| Success in a face-to-face environment does not | | | | themselves to prompting even more questions and |
| always transfer to the elements needed for success | | | | debate. |
| in an online course; however, teaching online can be | | | | Make use of online resources that students can easily |
| as rewarding as teaching in person. By including a | | | | access. For example they can virtually access |
| variety of interactive strategies and maintaining | | | | electronic articles in the library or repository. With the |
| communication, instructors can create a learning | | | | power of hyperlinks, this is quite doable. However, be |
| environment that encourages students to learn and | | | | sure to check your links each time you teach the |
| to explore. The following tips include the key | | | | course and several times during the course as these |
| elements for success in teaching and learning in an | | | | may change depending on the hosting service. |
| online course. | | | | Plan interactive assignments that require students to |
| The first week of an online course is very important | | | | work in teams to problem-solve. For instance, provide |
| for both the instructor and the learners regardless of | | | | them with case studies that they can discuss in |
| the subject area, program, or level. Clarity is required | | | | chatrooms and discussion boards and have them |
| because the students many not know how to utilize | | | | take turn being responsible for different tasks such |
| all the online course functions and features, or may | | | | as recorder or moderator. Organization is important - |
| be nervous if they have never taken an online class | | | | make it intuitive where and how to locate course |
| before. Be sure to be very clear on class policies, | | | | content. Don't switch out things to often and let |
| such as when and how to submit assignments. Some | | | | them have multiple ways of accessing the |
| strategies that help the students feel less isolated are | | | | information. |
| including a welcome page or email before the class | | | | Use student-centered techniques. You can empower |
| starts and then having the students introduce each | | | | students by having them be responsible for |
| other can help guide how the rest of the class will | | | | summarizing the week's discussion, being in charge of |
| run as students make connections to their | | | | a discussion, or writing weekly reflections. This |
| classmates. | | | | approach will empower them and save you time. |
| Including a general area to discuss things unrelated to | | | | Create activities where the students can integrate |
| a class such as weather, travel, pets is suggested so | | | | new ideas with existing knowledge, and provide them |
| as to maintain a social connection that is often | | | | a frame of reference within the online environment. |
| missing in online courses. It is also very important to | | | | Do not let the technology drive the instruction! Try |
| clearly outline the rules of netiquette. Let the | | | | to strike a balance between technology and content. |
| students know how you want them to frame | | | | Remember that good courses use the best aspects |
| communications and the tone that is comfortable to | | | | of multimedia but that do not leave the technology |
| all class members. Have a clear organizational | | | | to do the teaching. You want the students to learn |
| structure. For example, the syllabus should be very | | | | and use the technology but not at the expense of |
| clearly outlined with dates and deadlines. | | | | the course content. |
| When facilitating the class, keep learners actively | | | | Most important, be there for them! Remember they |
| engaged in thinking about the course content through | | | | could be miles away and feeling isolated. Respond to |
| a variety of strategies such as active participation. | | | | requests as soon as possible and provide detailed |
| For example, you can post thought-provoking | | | | feedback. Patience, availability, and accessibility will |
| questions that do not have direct answers and lend | | | | keep you connected to the students. |