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teaching online

Ten Online Teaching Tips You May Not Have Heard

At a time when online institutions are in fierce competition for students and accreditation agencies are taking a critical look at online course quality, it is becoming increasingly important for online instructors to ensure that they are exceeding their institution’s expectations.

Students are also expecting more from their online courses. And while most of us know the importance of addressing students by name in the discussion board and offering students substantive feedback on assignments, there many more things we can do.

Noura Badawi, EdD June 23, 2017

Promoting Learning: The Instructor’s Main Mission or a Secondary Duty?

As instructors, promoting learning is, or at least should be, our primary task. As an online instructor, I must enforce deadlines, respond to requests for accommodations, post announcements, provide guidance and clarity, assess student performance, provide feedback, and post grades. Instructors have a variety of duties inside and outside the classroom to meet the standards required by the university, yet our primary mission should remain ensuring that students are gaining new knowledge.

Ronald C. Jones October 30, 2015

From F2F to Online: Getting It Right

Successfully transferring a face-to-face course to the online learning environment requires careful preparations that take into account differences between these two modalities.

“If you simply take your face-to-face class and put it online and teach it electronically, you will fail miserably,” says Paul S. Caron, director of education at Lewiston-Auburn College, whose first experience teaching online taught him some valuable lessons about how to provide students with an effective, supportive, and motivating learning experience.

Rob Kelly August 28, 2015

Taking the Leap: Moving from In-Person to Online Courses

The landscape: You have taught a class in-person for five years and due to a variety of reasons you have the option to teach it online … next semester. You need to quickly transition your in-person curriculum into a creative and successful online course. Here are five steps to get you there.

Jessica Harris and Sami Lange April 3, 2015

Six Tips for Preparing Your Online Course

Careful preparation is essential to the success of an online course “to provide a positive experience for the students and to be able to maximize your time with students so that you’re not spending time on reworking things that weren’t clear up front,” says Ann Millacci, associate professor of education at the University of Cincinnati. In an interview with Online Classroom, she offered the following advice on preparing your course for your learners:

Rob Kelly January 16, 2015

Integrating Technology into the Online Classroom, Part II

In Part I of this article, we wrote about the value in collaborating with peers. Here we conclude the piece by sharing with you the steps we followed in forming our group, while offering advice on how a similar approach could work on your campus.

John Steele Thomas Dyer Elizabeth Larson Rick Holbeck April 29, 2014

Integrating Technology into the Online Classroom, Part I

Most of us have encountered students who struggle with a particular course objective or assignment. Finding innovative ways to help students break through these barriers to learning is a common challenge for all educators at any level. This problem may be exacerbated in the online classroom due to the geographically dispersed participants and asynchronous learning environment, however, it can be overcome.

John Steele Thomas Dyer Elizabeth Larson Rick Holbeck April 28, 2014

Can You Flip an Online Class?

We recently asked a group of teaching assistants, “How do you think today’s college classroom is different than when you were an undergraduate student? What is the most significant change you’ve noticed?”

The number one answer? Technology.

Barbi Honeycutt, PhD, and Sarah Glova March 31, 2014

Tips for Building Social Presence in Your Online Class

You’ve been assigned your first online class to teach and you feel like you’re ready. You’ve done your homework and learned the ins and outs of the institution’s course management system. You’ve structured your content in purposeful ways and developed thoughtful guiding questions to situate student learning and motivate them. When the class starts, however, you realize that while everything is technically functioning correctly, many of the students are not engaged. While you were looking forward to teaching online and interacting with students, the students are approaching your course as if it’s an independent study. This wasn’t what you anticipated when you agreed to teach online!

Oliver Dreon, PhD May 13, 2013

Establishing an Online Professional Learning Community to Promote Faculty Engagement and Excellence

In online higher education, adjunct faculty members are an essential resource. These faculty members teach, research, perform service and outreach, and even oversee administrative aspects of higher education institutions (Doe, Barnes, Bowen, Gilkey, Smoak, Ryan, & Palmquist, 2011). Unfortunately, adjunct faculty members often feel isolated and set apart from the full-time faculty, administration, and staff. Dolan (2011) reported adjunct faculty members are generally disappointed with communication, recognition, and a lack of opportunity. One way to improve a sense of belonging is through the development of a strong professional learning community. A successful learning community is primarily focused on student learning, collaboration, and accountability for outcomes (DuFour, 2004).

Anne O'Bryan, PhD, Todd Kane, MBA, and Melanie Shaw, PhD April 29, 2013

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