1. Online Teaching
An Introduction for the New Online
Instructor
Using the literature of online teaching at community
colleges and at four year colleges and universities.
Prepared by Jennifer Little
Morehead State University
December 7, 2013
2. “On average, students in online learning conditions
performed modestly better than those receiving face-toface instruction.”
(U.S. Department of Education, 2010)
3. Objectives
Introduce:
• Theory of Online Learning
• Online Teaching is Different
• Online Instructional Design
• Successful Online Teachers
• Successful Online Students
• Ensuring Quality
• Universal Design & Accessibility
• Successful Online Institutions
4. “Online instructors must engage students
and encourage them to be actively involved
in class instruction and discussion.”
(Jackson, Jones, & Rodriguez, 2010, p. 80)
5. Constructivist Teaching & Learning
Constructivists view knowledge as something
that is actively constructed in a learning environment
comprised of meaningful experiences and interaction
with others. Applying the constructivist approach
requires teachers to create learning environments that
provide meaningful experiences and interactions.
• Chickering’s Seven Principles
• Cognitive Apprenticeship Model
6. Chickering’s Principles for
Good Teaching Practice
• Encourage contact between students & faculty
• Develop reciprocity and cooperation among
students
• Encourage active learning
• Give prompt feedback
• Emphasize time on task
• Communicate high expectations
• Respect diverse talents and methods of learning
(Montgomery, 2012)
7. Cognitive Apprenticeship Model
“Teaching methods that emphasize apprenticeship give
students the opportunity to observe, engage in, and
invent or discover expert strategies in context.”
(Boling, Hough, Krinsky, Saleem & Stevens, 2011, p. 123)
1.
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4.
Content – Subject Knowledge
Method – Modelling, Coaching & Scaffolding
Sequencing – Ordering of Learning Activities
Sociology – Social Characteristics of Learning
Environments
8. Online Teaching is Different
Traditional Higher Education Model:
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Linear Learning – Structure & Regulation of Ideas
Learning Hierarchy- Transmission of Knowledge
Learning as Product – Learning is Delivered
Value on Knowledge – Authority by Position and Title
Competition – Decisions Imposed by the Few
Tradition – Past Provides the Foundation
Faculty Centric – Faculty Satisfaction Drives Quality
(Puzziferro & Shelton, 2009)
9. Online Teaching is Different
Emerging Higher Education Model:
• Connectivist Learning – Reciprocal & Spontaneous Exchange
of Ideas
• Learning Equality – Creative Exchange and Creation of
Knowledge
• Learning as Process – Learning is Experienced
• Value on Experience – Earned Authority by Impact &
Inspiration
• Collaboration – Decisions Determined with Diverse Inputs
Who Share and Exchange the Decision Making Role
• Innovation – Future Provides a Foundation
• Student Centric – Student Learning Outcomes
(Puzziferro & Shelton, 2009)
10. Online Teaching is Different
• Requires a paradigm shift from teaching to
learning
• Instructor is a facilitator, not distributor
• Instructor knows content and how to use
authentic assignments that engage students
• Instructor communicates differently from a
face-to-face class
11. Communication by Instructor
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Is a continuous process throughout course
Is prompt and personal
Shows concern for student learning
Clear instructions in syllabus and course shell
can eliminate uncertainties and questions
12. Online Instructional Design
• Starts with learning outcomes
• Has a strong syllabus with learning
expectations and assignments clearly outlined
• Due dates are explicit for pacing and deadlines
• Modules are created for scaffolding and clear
course organization
• Rubrics are provided for assignments
(Fish & Wiskersham, 2009)
13. Online Instructional Design
• Elicits higher order thinking or critical thinking
• Promotes active student engagement
• Allows for learning style differences
(Fish & Wiskersham, 2009)
14. Online Instructional Design
• Takes more time than traditional face-to-face
classes
• Creates high levels of interaction with content,
instructor, and fellow students
• Creates a sense of community with students in
each class (e.g., Collaborate, audio wrap-ups)
• Use of multimedia fosters engagement and
improves the learning experience
(Boling, Hough, Krinsky, Saleem, & Stevens, 2011)
15. Successful Online Instructors
• Actively engage students which reduces
attrition
• Foster collaboration
• Allow time for reflection
• Provide individualized feedback
• Provide timely grading
(Boling, Hough, Krinsky, Slaeem, & Stevens, 2009)
16. Successful Online Instructors
• Are accessible via email, phone, or online
forums
• Employ authentic learning activities
– Relevant to the real world
– Learners develop the method to complete the
activity
– Learners view the problem through different
perspectives
(Herrington, Reeves, & Oliver, 2006)
17. Successful Online Learners
• Like the flexibility to study around family and job
commitments
• Often have more opportunities to participate in
the course than in face-to-face classes
• Can learn at their own pace
• Are self-motivated
• Have access to technology and use it readily
• Are organized and self-directed
(Koenig, 2009)
18. Successful Online Learners
• Have capacity to learn with limited support
• Have ability to express their ideas
• Have ability to cope with non-structured
settings
• Can relate to online instructor
• Can relate to other online students
• Access research materials proficiently
(Beaudoin, Krutz, & Eden, 2009)
19. Successful Online Learners
• Engage and interact with course content
• Share information and communicate with
each other
• Collaborate with each other
• Learn from one another
20. Student Satisfaction
Students Value:
• Social exchanges with other students and
faculty
• Being part of a community
• Real-world assignments that require
interacting with local communities
• Dislike group activities when classmates lack
involvement
21. Ensuring Course Quality
• Quality Matters is a faculty-centered, peer
review process that is designed to certify the
quality of online courses and online
components
• Universal Design for Learning: A Rubric for
Evaluating Your Course Syllabus
22. Ensuring Instruction Quality
• Learning House Course Delivery Rubric
– Social presence and availability
– Instructor feedback
– Student retention
– Forum participation
– Reinforcement of course/institutional policies
– Student pacing
(O’Malley, 2013)
23. Universal Design
Universal design is the design of products and environments to be:
• Usable by all people,
• To the greatest extent possible,
• Without the need for adaptation or specialized design.
• It is better to plan from the outset for a diverse population by
implementing universal design changes within the society or
environment -- addressing barriers through flexible and responsive
policies, programming, coursework and settings.
(National Clearinghouse on Disability and Exchange)
24. Universal Design for Learning
Universal Design for Learning (UDL) is a set of principles for
curriculum development that give all individuals equal
opportunities to learn.
Why is UDL necessary?
Individuals bring a huge variety of skills, needs, and interests
to learning. Neuroscience reveals that these differences are
as varied and unique as our DNA or fingerprints.
Three primary brain networks come into play:
26. Accessibility
for those with sight, hearing, mobility and learning style differences
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Include an accommodation statement in syllabus
Choose course tools carefully
Use color with care
Provide accessible document formats
Choose fonts carefully (sans serif, 16 point minimum)
Convert PowerPoint ™ to accessible HTML
If it’s auditory make it visual, if it’s visual make it
auditory
• Video and audio material must be captioned
• Provide text transcripts for screenreaders
27. Who Benefits?
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Students with disabilities
Students who speak English as a second language
International students
Older students
A teacher whose teaching style differs from a
student’s preferred learning style
• All students!
(Lewandowski, 2011)
28. Successful Institutions
• Provide training and support to faculty on
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Learning management system and related technology
Student learning techniques
Group collaboration
Learning communities
Relating content to events or subjects outside of class
(Tirrell & Quick, 2012)
• Provide release time for online course development
• Encourage faculty to share ideas and examine new
online methods
(Boling, Hough, Krinsky, Saleem, Stevens, 2012)
30. Successful Institutions
• Ensure quality online teaching practices
• Experiment with alternative course delivery
methods (e.g., KCTCS Learn on Demand
service)
• Have robust advising networks with coaches
or advisors for students
• Have a 24/7 Help Desk
31. “If we focus merely on increasing access and
efficiency in course delivery, and not on
producing high quality online learning
experiences that increase commitment, deliver
cutting edge course content, and improve
collaboration among faculty and students,
online learning environments will never reach
their full promise.”
(Barcelona, 2009, p. 196)
32. References
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Barcelona, R. J. (2009). Pressing the online learning advantage: Commitment,
content, and community. Journal of Continuing Higher Education, 57(3), 193197.
Batts, D., Pagliari, L., Mallett, W., & McFadden, C. (2010). Training for faculty who
teach online. Community College Enterprise, 16(2), 21-31.
Beaudoin, M. F., Krutz, G., & Eden, S. (2009). Experiences and opinions of elearners: what works, what are the challenges, and what competencies
ensure successful online learning. Interdisciplinary Journal of E-Learning and
Learning Objects, 5(1), 275-289.
Boling, E. C., Hough, M., Krinsky, H., Saleem, H., & Stevens, M. (2012). Cutting the
distance in distance education: Perspectives on what promotes positive online
learning experiences. Internet and Higher Education, 15(2), 118-126.
Engleman, M., & Jeffs, T. (2008). Increasing student engagement with Universal
Design for Learning. World Conference on E-Learning in Corporate,
Government, Healthcare, and Higher Education (ELEARN) 2008. Las Vegas,
NV: Association for the Advancement of Computing in Education.
33. References (continued)
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Fish, W. W., & Wickersham, L. E. (2009). Best practices for online instructors:
Reminders. Quarterly Review of Distance Education, 10(3), 279-284.
Herrington, J., Reeves, T. C., & Oliver, R. (2006). A model of authentic activities for
online learning. In Juwah, C., Ed., Interactions in online education:
Implications for theory and practice. London: Routledge.
Jackson, L. C., Jones, S. J., & Rodriguez, R. C. (2010). Faculty actions that result in
student satisfaction in online courses. Journal of Asynchronous Learning
Networks, 14(4), 78-96.
Jackson, D. L., Stebleton, M. J., & Laanan, F. S. (2013). The experience of
community college faculty involved in a learning community program.
Community College Review, 41(3), 3-19.
Juwah, C., Ed. (2006). Interactions in online education: Implications for theory and
practice. London: Routledge.
Koenig, R. J. (2009). Comparing effectiveness of undergraduate course delivery: A
student perspective. Journal of College Teaching & Learning, 6(2), 69-80.
34. References (continued)
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Lewandowski, M. (2011). Everyday accessibility: A practical blueprint for online
course implementation of universal accessibility standards. World Conference
on E-learning in Corporate, Government, Healthcare, and Higher Education
(ELEARN) 2011. Honolulu, HI: Association for the Advancement of Computing
in Education.
McCall, M. (2013). The Kentucky Community and Technical College Learn on
Demand model. Change, 45(3), 60-65.
Means, B., Toyama, Y., Murphy, R., Bakia, M., & Jones, K. (2010). Evaluation of
evidence-based practices in online learning: A meta-analysis and review of online
learning studies. Washington, D.C.: U.S. Department of Education, Center for
Technology in Learning.
Montgomery, L. (2012). Teaching online: A beginner's survival kit. In P. Resta (Ed.),
Proceedings of Society for Information Technology & Teacher Education
International Conference 2012 (687-691). Chesapeake, VA: AACE.
O’Malley, M. (2013). Online course delivery assessment: one librarian’s
experience. Kentucky Libraries, 77(4), 24-28.
Puzziferro, M., & Shelton, K. (2009). Supporting online faculty – Revisiting the
seven principles (a few years later). Online Journal of Distance Learning
Administration, 12(3), 1-11.
35. References (continued)
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Rose, R., & Ray, J. (2012). Design techniques for getting online courses done right.
In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher
Education International Conference 2012 (832-834). Chesapeake, VA: AACE.
Shank, P. (2004). Competencies for online instructors. Retrieved from
http://www.kettering.edu/sites/default/files/resource-filedownload/CompetenciesOnlineInstructors.pdf
Simocelli, A., & Hinson, J. (2010). Designing online instruction for postsecondary
students with learning disabilities. Journal of Educational Multimedia and
Hypermedia, 19(2), 211-220.
Smith, V. C. (2010). Essential tasks and skills for online community college faculty.
New Directions for Community Colleges, No. 150, 43-55.
Tirrell, T., & Quick, D. (2012). Chickering’s seven principles of good practice:
Student attrition in the community college online courses. Community College
Journal of Research and Practice, 36(8), 580-590.
