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AET 520 Best Practices for Online Educators’. By: Frank J. Ball Sr. – James Sheridon Ochoa – Jason Oxley – Justin Hefner. Introduction. - PowerPoint PPT Presentation
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By: Frank J. Ball Sr. – James Sheridon Ochoa –Jason Oxley – Justin Hefner
AET 520Best Practices for Online
Educators’
IntroductionIncreasing numbers of online
courses have resulted in an emphasis toward adult learning. This has led the instructor to serve as a facilitator rather than the distributor of content.
Shift has moved from Traditional content centered courses to learning centered courses.
Curriculum needs to be authentic and applicable to real-world problems and build critical thinking skills.
New Faculty Entering Online TeachingAttend new faculty online tutorials Assessing whether online teaching is a good fit
Assists in consideration of how many aspects there are for online learning
WorkshopsGets faculty acquainted with teaching online
including beginning and intermediate teaching methods involving technology
Introduction to classroom
Faculty Support
Established Faculty Online blackboards
Accessing new materials and documentationWeb-based Questionnaire
Helps faculty discover their strengths and areas of opportunity
Assists faculty in tailoring course design and presentation
Course design is an ongoing process
Faculty Support
Covers a list of support options, to include:
Career related servicesPersonal counselingDisability servicesTutoring Multi-cultural programs
(Note: Some of the most popular student support services offered are resume building, job listings, and job searching.)
Student Support
For non-tech-savvy students: Comprehensive online training (Example: University of
Phoenix-Com/516-Professional Communications)
Develop user-friendly delivery systems
Clear and precise expectations and guidelines
Course balance to prevent student overloadCaused by attempts to mimic traditional courses
Quality feedback from the course instructor
Student Support
Design should flow between elements
Elements should be concise
Fancy is not always better
Design should focus on content, not backgrounds
Do more with less
Design
Implementation should follow analysis
Instructors should implement for the learners
An instructor should prepare for implementation properly
Implementation should conform to a schedule, e.g., a syllabus, etc.
Implementation should fit the instruction topic
Implementation
Proper planning helps decrease learner confusion and misunderstanding
Planning can help promote andragogyOrganized courses progress learners
toward specific goalsInstructional modules should conform
to academic standardsOrganization and planning support
institutional accreditation
Organization and Planning
Student/Instructor InteractionToday’s online student can
attend school at any time, at any place, all one needs is a good Internet connection.
Interaction between the student and the instructor/facilitator will enhance the experience of the online learning environment and contribute to a positive performance and course satisfaction.
Student/Instructor Interaction
A traditional classroom setting allows face-to-face interaction every time the class meets.
The instructor/facilitator even has one-on-one time with the student in this type of setting.
Student/Instructor InteractionThe online instructor or facilitator
who provides prompt feedback that is relevant and continual contributes to high student satisfaction.
Meaningful dialogue between the student and instructor serves as a basic principle to online teaching.
Instructor feedback evaluations are consistently higher for those who have good student interaction in the online environment than those who do not.
Faculty and student support helps address diverse issues
Design, implementation, planning, and organization promote healthy learning environments
This environment helps learners achieve personal and professional goals
Learning facilitation helps educators create a positive environment
This environment helps learners engage critical-thinking skills
Conclusion
ABET. (2011). Why Accreditation Matters to Programs and Institutions. Retrieved November 18, 2013, from ABET: Assuring Quality, Stimulating Innovation: http://www.abet.org/accreditation-matters-programs-institutions/
Demski, J. (2010, January 27). Support For Online Faculty. Retrieved November 18, 2013, from Campus Technology: http://campustechnology.com/Articles/2010/01/27/Support-For-Online-Faculty.aspx?Page=1
Fish, W., & Wickersham, L. (2009). Best Practices for Online Instructors. Quarterly Review of Distance Education, 10(3), 279-284.
Fogarty, R., & Pete, B. (2007). From Staff Room to Classroom. Thousand Oaks, CA: Corwin Press.Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2011). The Adult Learner: The Definitive Classic in
Adult Education and Human Resource Development (7th ed.). Burlington, MA: Elsevier, Inc.National Council for Accreditation of Teacher Education [NCATE] . (n.d.). What Makes a Teacher
Effective? Retrieved October 24, 2013, from NCATE: The Standard of Excellence in Teacher Preparation: http://www.ncate.org/public/researchreports/teacherpreparationresearch/whatmakesateachereffective/tabid/361/default.aspx
Venable, M. A. (2011). Providing Critical Support to Online Students. Online College.org. Retrieved November 18, 2013, from http://www.onlinecollege.org/whitepapers/2011-08.pdf
References