Instructional Strategies Teacher Knowledge, Understanding, and Abilities The online teacher knows and understands the techniques and applications of online

Instructional StrategiesTeacher

Knowledge, Understanding, and Abilities

• The online teacher knows and understands the techniques and applications of online instructional strategies, based on current research and practice (e.g., discussion, student-directed learning, collaborative learning, lecture, project-based learning, forum, small group work).

• The online teacher is able to use student-centered instructional strategies that are connected to real-world applications to engage students in learning (e.g., peer-based learning, inquiry-based activities, collaborative learning, discussion groups, self-directed learning, case studies, small group work, and guided design).

Recommended Assessment PracticesOverall Evaluation

• Instructor requires students to participate in projects using higher level thinking skills and technology.

• Instructor requires students to post their projects and discuss their peers’ work.

• Instructor provides feedback to students regarding the finished product.

Facilitation and MonitoringTeacher


• The online teacher knows and understands the process for facilitating, monitoring, and establishing expectations for appropriate interaction among students.

• The online teacher is able to facilitate and monitor appropriate interaction among students.


• Instructor requires more than weekly participation in a class discussion forum to encourage effective asynchronous discussions.

• Instructor posts expectations for assigned discussions.

• Discussion group forum has a clear focus with a task that results in a product.

• Instructor evaluates the quality of posts by students rather than the length.

• Instructor provides feedback to students regarding their discussions.

Facilitation and Monitoring, cont’d.Teacher


• The online teacher knows and understands the process for facilitating and monitoring online instruction groups that are goal-oriented, focused, project-based, and inquiry-oriented to promote learning through group interaction.

• The online teacher is able to respond appropriately to the diverse backgrounds and learning needs of the students.


• Instructor allows students to choose project topics which incorporates diverse views.

• Instructor encourages diversity by allowing students to express their points of view.

• Instructor posts expectations for assigned projects using established guidelines.

• Instructor objectively evaluates the overall quality of student projects.

• Instructor provides feedback to students regarding their finished products.

Community DevelopmentTeacher


• The online teacher knows and understands the techniques for developing a community among the participants.

• The online teacher is able to apply effective facilitation skills by creating a relationship of trust; establish consistent and reliable expectations; and support and encourage independence and creativity that promotes the development of a sense of community among the participants.


• Instructor allows students to work at their own pace within established guidelines.

• Instructor encourages independence by emphasizing time on tasks to avoid procrastination.

• Instructor provides a forum for regular contact with students and their peers.


Community DevelopmentTeacher


• The online teacher knows and understands the process for facilitating and monitoring online instruction groups that are goal-oriented, focused, project-based, and inquiry-oriented to promote learning through group interaction.

• The online teacher is able to facilitate and monitor online instruction groups to promote learning through higher-order thinking and group interaction.


• Instructor communicates high expectations by assigning students challenging assignments.

• Instructor poses questions that require detailed responses using critical thinking skills.

• Instructor requires students to provide feedback on their peers’ responses within an established time.


Differentiated InstructionTeacher


• The online teacher knows and understands differentiated instruction based on students’ learning styles.

• The online teacher is able to use differentiated strategies in conveying ideas and information, and is able to assist students in assimilating information to gain understanding and knowledge.


• Instructor conveys information to students in a variety of ways.

• Instructor provides students with the opportunity to respond to assignments in a variety of ways.

• Instructor provides students with examples and/or models to guide in completion of assignments.


Student EngagementTeacher


• The online teacher knows and understands techniques to create an environment that will engage, welcome, and reach each individual learner.

• The online teacher is able to apply strategies’ for engagement in online learning environments, e.g., asking questions to stimulate discussion.


• Instructor posts expectations and guidelines for class forums.

• Instructor poses questions to engage students in a discussion forum.

• Instructor requires students to participate in forum discussions.

• Instructor assigns students a grade based on their participation and the content.

Student-Centered ApproachTeacher


• The online teacher knows and understands the participation in an online course from a student-centered approach.

• The online teacher is able to apply experiences as an online student and/or group to demonstrate the development and implementation of successful strategies for online teaching environments and to anticipate challenges and problems in the online classroom.


• Instructor acknowledges challenges and problems associated with taking an online course.

• Instructor provides examples based on his/her online learning experiences to guide students in the successful completion of the course.

• Instructor provides a question and answer forum for students to post questions.

• Instructor provides feedback in a timely manner and post responses in the forum for all students to review.

Teacher-Student InteractionTeacher


• The online teacher knows and understands the need to establish and maintain ongoing and frequent teacher-student interaction, student-student interaction, teacher-parent interaction, and teacher-mentor interaction.

• The online teacher is able to provide a variety of ongoing and frequent teacher-student interaction, and teacher-parent interaction, and teacher-mentor interaction opportunities.


• Instructor provides clear guidelines regarding interaction with students.

• Instructor establishes policies that details the type of communication that will take place incorporating different methods.

• Instructor provides timelines for responding to student messages.

• Instructor provides feedback in the form of information and/or evaluation.

Sample Checklist for Online Interactive Learning (COIL)

Faculty-Student Interactions

1. Provide clear and adequate guidance. 1 2 3 4 5

2. Use action research regularly to evaluate the success/failure of the course and meet student concerns.

1 2 3 4 5

3. Personalize communications by/with student-student and student-teacher.

1 2 3 4 5

4. Use variety of communication techniques to provide for greater empathy and personal approach than e-mail and web site alone.

1 2 3 4 5

5. Plan for increased time for student interactions as compared to traditional courses.

1 2 3 4 5

6. Clearly delineate institutional policy on cheating and plagiarism at start of course.

1 2 3 4 5

7. Maintain separate e- mail account for web courses. 1 2 3 4 5

8. Forward responses to frequently asked questions to all students to avoid duplication.

1 2 3 4 5

9. Give faculty reduced load and increased support to develop course materials.

1 2 3 4 5

10. Provide students with continuous, frequent support, feedback.

1 2 3 4 5

11. Scaffold virtual discourse construction. 1 2 3 4 5

12. Emphasize importance of good study skills throughout course.

1 2 3 4 5

13. Closely monitor each student’s progress. 1 2 3 4 5

14. Create opportunities to coach and facilitate student construction of knowledge.

1 2 3 4 5

15. Give negative comments to students privately, preferably by phone.

1 2 3 4 5

16. Clearly delineate course requirements. 1 2 3 4 5

Total Section Rating:

Online Journal of Distance Learning Administration, Volume VII, Number II, Summer 2004. State University of West Georgia, Distance Education Center

Resources• iNACOL’s National Standards for Quality Online Teaching. Retrieved on June 24, 2012 from

http://www.inacol.org/research/nationalstandards/iNACOL_TeachingStandardsv2.pdf

• SREB (2009) Guidelines for Professional Development of Online Teachers. Retrieved on June 24, 2012 from http://publications.sreb.org/2009/09T01_Guide_profdev_online_teach.pdf

• Best Practices for Administrative Evaluation of Online Faculty. Retrieved on June 29, 2012 from http://www.westga.edu/~distance/ojdla/summer72/tobin72.html

• Spector, M.J. and de la Teja, I. (2001). Competencies for Online Teaching. ERIC Digest (December 2001). Retrieved on June 27, 2012 from http://www.selu.edu

http://www.inacol.org/research/nationalstandards/iNACOL_TeachingStandardsv2.pdf

http://publications.sreb.org/2009/09T01_Guide_profdev_online_teach.pdf

http://www.westga.edu/~distance/ojdla/summer72/tobin72.html

http://www.selu.edu/

Documents

Instructional Strategies Teacher Knowledge, Understanding, and Abilities The online teacher knows and understands the techniques and applications of online