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.