Setting Up an Online Experience

Technology Know How

The instructor should become familiar with the technology that will be used in the online course before the students are actually placed in the class. Instructors should know how to use different hardware and software. Although they are not required to know all the new technologies, instructors should at least have prerequisite computer skills before they can actually teach students. Boettcher and Conrad (2010) state the best approach for teaching an online course is to keep it simple. Focus on the essential tools.  Instructors should know how to use the CMS, have basic skills in multimedia programs such as PowerPoint, Word, and other programs needed to retrieve and post information, as well as troubleshoot if there is a problem.

Online learning is most effective when delivered by teachers experienced with technology and with subject matter.  Since there are so many different online tools, instructors need to be well-versed in the technology that they are planning to use within their course. Picking one to three that are best suited for the learning goals and discipline are most effective. (Boettcher and Conrad, 2010) Although it is not mandatory to know every single technology that is developed, instructors should be comfortable with using choice technology to plan instruction, activities, and help new online students navigate through the course successfully.

Clear Expectations

          Just as there are effective practices for faculty, there are effective practices for learners that they need to learn. (Boettcher and Conrad, 2010) Before the course ever begins, the instructor should have a detailed syllabus or outline. Instructions should be clear and concise so that students can complete the required assignments in a timely manner. Provide examples if necessary to convey the message. There should be explicit information about deadlines and grading rubrics should be provided. It would be helpful to post reminders on the course discussion board or course announcements frequently to remind students of upcoming deadlines.

Instructors need to set clear expectations about how and how not to post responses. Since there are no visual cues online, it is important for instructors to clarify being respectful, having, tact, typing format when responding, etc.

Students also need to know when the instructor is available. The instructor should provide clear guidelines about their office hours, telephone number (if available) and when they can expect an answer to their question. Boettcher and Conrad (2010) describes that the three important things in online learning is presence, presence, and more presence.

By having clear expectations about procedures, guidelines, and availability, the online instructor will eliminate many misunderstandings and frustration.

Additional Considerations

         In order for the online class to begin smoothly, the instructor should also have different structures in place for the class to operate smoothly and to effectively build a community of independent learners. By the use of profiles and introductory activities that provide insight into which the learner is, instructors can begin to empower course members to capitalize on what they know. (Conrad and Donaldson, 2010)The instructor should make sure that there are icebreakers activities to motivate and excite students to continue with the course. Presence is important to the online learning community so that students know that there is an actual human being behind the computer monitor. Having students and the instructor introduce them by providing bios will help humanize the online learning environment.

Implementing Effective Online Instruction

        As a classroom teacher, I believe I have many different strategies that I can take to the online teaching environment. I am realistic to know that I cannot transfer my all of my traditional teaching to the online classroom.  Lessons that I can teach in a traditional environment, will not be easily transferred online, but I realize many of activities can be used if they are structured differently. For example, icebreaker activities are done in face to face environments and online, but the structure or activity may be changed to accommodate the online environment.

After reviewing how to design an effective online course, I know that I have to:

1. Make sure objectives are clear and concise for all learners.

2. Objectives have results that can be measured.

3. Allow for feedback and reflection.

4. Build a community of learners by structuring activities with collaboration and application.

5. Structure activities so textual knowledge can be applied to real life situations.

6. Evaluate and revise when necessary.

Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.

Conrad, R., & Donaldson, J. A. (2011). Engaging the online learner: Activities and resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass.

Community Building and Effective Online Communities

Online Learning Communities and Student Achievement

Online communities can improve student achievement if programs are structured in a manner in which there is a sense of shared purpose, good interaction between students and the instructor, along with mutual respect, trust, and support. If the learning community is initially established well, learning can be enhanced among students. Pallott and Pratt (2011) states if the instructor facilitates and creates a safelearning environment, students will be more successful at learning the content through collaborative activities that the instructor has designed and facilitated. The instructor must also have frequent and effective interaction with students to develop interpersonal relationships to enhance student satisfaction and achievement.

Students can transform from the typical passive learner to an active learner by their participation and reflective activities throughout the course. Activities that require student interaction and encourage a sharing of ideas promote a deeper level of thought. (Conrad & Donaldson, 2010) Students are more likely to be actively engage in the curriculum because they are able to discuss, question, and share findings with their colleagues. As the tasks become more challenging, students can find support within their online community. Students become more confident in their abilities, therefore creating a network of experts with different perspectives within the community. Students will become active knowledge generators who assume responsibility for constructing and managing their own learning experiences. (Conrad & Donaldson, 2010)  The result is a rich and successful learning community.

If the proper components are present and consistent throughout the course, students are more likely to succeed, have greater satisfaction, and learn. Students are less likely to become disengaged with the course and are more likely to ask for guidance which will in turn increase student satisfaction.

Essential Considerations for Online Community Building

In order to build a successful online community, there are essential elements that should be present. Pallott and Pratt(2011) explains that online community building need people, who are part of the community, a purpose for the online community, and the process in which students will connect. This includes:

1. Effective Planning

2. Assessing student needs at the beginning of the course

3. Involving administration, students, and instructors regularly in the process of online community building.

4. Proper design of the course.

5. Determine goals of the course, strategies that will be used to connect the online community, and assessment throughout the course.

Furthermore, the online community must be established in a way to develop trust so that learning occurs. This can be accomplished by building the relationship with students and instructors by the use of icebreakers, introductions, and clear expectations and goals.

How to Sustain Online Learning Communities

In order to sustain online learning communities, it is essential that administration and facilitators use continuous assessment and evaluation in order to address the needs of individual students that will participate in an online community now and in the future. Instructors need to be familiar with online technology, be involved, set the stage, and create an effective learning community. (Pallott & Pratt, 2011)

This can be achieved in the following ways:

1. Effective preplanning of the course

2. Constant assessment of student needs as students navigate through the course

3. Revision of strategies if needed

4. Communication between administration, students, and facilitators

5. Proper training

 Reflection

Online learning is quite different from teaching in a face to face environment. There are many strategies that can be used from the traditional method that would be effective in an online environment such making connections with students in order to increase engagement. I think that in any setting that it is important to establish rapport with students and create a community of learners. As a current classroom teacher, it is important not to fall in a trap of transferring a traditional course into an online course. In the future, I will continue to make connections with my students, but realize in the online classroom it is important to be able to "read between the words" to gather information because the visual cues will not be present. By constantly being familiar with new technologies, being "present", and structuring the course to meet the needs of all learners with varying experiences, I will be able to ensure that my students will be motivated and able to successfully interact and collaborate in the online learning environment and eventually engage in independent knowledge building. (Conrad & Donaldson, 2011)

Student engagement and active learning community at Riley's Farm in Oak Glen, CA 

Resources:

Boettcher, J., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.

Conrad, R., & Donaldson, J. (2011). Engaging the online learner: Activities and resources for creative instruction (Updated ed.). San Francisco, CA: Jossey-Bass.

Palloff, R. & Pratt, K. (2011) Video: Online Learning Communities retrieved from Laureate Learning.