Faculty Guide To Online Learning

By Shirley Farrell

As partial credit for AIL 604 Dr. Margaret Rice

TABLE OF CONTENTS Introduction .........2 What is Online Learning? ...2 How Does Online Learning Differ from Face-to-Face Learning? ..3 Is Online Instruction Right for You? ......4 Pedagogy of Developing an Online Course.....5 Online Teaching Strategies......5 Communication in Online Courses..............6 Synchronous Tools .............7 Asynchronous Tools ...........7 Information for Student Success .............8 Ownership of Online Course ..........8 Copyright and Intellectual Property ............9 Resources ................9 Additional Readings and Support Materials ...........9

Introduction
Thinking about becoming an online teacher because youre tired of the commute to work? you need a break from teaching face-to-face? you want to set your own hours? you dont like your administrator? you like to play with computers? Then do NOT become an online teacher! These are NOT the reasons to leave the face-to-face classroom or begin teaching for the first time. If you are thinking about becoming an online teacher because you want to reach not only more students but also more diverse students? your curriculum and instruction is student-centered? you want to increase the use of new technologies to support, engage, and motivate students? you want to increase the active participation of students in their learning? you facilitate student learning instead of providing all learning for students to memorize? This guide will provide the requirements, tools, and pedagogy needed to become a successful online teacher.

What is Online Learning?

Online learning, or e learning, is one type of distance learning. Distance learning started as courses mailed between the instructor and student. Television provided the technology to watch lectures as courses continued through the mail. Currently, distance learning employs the

Internet with computer, videoconference, or blended courses using emerging computer technologies, providing an anytime, anywhere learning. This guide focuses on online computer courses using technology and Learning Management Systems to facilitate student learning, and course assignments, activities, and materials. Students learn, collaborate, and communicate through online courses using synchronous (webinars) or asynchronous (e-mail, discussion boards) tools.

How Does Online Learning Differ from Face-to-Face Learning?

One of the most obvious differences between face-to-face classes and online classes is that the classroom teacher and students do not see each other. Therefore, teachers cannot rely on visual cues to know if the student understands the learning, is confused, or even paying attention (Gottschalk, 1995)! Written communication becomes critical. When developing online courses, teachers must be detailed with information for and expectations of students. The online teacher must not only be a master of course content but also a master of technology skills. Teachers must know how to navigate around the Internet, using Web 2.0 tools and the Learning Management System (LMS). Depending on the technology level of your students, you may need to instruct them on use of the technology and navigation of the LMS. Online courses rely more on the most current information available on the Internet than on a textbook that becomes outdated as soon as it is published. The resources on the Web range from Wikipedia entries and links, to research papers, to books and videos.

Is Online Instruction Right for You?

Is your classroom student-centered? Are you a facilitator of knowledge guiding students to learn instead of giving the knowledge to them?

Do you differentiate your instruction to meet the learning needs of your students? Do you incorporate multimedia and visual resources into your lessons? Do you stay current with emerging technologies? As an online teacher you must be proficient in the following technology skills: Software: o Word processing? o Spreadsheet? o Presentation, such as PowerPoint, Camtasia? Internet o E-mail? o Web Browser? o Synchronous tools? o Asynchronous tools? o Online etiquette? Learning Management System o Developing courses? o Facilitating courses?

If you could answer yes to all of these questions, then Online Instruction is right for you! If you answered yes to most of the questions, then online instruction may be right for you, with additional professional development and support.

If you answered yes to a few of these questions, then Online Instruction may not be right for you at this time. 4

Pedagogy of Developing an Online Course

Online environments are different from traditional classrooms. In this environment, teachers facilitate the learning through inquiry, developing activities that are relevant and based in real world experiences. Activities should be interactive and create opportunities for students to work collaboratively. The amount of student work, or number of activities and readings, does not increase since students are not in a traditional classroom, but the quality of the work does. In addition, the amount and quality of communications between students and between students and teacher increases (University of Illinois, 2010). Developing your online course takes careful planning to optimize learning and to overcome the barriers. Thorough knowledge of the Learning Management System and technology skills are required to be an effective, online instructor. Teaching strategies that work in traditional classrooms may need to be revised to be effective. (See the section on Online Teaching Strategies). Online courses MUST be student-centered. Lessons and activities are developed with the students learning styles in mind. Course lessons and activities are segments, or chunked, for student learning. All writing of course modules, or lesson segments, are detailed an in informal register. The teacher is no longer the sage on the stage but is now the guide on the side. Students become responsible for their learning with online instructors facilitating the learning.

Online Teaching Strategies

Many classroom strategies used in gifted classrooms work very well in online courses with some modifications. Traditional activities include reading content and responding to the

content through writing or discussing. This chart provides several types of strategies employ in online courses. Simulations Concept Mapping A simulated experience to apply skills and knowledge. Simulated environments are real world based and relevant to the learners. A graphic organizer of concepts with linking words to show relationships. Can be used as a pre-test, post-test or learning activity. An activity that requires students to be critical and creative thinkers by researching a topic, taking one perspective and discussing and persuading others to agree with you. Similar to a simulation. An application of skills and knowledge set in a real-world problem. A response to stimuli from a specific perspective after researching and understanding the role. An application of critical thinking skills to analyze a written story of an individual, group or situation.

Debate Web Quests Role Playing Case Studies

Communication in Online Courses

The Internet and LMS provide multiple ways to communicate with and between students. The online teacher must encourage students to communicate and respond to each other, as well as communicating with the instructor. Provide communication guidelines for students regarding expectations, including length of communications, number of postings, and assessment rubrics. Communications take place synchronously and asynchronously. The next two sections describe the various types of communications within online environments.

Synchronous Tools
Synchronous tools provide opportunities for the teacher and students to meet together online at the same time. A virtual room where students and instructor can view a presentation and talk to each other orally and in writing. Examples are WebEx and Elluminate Students and instructor can talk to each other in real time. Examples are Google Chat and Mezee Students can work online together to create documents, papers, books, etc. Examples are Google Docs and Bookgoo Students can collaborate on projects with a shared whiteboard. Examples are skrbl and Scriblink.

Webinar

Chat Data Sharing WhiteBoard

Asynchronous Tools
Asynchronous tools provide opportunities to communicate at different times. Students post responses to reading and reply to posts of other students. All students can read and participate in the discussion. Examples are LMS discussion boards social network walls. Students send communications to an individual or group. This type of communication excludes non-invited students or instructor from reading and responding to electronic correspondence. Examples are e-mail within LMS and Gmail. Students may work on documents, leaving comments and corrections, or download, revise and repost the document. Examples are Google Docs and PB Wiki Students can write and reflect on readings, projects, and performances using the web log or blog. Examples are Blogger and WordPress.

Discussion Board/Forum

E-mail

Shared Document

Blog/Online Journal

Information for Student Success

To ensure student success, the online teacher must Provide orientation to the online environment. Explain expectations within the online class. Review online etiquette with students. Facilitate quality communication between students. Provide communication guidelines for posting and responding to posts in discussion boards, blogs, journals, to students Give feedback in a timely manner. Monitor discussion boards frequently. Provide due dates for all assignments at the beginning of the course and send reminders to students regarding upcoming deadlines.

Ownership of Online Course

Ownership of the online course you have developed belongs to the institution for which you work. This falls under the section of Copyright Law, Work for Hire. The creator(s) were paid to develop the course. Whether you are a professor or adjunct instructor, this office requires you to sign an agreement that the course belongs to this facility. The instructor has the right to use the course while employed by this facility. Upon retirement or end of employment, the online course will be assigned to another instructor. Check with your department or section for details.

Copyright and Intellectual Property

Any performances of the instructor (audio, video or both) used within the online course will be considered intellectual property and owned solely by the instructor. Any materials developed for the online course by the instructor, including PowerPoints, podcasts, or texts, will be owned exclusively by the instructor. When employment ends the instructor will take all intellectual property. Permission to reproduce those items must be provided in writing from the owner to be used by other courses or retained after employment ends. When using other published works in the online course, remember the copyright issues of Fair Use (10% of the material may be used for education use). Otherwise, permission from the copyright owner may be needed.

Resources
The online faculty forum and community board is available for support with peers at http://www.off&cb.edu A face-to-face training on using the LMS is provided quarterly. Check the faculty bulletin board for dates and times. Contact the IT department to schedule trainings to improve technology skills.

Additional Readings and Support Materials

Gottschalk, T. H. (Ed). (1995) Distance education at a glance. University of Idaho; Retrieved from http://www.uidaho.edu/eo/dist2.html Glowa, E. (2009). SREB: Guidelines for professional development of online teachers. Southern Regional Education Board. Retrieved from http://publications.sreb.org/2006/06T02_Standards_Online_Teaching.pdf

Schnitzer, M. & Crosby. L. S. (2003). Recruitment and development of online adjunct instructors. Online Journal of Distance Learning Administration, 2(2). Retrieved from http://www.westga.edu/~distance/ojdla/summer62/crosby_schnitzer62.html Harrington, T., Staffa, M. J., & Wright, V. H. (2006). Faculty uses of and attitudes toward a course management system in improving instruction. The Journal of Interactive Online Learning, 5(2), Retrieved from http://www.ncolr.org/jiol/issues/viewarticle.cfm?volID=5&IssueID=17&ArticleID=85 Peterson, Rodney. (2003) Ownership of online course material. EduCause. Retrieved from http://www.educause.edu/ECAR/OwnershipofOnlineCourseMateria/157484 Poa, M. & Stassen, M. (). Teaching and learning online: Communication, community, and assessment. Retrieved from http://www.umass.edu/oapa/oapa/publications/online_handbooks/Teaching_and_Learning_Onlin e_Handbook.pdf Smith, T. C. (2005). Fifty-one competencies for online instruction. The Journal of Educators Online, 2(2), 2. Retrieved from http://www.thejeo.com/Ted%20Smith%20Final.pdf Standards for Quality Online Teaching http://publications.sreb.org/2006/06T02_Standards_Online_Teaching.pdf Twigg, C. A. (2009). Who owns online courses and course materials? Intellectual property policies for a new learning environment. Retrieved from University of Illinois. (2010). What Makes A Successful Online Facilitator? Retrieved from http://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructorProfile.asp University of Illinois. (2010). Illinois Online Network: Educational resources. Retrieved from http://www.ion.illinois.edu/resources/tutorials/communication/activities.asp

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