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The fundamentals that define a great teacher don’t differ much whether classes are taught in the online setting or off, but there are certain things that need greater emphasis and gain greater importance when a teacher is working with students who aren’t in a traditional classroom setting.
This is a nicely crafted list of tips for all of us who teach online.
If you're wondering what it takes to suceed as an online teacher, read this article!
Despite the tremendous growth of online education programs, student retention for online courses remains problematic. The attrition rate from online universities is often cited as 20% to 50% (Diaz, 2002).
A good list of requirements that focus on the need to respond fast and with empathy and encouragement.
While developing effective teamwork and collaboration skills are considered important to the learning process, many students find group work challenging and difficult.
October 6, 2011, 10:54 amFiled under: web-based science | Tags: CCCS, Next Generation Learning Challenges, North American Network of Science Labs Onine, Remote Web-based Science Lab, WICHE
As reported April 2011 in my Up For the Challenge post I’m involved in a Next Generation Learning Challenges project called the North American Network of Science Labs Online (NANSLO). We just completed a two day workshop at North Island College that brought together everyone involved to demonstrate the remote web-based science lab infrastructure being used for some of the labs, status progress, and build momentum toward next steps.
Strategies that work in relatively small online courses do not necessarily translate when enrollments increase. Without a change in instructional strategies, doubling the number of students doubles the instructor's workload on things such as grading and feedback.
To address this issue, Keith Restine, associate director of distance education, and Allison Peterson, senior instructional designer, both at Texas Woman's University, recommend addressing instructor workload in two key areas: group work and discussion boards.
Most of us assume that confidence and certainty are preferred over uncertainty and bewilderment when it comes to learning complex information.
...A new study led by Sidney D'Mello of the University of Notre Dame shows that confusion when learning can be beneficial if it is properly induced, effectively regulated and ultimately resolved.
In an online environment, human interaction does not just happen naturally. Your online students need a way to get to know you, the instructor, and others. There are several ways to encourage your students to interact with each other. The idea is to be creative and set several guidelines for students to follow in order to stimulate asynchronous discussions.
The purpose of this page is to give online teachers usable Icebreakers for synchronous or asynchronous activities. The activities on this page have been developed by Boise State University students in an Advanced Online Teaching Methods Class (EdTech 523). Listed below are links to several different Icebreaker Activities appropriate for all grade levels from Kindergarten up to 12th Grade.
Teaching online is challenging. This site is being developed as a resource for online teachers. The materials presented here have been created by students in a graduate course devoted to developing instructional strategies for teaching (and learning) in online environments. Many of the activities you will find here have been adapted from activities typically found in traditional face-to-face classrooms. Others are completely original - developed solely for the purpose of enhancing instruction in synchronous and asynchronous learning environments. We are confident you will find something of value within this site
Full Text Research Paper:
Walker, A; Recker, M; Ye, L; Robertshaw, B; Sellers, L; and Leary, H. (2012) Comparing Technology-Related Teacher Professional Development Designs: a Multilevel Study of Teacher and Student Impacts, The Instructional Architect Research Group
“Why do you want to use scenarios?” your client asks. “Why can’t we use the quizzes that we’ve always used?”
Sometimes the best way to convince a client is to show them through examples. Present one of their quiz questions three ways, so the client can see for themselves the deeper thought required by a scenario-style question.
Here’s an example. What kind of thinking is required by each type of question?
Read carefully through this list of things to do to avoid boring eLearning courses that will ensure you to be a hit with your eLearning audience.
Nothing really new here, but well stated and defined.
When it comes to finding the deeper meaning in a text passage, a word cloud is a simple application that you might have seen as a cute bit of fluff rather than a useful academic tool. Most word cloud programs work in the same, straight-forward way; the more a word is used in the text, the bigger it is shown in the cloud. A glance at a cloud is an easy way to preview a passage, or to analyze text. So what does this mean for your courses?
When we teach online courses there are many fundamental issues that concern us: knowledge of our subjects, teaching strategies, engagement of students, school policies, deadlines, grading and returning of assignments, posting announcements, and...
Embodied Cognition is telling us that effective learning takes place in a dynamic environment that includes interaction and manipulation. I think we can simulate these experiences even if they are digitally-based. People learn by doing.
EdWorld's Back to School archive page offers loads of useful articles and 12 volumes of icebreakers and first day of school activities to help students and teachers get to know each other.
Although these activities are designed for traditional classrooms, you may find ideas that will work in your online classes.
Creating a safe and accepting sense of community in the online classroom begins with an icebreaker that allows everyone to connect. ~ Dennis
During the last week, I put up a public discussion board forum called Course Reflection. Then I invite students to tell me what they liked and did not like about the course and to include suggestions for making it better.
This is an official and verifiable record of what students REALLY think of my class and of my teaching. It's right there in the course. This is the perfect way to PROVE how students really feel about your class.
If you have either attended or facilitated training in a virtual classroom you know that maintaining a high level of interactivity is key to keeping participants engaged. Here are ten ideas for exercises to try in your next virtual classroom...
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 in order to provide significant experiences for each class participant. In designing online courses, this can best be accomplished by utilizing 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.
To create assignments that work the focus must be on process, not task. Many constructivist learning theorists in the past have agreed on this, yet it remains a challenge. It's tempting to identify tasks, as they can be analyzed more easily, they're quantifiable and, therefore, gradable. Process-based learning is messier, takes longer to evaluate and, by definition, allows for many more variables than simple tasks. I do not mean that tasks are never to be assigned or evaluated. I mean that tasks are simply that--tasks. They do not necessarily demonstrate the learning of the student in the wider sense of the word. To shift the focus to process, however, we need to change what we value in our grading.
A significant, highly reliable source for information about how to teach online. Don't miss this!