Points for Successful Teaching Online

What makes an online instructor successful? Certainly, the same qualities that make the traditional classroom instructor successful apply to the online instructor. When online, however, those qualities (and any shortcomings) can be magnified.

Teaching online, however, requires the instructor to play a greater role in facilitation, guidance, and management. The instructor needs to make that extra effort to been seen as approachable and accessible to the student.

In eSchool News (January 2009), Managing Editor Dennis Pierce listed the "Seven Principles for Good Practice in Undergraduate Education" (Chickering & Gamson, 1987):

• Encouraging student-faculty contact,
• Encouraging cooperation among students,
• Encouraging active learning,
• Giving prompt feedback,
• Emphasizing time on task,
• Setting high expectations, and
• Respecting diverse talents and ways of learning.

Pierce interviewed Bill Phillips of the University of Central Florida. Phillips recommends that the instructor must demonstrate authority and gain students' trust right from the start. He suggests that the instructor can establish trust right away by sending a note to students individually before the course begins, introducing themselves and setting clear goals and expectations.

In a conversation with some Faculty at Drexel, I learned that this simple note of welcome provides big returns. The students feel that they are important as individuals, and that they are recognized not only as another enrolled student. At the end of the course that these students attended, their feedback indicated, again, the good impression that first note of welcome made on them. It impacted their view of the instructor, the course, and their individual responsibility for the success of the course.

Phillips also noted that some measure of redundancy of course information is important: posting directions and reminders in many places throughout the online course environment, so that students can easily find course requirements and other important material, is important to the student's success and comfort level.

When teaching online, the message is clear: good, open, frequent communication is the key. Clearly identifying objectives and expectations provides the focus the students are looking for, and a road map that points to the successful completion of the course.

Design in Learning

Online learning... Mobile learning... These are no longer the new, novel ways we are teaching and learning. They have become mainstream in the way we deliver instruction. How effectively that instruction is delivered is reliant in large part to good design, both graphic design and instructional design.

Here, two good articles on the importance of good design:

Design Matters to Digital Higher Ed

What's Behind the Rise of Design in Digital Higher Ed?

Conducting Virtual Training

I always enjoy conducting a virtual training session. The biggest challenge remains really connecting with your learner audience, and them, with you.

How can we achieve that "all in the same classroom" environment? Here are a few tips that I have found helpful toward that goal:

• Actively listen - When a student is posing a question or sharing information with the class, stay focused on what he/she is saying. It is too easy to use this space of time - when you are not talking - to organize your next thought, or bring up the next window on the computer. This can result in missing what the student has just said; you may have heard it, but you really didn't listen to it.

• Avoid multitasking - Okay, this is really close to the first point, but this can happen while you are talking. If you are trying to explain one thing, while thinking of something else, and/or doing something else at the same time, you'll never be quite sure of what you just said. Your students may not be in the physical classroom with you, but they will pick up on this. We can sum this one up in two words: Stay focused.

• Maintain professional etiquette when speaking - Remember, your students' primary way of "seeing" you is through your language. Speak clearly, thoughfully. Be mindful of your tone - inflection is important. No slang, either. And watch those "ummmms," "ahhhhs," and the "you knows." They are distracting to students when they are in the same room as you. They are even more pronounced and magnified when all they can do is hear you.

And finally...

• Phrase questions that are open-ended - Maintaining collaboration and interactivity are critical in the virtual classroom. Keeping participants engaged keeps them learning. Close-ended questions requiring nothing more than a "yes" or "no" will result in your students drifting off, and makes for a boring session. Remember to ask those questions than encourage dialog and interaction among class participants. People like to express themselves - and this gives them the opportunity to do so.

What else works for you when facilitating a virtual class? Have any tips to share? Post them here and we'll re-visit this topic again.

Considerations for Curriculum Design in Your Blended Course

When redesigning a traditional-classroom course into a blended format, instructors need to decide which components work best in the traditional classroom setting, and which components are better suited for the online environment. In addition, how you will present the structure of the course to your students (and setting expectations for them) is another key consideration.

You can begin by identifying what your vision is for the blended course and how you can integrate it into your department's guidelines for blended courses. The course syllabus and outline must be clearly written to show the blended format and how each component of the course is delivered. Here it is also important to clearly describe to your students how interaction between you and them will take place within the course. For example, will you use your Course Management System's (CMS) e-mail or announcements tools to deliver information to your students? How should students contact you? How will assignments be delivered to students, and how should they submit them for grading? Will assessments take place in the classroom or online? Provide these instructions clearly, and stick with them throughout the course/semester. Set the expectations for interaction and explain why you have chosen the methods you will use.

Another consideration is to determine how you will build community within the course. Will there be group projects and assignments? Will groups meet in the classroom, or virtually via groups you create in the CMS course shell? Offer recommendations to students on how best to interact with their peers within their respective groups. Remember, a blended course format will be new to many students. Help them navigate this new learning territory by offering some "roadmaps" and best practices.

Finally, develop your strategy for how to handle technology support issues. They will come! Should students ask you for assistance in using the CMS and accessing your course? Should they contact the college's help desk? Again, set some guidelines so students feel comfortable knowing there is help available should they need it.

There are many more considerations to ponder when designing a blended course; these are just some broad categories that should be considered and planned for. Thoughtful redesign now will provide a better learning experience for your students later.