A survey of senior campus officials responsible for managing online and distance education programs revealed some interesting findings, including almost half of the participants not knowing whether their program is profitable.
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
In my classroom-based courses I have always valued discussion as a powerful learning tool that provides students with opportunities to explain their reasoning and understanding, learn different perspectives and points of view, and re-think and possibly revise their own conceptions based on careful reflection of potentially disparate viewpoints. As I prepared to teach my first online course five years ago, it was only natural that discussion would be a part of it.
Students with disabilities are drawn to online courses for many of the same reasons as everyone else, but it’s often the anonymity that makes learning
Andrea Henne, dean of online and distributed learning in the San Diego Community College District, recommends creating online courses composed of modules—discrete, self-contained learning experiences—and uses a course development method that specifies what to include in each module.
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.
The cliché that you only get one chance to make a first impression is especially true when you teach online. Each item you post—email, discussion message, announcement, etc.—must be created with much thought, and none is more important than the first post to your class.
Online instruction invariably requires more time for logistics than does face-to-face instruction due to interaction needs, extraneous cognitive load (mental effort needed to attend to non-content-related course elements), and poor self regulation by students.
The online learning environment offers great potential for individualized learning. One way to achieve this is through adaptive hypermedia—using learner use patterns to adapt course presentation, navigation, and content to suit individual students’ needs and preferences.