.
- Instructor reply to student postings can stimulate dialogue and promote further
  exploration. However, instructor reply to questions can also be perceived
  as the final word on a topic, and might stifle or cut off discussion. According
  to Muilenburg and Berge (2000), if ongoing discussions are going well, the
  best action for instructors is to take no action to add their comments until
  conversation is waning, at which time an instructor might summarize key points
  and ask another prompting question to recharge discussion. Making content
  summaries takes time and their usefulness in a constructivist context has
  been questioned, however (Burge, Laroque, & Boak, 2000).
- According to Alley and Jansak
  (2001), assigning discussion board threads to student teams for moderation
  is also a technique to provide students with high levels of feedback without
  exhausting the instructor. This author found that asking students to summarize
  a discussion also helped them to analyze and synthesize the body of knowledge
  presented by their peers.
- Students expected course
  closure. One stated, "Communication and follow-up from the online instructor
  through the final grade is essential to the development of confidence in and
  respect for online learning." They expected e-mail with a final grade
  in each mini-course and details of how the grade was determined.
- A course web site should
  contain chunked material, which is a metacognitive feature that helps to minimize
  learners' feelings of being overwhelmed by content (Jones, Farquhar, &
  Surry, 1995)
- Within each model, media selection
  provides the cognitive pathways to learning and ranges from simple to complex--text,
  graphics, audio, video, animation, and simulation (Sonwalkar, 2001).
- Online learning is not just
  about putting course materials on the web. Authorship involves creating a
  collaborative learning environment that supports knowledge acquisition, inquiry
  and questioning between faculty and students, individual learning styles,
  social interactions, and authentic assessment.

12 Jun 09

Kapp Notes: Learning Statistics

karlkapp.blogspot.com/...learning-statistics.html - Preview

research-onlinelearning onlinelearning

10 Jun 09

National Repository of Online Courses - What is NROC?

The National Repository of Online Courses (NROC) is a growing library of high-quality online course content for students and faculty in higher education, high school and Advanced Placement*. This non-profit project, supported by The William and Flora Hewlett Foundation, is an Open Educational Resource (OER) and facilitates collaboration among a community of content developers to serve students and teachers worldwide.

www.montereyinstitute.org/...nroc.html - Preview

nroc onlinelearning

26 Mar 09

Virtual Learning «

deangroom.wordpress.com/...virtual-learning - Preview

virtual onlinelearning

23 Feb 09

Blogging About K-12 Online Learning In The United States - Part 2 « Virtual High School Meanderings

virtualschooling.wordpress.com/...ng-in-the-united-states-part-2 - Preview

online learning onlinelearning elearning

18 Feb 09

ETLO/SREB/ISTE Online Learning Institute

onlinelearninginstitute.wordpress.com - Preview

etlo_sreb_iste onlinelearning

07 Dec 08

CyberSmart Online Workshops

cybersmart.org/workshops - Preview

cybersafety cybersmart onlinelearning

04 Jul 08

eLearn - Online Learning

elearnmag.org/subpage.cfm - Preview

elearn onlinelearning

list of broad-based tips, techniques, and requirements for scoring that online teaching gig:
Hold at least a master's degree.

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