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Ten Best Practices for Teaching Online

Ten Best Practices for Teaching Online
J. V. Boettcher, Ph.D. Designing for Learning 2006 - 2013 Minor revisions May 2011 Our knowledge about what works well in online teaching and learning is growing rapidly and that is very good news. Here are ten best practices for anyone just getting started in the online environment. Best Practice 1: Be Present at the Course Site Liberal use of a faculty's use of communication tools such as announcements, discussion board postings, and forums communicate to the students that the faculty member cares about who they are, cares about their questions and concerns, and is generally "present" to do the mentoring and challenging that teaching is all about. When faculty actively interact and engage students in a face-to-face classroom, the class develops as a learning community, developing intellectual and personal bonds. We have learned to quantify what it means to "be present." Note: Students who feel abandoned or who feel alone may even post questions, such as "Is anybody there?" References

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Related:  Teaching OnlineDesigning online coursesID Models + Online LearningelearningOnline Courses: Strategies & Best Practices

Illinois Online Network: Educational Resources The facilitator plays a vital role in developing and maintaining an online program that is effective, smooth, and that will support the realization of the planned learning outcomes. Faculty delivering courses online must be more than transmitters of knowledge; they must become facilitators of learning. Some highly seasoned instructors from the traditional on-ground environment will easily adapt to the online model, while others may find the transition challenging at first. The facilitator in the online environment must possess a unique set of tools to perform effectively. Reflect on your teaching style to see where you might find room for improvement.

Designing Effective E-learning/Online Training Courses Developing effective e-learning training content isn’t only about creating a course with solid material. Managers and course authors are concerned about adapting different courses to a variety of learning styles and individual needs, and keeping learners interested and engaged. This may seem overwhelming at first, but once you get past the basics and establish some consistency, those complexities will become part of the standard course-building routine. A good place to start is to organize your thoughts, and figure out exactly what it is you want to include in your online course.

The Ten eLearning Commandments [Infographic] Malcolm Gladwell, author of ‘Outliers’ says that to truly master something takes 10,000 hours of practice. That’s a long time. But while Gladwell is probably not too far off the mark, we’d add one small caveat: 10,000 hours of practicing the right way, with the right foundations. 7 Strategies to Make Your Online Teaching Better This GradHacker post is by Andrea Zellner, PhD candidate in Ed Tech/Ed Pysch at Michigan State University, @andreazellner There is no doubt that online education has arrived in Higher Education. Each year, the numbers of colleges and universities offering online courses increases. There is certainly appeal for these types of courses: students can better fit them into busy schedules and traveling to campus is no longer required.

How to Write Learning Objectives that Meet Demanding Behavioral For many, if not most teachers, learning objectives are central to all lesson plans they develop themselves or adapt from those written by others. That said, objectives that are used in education, whether they are called learning objectives, behavioral objectives, instructional objectives, or performance objectives are terms that refer to descriptions of observable student behavior or performance that are used to make inferences about learning - certainly the ultimate aim of all teaching. At some point, almost every teacher, especially new teachers and teacher education students, must learn to write these types of objectives. Here, such objectives are referred to as learning objectives.

JOLT - Journal of Online Learning and Teaching T. M. Brinthaupt, L. S. Fisher, J. Higher Ed Program > Rubric The Quality Matters Higher Education Rubric, Fifth Edition, 2014 is a set of 8 General Standards and 43 Specific Review Standards used to evaluate the design of online and blended courses. The Rubric is complete with Annotations that explain the application of the Standards and the relationship among them. A scoring system and set of online tools facilitate the review by a team of Peer Reviewers. Unique to the Rubric is the concept of alignment. This occurs when critical course components - Learning Objectives (2), Assessment and Measurement (3), Instructional Materials (4), Course Activities and Learner Interaction (5), and Course Technology (6) - work together to ensure students achieve desired learning outcomes. Specific Standards included in Alignment are indicated in the Rubric Annotations.

Assessing Student Learning Outcomes in an Online Environment ALIGNMENT: Use assessments that align to learning outcomes and work well in an online environment. Aligning the learning outcomes from your course with assessment strategies will give you the opportunity to check that your students are accomplishing the learning outcomes. Using a variety of assessment techniques throughout the course provides instructors with the best picture of their students' learning. Retention In Online Courses: Surviving The First Week Online learning was once considered nontraditional by academia, but time has certainly changed all of that. This mode of learning has seen the most growth over the past few years among US institutions of higher learning, with a recent study showing only 250 of 2,500 colleges and universities without any online offerings (Allen & Seaman, 2010). Whether nonprofits are feeling the crunch from the for-profit universities, or learners are demanding online opportunities because of better learning outcomes (Allen & Seaman, 2010; U.S. Department of Education, 2009, p. 51), online learning is increasing and is no longer just another innovative instructional methodology (Clapper, 2010). Instead, online learning is very much recognized as a traditional mode of education.

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“The Excellent Online Instructor” with Rena Palloff & Keith Pratt In this podcast, authors Rena Palloff and Keith Pratt share strategies for faculty training, development, and support, which is the subject of their forthcoming book, The Excellent Online Instructor. They describe the characteristics of a good online instructor and offer ideas for what it takes to develop a new instructor with the goal of promoting excellent online teaching. Download Podcast

Instructional Strategies for Online Courses Instructional Strategies for Online Courses Effective online instruction depends on learning experiences appropriately designed and facilitated by knowledgeable educators. Because learners have different learning stylesor a combination of styles, online educators should design activities multiple modes of learning in order to provide significant experiences for each class participant. In designing online courses, use multiple instructional strategies. Teaching models exist which apply to traditional higher education learning environments, and when designing courses for the online environment, these strategies should be adapted to the new environment.

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