Despite the continuing mainstreaming of online education, there are a number of myths that continue to persist, particularly in terms of the hiring practices for online instructors, and whether institutions make a sufficient effort to integrate remote instructors into the campus culture.
Instructors face a Herculean challenge in managing discussion – whether the discussion is face-to-face or online. To be an effective instructor, it is important to learn how to facilitate discussion, and keep the dialogue flowing without veering off topic.
Sometimes students in the online environment just need that extra nudge to feel connected in order to truly excel. As instructors, we can facilitate community-building in an asynchronous environment by utilizing synchronous tools, such as Wimba, Skype, Elluminate, and others available to us via our learning management system or outside of the LMS.
The beginning of an online course is a critical time in which the instructor establishes expectations, sets the tone, and helps students navigate the course. Here are some points to consider for the time leading up to and including that first week:
Anyone with a 3-year-old knows one of their favorite words is “Why.” As it turns out, asking “why” is a good way to examine your assessment goals and how they align with your institution’s core values.
“My favorite assessment question is ‘Why’ and I ask it over and over again,” said Linda Suskie, president at the Middle States Commission on Higher Education.
As higher education budgets for professional development have shrunk in the last few years, it has become more important than ever to plan your professional development goals in a meaningful way. What is it you want to accomplish in the next year? Do you want to become a better instructor, research a specific area, or just attain the funds to attend that great meeting? All of these are goals that you can use to design your comprehensive professional development plan.
We want our students to develop original insights, and are often disappointed when discussion provides little in the way of original thought. But this is
When I was in college I never raised my hand. Never. I didn’t raise my hand when I thought I knew the answer. I didn’t raise my hand even when I knew the answer with 100% absolute certainty. And I didn’t raise my hand when the professor was practically pleading for someone, anyone, to please participate.
A few years ago I had a student, one of the best in her high school class, who told me she hadn’t completed an online college-credit course because she was afraid of the “system,” which she thought was too anonymous and impersonal. Online instructors have to be able to spot such worries and spot them early, and then help students overcome their fears.
No matter how much we embrace and enjoy online teaching, the human frailties of mistakes, disappointment, anger, frustration, and oversights will come calling each time we teach a class. And when any of these happen we can respond with an emotional and unchecked action—never good—or we can accept that these negatives will always be part of our online teaching efforts and learn how to deal with them in a sensible, appropriate manner. What follows are the most common of the negative issues one will find when teaching online.