By: Frank J. Ball Sr. – James Sheridon Ochoa –Jason Oxley – Justin Hefner

AET 520Best Practices for Online

Educators’

IntroductionIncreasing numbers of online

courses have resulted in an emphasis toward adult learning. This has led the instructor to serve as a facilitator rather than the distributor of content.

Shift has moved from Traditional content centered courses to learning centered courses.

Curriculum needs to be authentic and applicable to real-world problems and build critical thinking skills.

New Faculty Entering Online TeachingAttend new faculty online tutorials Assessing whether online teaching is a good fit

Assists in consideration of how many aspects there are for online learning

WorkshopsGets faculty acquainted with teaching online

including beginning and intermediate teaching methods involving technology

Introduction to classroom

Faculty Support

Established Faculty Online blackboards

Accessing new materials and documentationWeb-based Questionnaire

Helps faculty discover their strengths and areas of opportunity

Assists faculty in tailoring course design and presentation

Course design is an ongoing process

Faculty Support

Covers a list of support options, to include:

Career related servicesPersonal counselingDisability servicesTutoring Multi-cultural programs

(Note: Some of the most popular student support services offered are resume building, job listings, and job searching.)

Student Support

For non-tech-savvy students: Comprehensive online training (Example: University of

Phoenix-Com/516-Professional Communications)

Develop user-friendly delivery systems

Clear and precise expectations and guidelines

Course balance to prevent student overloadCaused by attempts to mimic traditional courses

Quality feedback from the course instructor

Student Support

Design should flow between elements

Elements should be concise

Fancy is not always better

Design should focus on content, not backgrounds

Do more with less

Design

Implementation should follow analysis

Instructors should implement for the learners

An instructor should prepare for implementation properly

Implementation should conform to a schedule, e.g., a syllabus, etc.

Implementation should fit the instruction topic

Implementation

Proper planning helps decrease learner confusion and misunderstanding

Planning can help promote andragogyOrganized courses progress learners

toward specific goalsInstructional modules should conform

to academic standardsOrganization and planning support

institutional accreditation

Organization and Planning

Student/Instructor InteractionToday’s online student can

attend school at any time, at any place, all one needs is a good Internet connection.

Interaction between the student and the instructor/facilitator will enhance the experience of the online learning environment and contribute to a positive performance and course satisfaction.

Student/Instructor Interaction

A traditional classroom setting allows face-to-face interaction every time the class meets.

The instructor/facilitator even has one-on-one time with the student in this type of setting.

Student/Instructor InteractionThe online instructor or facilitator

who provides prompt feedback that is relevant and continual contributes to high student satisfaction.

Meaningful dialogue between the student and instructor serves as a basic principle to online teaching.

Instructor feedback evaluations are consistently higher for those who have good student interaction in the online environment than those who do not.

Faculty and student support helps address diverse issues

Design, implementation, planning, and organization promote healthy learning environments

This environment helps learners achieve personal and professional goals

Learning facilitation helps educators create a positive environment

This environment helps learners engage critical-thinking skills

Conclusion

ABET. (2011). Why Accreditation Matters to Programs and Institutions. Retrieved November 18, 2013, from ABET: Assuring Quality, Stimulating Innovation: http://www.abet.org/accreditation-matters-programs-institutions/

Demski, J. (2010, January 27). Support For Online Faculty. Retrieved November 18, 2013, from Campus Technology: http://campustechnology.com/Articles/2010/01/27/Support-For-Online-Faculty.aspx?Page=1

Fish, W., & Wickersham, L. (2009). Best Practices for Online Instructors. Quarterly Review of Distance Education, 10(3), 279-284.

Fogarty, R., & Pete, B. (2007). From Staff Room to Classroom. Thousand Oaks, CA: Corwin Press.Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2011). The Adult Learner: The Definitive Classic in

Adult Education and Human Resource Development (7th ed.). Burlington, MA: Elsevier, Inc.National Council for Accreditation of Teacher Education [NCATE] . (n.d.). What Makes a Teacher

Effective? Retrieved October 24, 2013, from NCATE: The Standard of Excellence in Teacher Preparation: http://www.ncate.org/public/researchreports/teacherpreparationresearch/whatmakesateachereffective/tabid/361/default.aspx

Venable, M. A. (2011). Providing Critical Support to Online Students. Online College.org. Retrieved November 18, 2013, from http://www.onlinecollege.org/whitepapers/2011-08.pdf

References