Sometimes content delivered in a traditional classroom setting can fall flat in an online course where your students don’t get to benefit of your voice inflections, gestures, etc. If you have material that you like to deliver face-to-face, but are concerned about presenting it in the online arena you can be creative when you include the material in your course and be assured that the content is delivered in a manner that you are comfortable with.
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
advice to online instructors
Do you have a fear of teaching an online course? Do you think that your personality will not shine through on the web? Has this stopped you from teaching online in the past? If you answered yes to one or all of these questions then you need to know that there is nothing to fear. Teaching online does not mean that you have to lose the personal touch with your students.
If you have taken online courses, you have likely gained some valuable insights into what to do and what not to do as an online instructor. If you have never been an online learner, here are some lessons learned from Anna Brown, a learning technology specialist enrolled in a hybrid doctoral program in learning technologies.
If you are thinking of adding streamed audio and/or video presentations to your blended or online course, here are some things to consider.
One of the most important responsibilities online instructors face is teaching students how to think critically. Successful achievement of this task requires that instructors provide the right setting and the appropriate activities that will prompt a student on to higher-level thinking. Though this mission is not exclusive to online instruction, the online environment presents some unique challenges and opportunities that distinguish this type of learning environment from traditional face-to-face classroom instruction.
When designing an online course we tend to create the course based on our needs and time restraints, and often do not think of our students and the reasons why they are taking an online course. To effectively meet our students diverse needs, we must step back and ask ourselves:
In its early days web-based instruction was seen as a solution to a problem: students who were separated from campus either by geography or schedule would be able to take advantage of web-based instruction to get the training or degree they desired.
When teaching and designing courses, I find that it’s easy to slip into autopilot and use the same tools and strategies over and over. Autopilot can be comfortable and easy, but I know I don’t do my best work in that state. So I try to look at my courses and materials with fresh eyes as often as I can. Often, I’ll ask another faculty member or designer to look at what I’m designing with a critical eye, and I return the favor for their courses.
When we teach online courses there are many fundamental issues that concern us: knowledge of our subjects, teaching strategies, engagement of students, school policies, deadlines, grading and returning of assignments, posting announcements, and responding to students—the list goes on.