principles of effective online instruction

7/29/2019 Principles of Effective Online Instruction

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Jenni Harris

EdTech 521

Principles of Effective Online Instruction

Principle One: Student participation and collaboration is key to success.According to the iNACOL standards (2011) for online teaching, a successful teacher plans,

designs, and incorporates strategies to encourage active learning, application, interaction,participation, and collaboration in the online environment (p.7). Students should be providedwith a wide variety of activities in which they can participate and collaborate using various

technological applications. Socialization and interaction in the learning process is an integral part

of a successful online experience (Carwhile, 2007; Mednick, 2006; Miami Museum of Science,2001). Class participation and peer collaboration lead to meaningful experiences because

students make connections with the unique perspectives of their peers (Carwhile). These unique

perspectives can be integrated into student learning when students and instructors respond with

questions and responses of substance.

Principle Two: The role of the instructor has changed in the student-

centered learning process.It is the instructors responsibility to develop lessons which foster meaningful experiences andparticipation. The instructor is the facilitator and socializer, building a healthy environment,

communicating rules and objectives, and guiding focus. (Carwile, iNACOL, Mednick, 2006;

Miami Museum of Science). The instructor is also charged with developing questions whichentice learners to research and reflect on answers, instead of one dimensional questions that fail

to provoke deep thought (Palloff and Pratt, 2007, p.171-173). At the same time, the instructor

helps develop a sense of responsibility in the learners to take control of their own learning,

aiding them in becoming lifelong learners.

Principle Three: Instruction should encourage deeper learning.Principle Four: Students should be able to apply understanding to real

world situations.The Executive Summary of the National Educational Technology Plan (2010) states:

21st-century competencies and such expertise as critical thinking, complex problem

solving, collaboration, and multimedia communication should be woven into all

content areas. These competencies are necessary to become expert learners, which weall must be if we are to adapt to our rapidly changing world over the course of our lives.

That involves developing deep understanding within specific content areas and making

the connections among them (p.xi).

The students inquiry process drives the instruction during an exploration (Miami Museum of

Science, paragraph 7). Students must take responsibility for making the deeper connections in

their learning using the critical thinking and problem solving skills mentioned in the ExecutiveSummary, and the instructor must help guide them to that place in their meta-cognition. Standard

K of the iNACOL standards states that the online teacher arranges media and content to help

students and teachers transfer knowledge most effectively in the online environment (p.17). Theability to transfer of knowledge will become an important tool when students leave the


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Jenni Harris

EdTech 521

educational realm and move on to the workplace.

Online projects often put off a published feeling, simulating the way projects are presented in thereal world (Chickering & Erhmann, 1996). Assignments should take on a real world feel which

leads to authentic data gathered from real-world situations (Graham, C., Cagiltay, K., Byung-

Ro, L., Craner, J., Duffy, T.M., 2001, paragraph 18). This helps the learner feel like there isvalue in what they are learning, and excites them to make further connections in addition to

having a workplace aesthetic. Students must make connections between the way they learn and

how this will apply to their post educational experiences.

Principle Four: Feedback should be used to enhance learning.Feedback should be used as one of the most important aspects of the learning process. Feedback

can indicate misconceptions to the instructor, allowing them adjust, enrich the learning process,and provide opportunities for self-reflection. Feedback should come from many facets. Both the

instructor and peers can respond with meaningful statements and questions which help the

learner go the extra mile (Carwile, Chickering & Erhmann, Miami Museum of Science).

Knowing what you know and dont know focuses your learning and helps the learner to askvaluable questions for clarification and deeper understanding (Chickering & Erhmann, paragraph

23). These feedback scenarios are also a valuable tool for post educational experiences in

professional world and beyond.

References:Carwile, J. (2007). A constructivist approach to online teaching and learning.Inquiry,

12(1), 68-73. Retrieved from http://www.vccaedu.org/inquiry/inquiry-spring-2007/i-12-Carwile.html

Chickering, A.W., Ehrmann, S.C. (1996). Implementing the seven principles:

Technology as a lever.AAHE Bulletin. October, p.3-6. Retrieved from:http://www.tltgroup.org/programs/seven.html

Graham, C., Cagiltay, K., Byung-Ro, L., Craner, J., Duffy, T.M. (2001). Seven Principlesof Effective Teaching: A Practical Lens for Evaluating Online Courses. The

Technology Source Archive. Retrieved from:

http://technologysource.org/article/seven_principles_of_effective_teaching/

iNACOL. (2011). iNACOL National Standards for Quality Online Teaching, version 2.

Retrieved from,

http://www.inacol.org/research/nationalstandards/iNACOL_TeachingStandardsv2Pdf

Mednick, A. (2006). Theories of and approaches to learning. Connexions. Retrieved

from: http://cnx.org/content/m13286/latest/

Miami Museum of Science. (2001). Constructivsm and the five Es. The PH Factor.

Retrieved from:http://www.miamisci.org/ph/lpintro5e.html
http://var/www/apps/conversion/tmp/scratch_2/%20http://www.vccaedu.org/inquiry/inquiry-spring-2007/i-12-Carwile.htmlhttp://var/www/apps/conversion/tmp/scratch_2/%20http://www.vccaedu.org/inquiry/inquiry-spring-2007/i-12-Carwile.htmlhttp://www.tltgroup.org/programs/seven.htmlhttp://var/www/apps/conversion/tmp/scratch_2/%20http://technologysource.org/article/seven_principles_of_effective_teaching/http://var/www/apps/conversion/tmp/scratch_2/%20http://technologysource.org/article/seven_principles_of_effective_teaching/http://www.miamisci.org/ph/lpintro5e.htmlhttp://www.miamisci.org/ph/lpintro5e.htmlhttp://var/www/apps/conversion/tmp/scratch_2/%20http://www.vccaedu.org/inquiry/inquiry-spring-2007/i-12-Carwile.htmlhttp://var/www/apps/conversion/tmp/scratch_2/%20http://www.vccaedu.org/inquiry/inquiry-spring-2007/i-12-Carwile.htmlhttp://www.tltgroup.org/programs/seven.htmlhttp://var/www/apps/conversion/tmp/scratch_2/%20http://technologysource.org/article/seven_principles_of_effective_teaching/http://var/www/apps/conversion/tmp/scratch_2/%20http://technologysource.org/article/seven_principles_of_effective_teaching/http://www.miamisci.org/ph/lpintro5e.html


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Jenni Harris

EdTech 521

Pallof, R. M. & Pratt, K. (2007). Building online learning communities: Effective

strategies for the virtual classroom. 2nd Ed.San Francisco: Jossey-Bass.

U.S. Department of Education, Office of Educational Technology. (2010). Transforming

american education: Learning powered by technology. Washington, DC. Retrieved from:

http://www.ed.gov/sites/default/files/netp2010.pdf

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