Articles by Lawrence Ragan, PhD.

02:05:2010

For a Successful Online Teaching and Learning Experience: Communicate

Regardless of the size of course enrollments, the key to a successful teaching and learning experience for both the learner and instructor is communication. Clearly defining and communicating the expectations will address the uncertainly of what role and responsibility is required of each participant.

The efficiency and effectiveness of this communication will evolve with experience. Chances are it will not be perfect the first, second or maybe even third offering. Refining the course management is a continual “work in progress” that requires a commitment on part of the instructor to carefully monitor, adjust and improve the communications of expectations to the learners.

With proper design, management, tracking and adjustments, the management of he learning activities of the online classroom can lead to a rewarding learning experience for all course participants. The goal is to empower the online learner to take responsibility for managing their own learning experience and free the instructor to concentrate their time and energy on crafting a truly engaged learning experience.

Watching and learning from others, using student feedback, analyzing evaluation data and frequently asked questions can provide insights into where and how to improve the learning experience. Some are of the belief that the tools and capabilities of the online classroom can lead to a richer and more equitable learning experience than the face-to-face classroom because we can provide communications to all participants.

Certainly the opportunity exists to structure a learning experience rich in interaction, student-managed and focused on addressing the needs of the students in attaining the course learning outcomes.

Dr. Lawrence C. Ragan is the Director of Instructional Design and Development for Penn State’s World Campus.

Excerpted from Principles of Effective Online Teaching: #2 Practice Proactive Course Management Strategies. To read the article in its entirety, download the free report 10 Principles of Effective Online Teaching:
Best Practices in Distance Education here.

09:04:2009

Online Course Management: Overcoming the Challenges of “Anytime” Learning

Although the online classroom environment provides tremendous flexibility of time and place of study, establishing and communicating a course pace and pattern of work can aid both instructor and student, and alleviate confusion of course operation.

Courses without time and location operating parameters can become management challenges for busy students participating in online class activities while still balancing the demands of work and family life. For the instructor, the lack of time and location constraints can cause a blending of class and non-class activities, particulary as students desire 24/7 access to their “virtual teacher.”

Establishing a pattern of course activity and communicating this sequence to the learner enables the learner to develop a plan of study to address the requirements of the course. This course schedule and pattern also aids the instructor to contain the course-related activities to an appropriate duration and workload.

For the student, an established pattern of course activities allows for planning and management of other non-course activities around their e-learning activities. For the instructor, establishing and communicating a course schedule and pattern of work serves to define the boundaries between the online class activities and the rest of life.

A few simple strategies for applying the principle of establishing a pattern of course activities include:

Establish and maintain a predicable course pattern of course-related activities. This may include such activities as “opening” new lessons, due dates and times for assignments, schedules for synchronous activities and self-assessment and online quizzes/exams.
Use the syllabus or course information page to communicate the schedule of course-related activities.
Use a dynamic communications method such as group email or the general class announcement pages to inform the class of unplanned changes to the course activity schedule. If possible, describe why the change has occurred.
Provide the instructor “work schedule” informing students of the time constraints of your course related activities. These may also be posted to the syllabus or welcome letter.

Dr. Lawrence C. Ragan is the Director of Faculty Development for Penn State’s World Campus.

Excerpted from Principles of Effective Online Teaching: #3 Establish Patterns of Course Activities. To read the full article, download the FREE report: 10 Principles of Effective Online Teaching: Best Practices in Distance Education.

06:12:2009

Establishing Online Instructor Performance Best Practices and Expectations

Helping faculty learn to survive and even thrive online is critical if we are to realize the potential of this new learning space. During a Magna online seminar awhile back, I made reference to a strategy that an institution can employ to help faculty save time online. I referred to a document created at Penn State’s World Campus as the “10 commandments” of faculty performance. Simply put, it is the articulation of what our organization expects from our online instructors in order to ensure a quality teaching and learning experience. Although this may initially sound like a “heavy handed” approach—faculty being told how to perform—I would offer another interpretation.

When we step into a physical classroom we are stepping into a time-tested model with well-defined operating parameters. There is a class schedule and syllabus that tells me when to meet with my class, for how long, and even the room location. There are a set of familiar tools such as a chalkboard, a podium and seating for the students. There is also an inherited protocol of classroom experience—I am the teacher and you are the student. We both roughly understand the dynamics of the interactions of this arrangement. My responsibility as the course instructor is to show up in the designated location, and conduct the course to the best of my ability through to successful completion for the students. The responsibility of the learner is to meet the criteria for satisfactory course completion as measured by the instructor.

The asynchronous online classroom has little or no similarity to the classroom experience. There may be no “class schedule,” no meeting room or physical location, and, certainly in the asynchronous classroom, no defined timeframe for operation. Even the dynamics between teacher and student is challenged because online we can all appear to “be equal.” Other than a vague sense of responsibility to “teach the course,” the instructor has little definition of these new and often ill-defined operating parameters. The course instructor is left on their own to figure out what constitutes a successful learning experience.

Many years ago I was in a faculty meeting and we were discussing the issue of defining instructor performance. I was soft-selling the idea of defining these behaviors for fear of insulting our faculty. One senior faculty, well versed in the domain of online education, responded to my approach by saying, “if you don’t tell us what is expected, how will we know what to do to succeed?” His point was well taken. Although we assume that faculty know something of the face-to-face learning setting, we cannot assume that knowledge translates to the online classroom. It is our responsibility to provide the instructor with the best definition of successful performance for their success and the success of their students.