Remember feeling nervous before starting your first day on the job? You may have experienced butterflies in your stomach, had questions about expectations, or concerns about learning the rules and finding information. Students feel the same way with a new professor, regardless if the class is face-to-face or online. With technology, you can reduce new-class jitters and get your students on track for success.
HIGHER ED TEACHING STRATEGIES FROM MAGNA PUBLICATIONS
Online Course Delivery and Instruction
As an instructor new to the online environment, I carefully reviewed the syllabus and the requirements for the course discussions and assignments and incorporated the following ideas from Myers-Wylie, Mangieri & Hardy: a “what you need to know” document that includes policies about late work, formatting, source citations, grading and feedback, and the dangers of plagiarism; a separate “assignments at a glance” calendar that details due dates and submission instructions; a “frequently asked questions” thread in the discussion forum; detailed scoring rubrics for each assignment, and example assignments. As is typical in the online environment, my course was equipped with areas for announcements and discussions and a grade book with a place to post comments for individual students. I used all these formats to communicate with students about course requirements and provide detailed feedback.
I have been teaching online courses for more than eight years now. I was one of the first at my previous institution to transition a face-to-face (F2F) course to a 100% online course and now, in addition to my F2F courses, I also teach for two fully online institutions. However, I still find many of my F2F colleagues reluctant to make that transition.
Faculty use asynchronous discussions to extend and enhance instructional practices in the online classroom. It is widely reported that online discussions play an integral role in facilitating students’ learning, as well as fostering dialogue, critical thinking, and reflective inquiry (Kayler & Weller, 2007; Morris, Finnegan, & Sz-Shyan, 2005). Despite faculty’s knowledge that discussion forums can serve as a useful learning tool, online discussions are not easy to establish and manage.
This summer I am teaching online, in part because many students prefer to take classes online. Summer is the time for mischief, experimentation and creation—there is just something about that added sunlight, all sorts of plants I know not the names of in bloom everywhere—it just makes you want to try something new.
Through regular student feedback, Jennifer Luzar, associate professor of language arts at Northwood University, has compiled the following things students want in their online courses and ways that she has adapted her instruction accordingly.
1. Quick responses – From the time she started teaching online, Luzar has made it a point to respond as soon as possible to her students. The typical reply from students is, “Wow! Thanks for the quick response,” as if this is not usually the case. “I used to be surprised by that because I feel that as online instructors it is our responsibility to try to get back to these people as quickly as possible,” Luzar says.
As online education enrollment increases, (Allen & Seaman, 2011), innovative practices are needed to improve quality instruction. One area that needs further exploration is that of promoting online students’ self-efficacy. In this article we examine the concept of self-efficacy, as it pertains to the online classroom, and offer practical suggestions for online instructors.
In the online instructional environment, the discussion questions, posts, and responses are the lifeblood of the course. Although writing formal papers and completing quizzes are typical components of online courses, the gateway to new learning occurs within the discussion forums. The discussion board expands and contracts, or breathes with the relevancy of the question to the course, current events, and experiences of the faculty and students. The development of engaging discussion questions and statements can be as easy as watching the news, reading current articles, or reviewing internet news sites, and then relating the content to the course. Faculty should use their imagination to connect current events to course-related material. Questions should be not answered from lists from the textbook or the regurgitation of content from the current unit’s assessment.
Because online courses have fewer opportunities for the spontaneous, real-time exchanges of the face-to-face classroom, online instruction requires a deliberate approach to design and facilitation. As Bethany Simunich says, “Online, learning doesn’t happen by chance.” In an interview with Online Classroom, Simunich, associate director of online learning at Kent State University, offered the following techniques to improve an online course:
Online teaching is growing at a rapid pace. To meet the increasing demand of online education, many courses have been designed to enable the instructor to be more of a facilitator rather than an active participant in the classroom space (Ragan, 2009). However, building an active, student-centered learning environment in online classes is needed to prevent instructors from becoming stagnant and to motivate and inspire them to take on a variety of roles as the students’ “guide, facilitator, and teacher” (Ragan, 2009, p. 6). This article will discuss the unique needs of the online student and suggest three strategies to meet these needs through effective, innovative online instruction.