Online Education
Recent Seminars
High-level Online Faculty Support for Low-level Cost
If your online program is like most, you have more courses, more students, and more teachers moving online – and a budget that isn’t keeping up. The demand for strong online support is outstripping the funds available for it. So how do you provide top-notch faculty support when you’re dealing with a shrinking budget?
audio Online Seminar • Recorded on Thursday, June 11th, 2009
Usability Issues That Impact Online Learning
Despite the benefits of online education, there are inevitable frustrations as well. The tools online learners need to use take time to master and don’t always behave in intuitive ways. Waiting for a response to a question, work from another learner on a collaborative project, or feedback on an assignment also can be terribly frustrating.
Annual Survey Provides Snapshot of Online Education
Staying the Course: Online Education in the United States, 2008 reports that higher education institutions believe that the economic changes will have a positive impact on overall college enrollments, with online courses and programs for working adults seeing the greatest interest.
How to Create Appropriate Online Faculty Incentive Policies
Has the rapid expansion of online education put your institution on a collision course with faculty incentive policies? Although more and more faculty are teaching online, few colleges and universities are proactively addressing faculty workload, promotion, and tenure policies to more accurately reflect the differences between teaching online and teaching face-to-face.
Four Tips to Help Distance Educators Manage Time Spent Online
Has email overtaken your life? Teresa Marie Kelly offers hope. As a distance education faculty member at Kaplan University, Kelly knows first hand how easy it is to fall into the email trap and offers the following four tips for to help online faculty create a better work-life balance. [...]
Creating Trust in Online Education
In order to have a productive learning environment, the instructor needs to develop and maintain a sense of trust between and among the students and the instructor through good course design and facilitation, says Nancy Coppola, associate professor of humanities at New Jersey Institute of Technology. In a study that looked at developing trust in
Project-Based Learning: A Natural Fit with Online Education
The Buck Institute for Education’s definition of project-based learning-”a systematic teaching method that engages students in learning knowledge and skills acquired through an extended inquiry process structured around complex, authentic questions and carefully designed projects and tasks”-shares many of the same tenets as online learning. However, little has been written about the links between the
Online Education: Questions Every Faculty Member Should Ask
If we had been asked if we were prepared to teach online before teaching our first online courses, the answer would have been a naïve “Yes.” We had attended several training sessions and thought that we were ready! In retrospect, after teaching more than 30 sections of online courses over the past five years, we
Aligning Students’ Expectations With Realities of Online Education
Students’ perceptions of what an online course will be like are often quite different from how it really is. That is why Jim McKeown, assistant professor of computer science at Dakota State University, makes it a point to clearly articulate what he expects in his online courses. He also makes it a point to build
Translating On-Ground Courses into Effective Online Education
Creating a Web-based course from a current, successful on-ground course is difficult and, at best, can be considered a translation process. In the past, instructors have created Web-based courses by taking those courses that were being taught on-ground and posting the information online, then calling these courses “Web-based.” Imitating a sound, successful on-ground course will
