Concerns of New Online Teachers

1. ·        New online teachers are often concerned about not being able to see their students and have their student see them. Web technology will soon make it possible for the students to see you and you to see them, but if you do that then the asynchronous nature of online is lost. I have found that the personality of the students and the instructor does come through in online postings.
2. ·        Medical problems: Internet addiction and physical problems, such as carpel tunnel syndrome are possible for the teacher and the student. One of my past students noted that when she started teaching online she gained weight. I think that there are great physical demands in face-to-face teaching if you are moving around the classroom and interacting with the students. In online teaching you are mostly sitting, so I can see how weight gain could be a concern.
3. ·        Student confusion at login can be a problem. Some institutions offer a course in the software. That is a barrier unless it is optional or unless it is an introductory course that carries credit.
4. ·        Sometimes students need a Frequently Asked Questions (FAQ) to see if others have asked the same thing.
5. ·        Often, especially at the undergrad level, I give a Quiz on the Syllabus the first week of class. It is for credit (not a lot of credit, but credit) and students can take it many times in the first 10 days of class. My aim is to be sure they know the material. Some teachers call this “The Scavenger Hunt” to avoid the word quiz.
6. ·        I sometimes require students to sign and return to me a “Letter of Agreement” that has item such as “I have purchased the text book” “I understand the grading” “I have a backup computer plan.” They do get credit for this.
7. ·        Not all students own a computer. They may be using the computers in the institution’s computer lab or at a library. Be judicious in the use of multimedia that demands many computer resources.
8. ·        Students should know what is expected. Here is what one community college sends to students http://www.muskegoncc.edu/pages/2246.asphttp://www.muskegoncc.edu/pages/2246.asp (Muskegon Community College) I think all colleges that offer online programs should do this.

What are the students Learning?

Sometimes it is good to step back and think: "Are the students really retaining what we teach?" I don't think that quizzes/tests are good at ascertaining this. Discussions help if you require posts and response to others. The key to good discussions is asking questions that do NOT have one right answer, having a good rubric and grading quickly. 

Another tool to ascertain learning is the Reflective Journals. I do think sometimes they are overdone. I teach one class where the designed course has a reflective journal every week. Students comment that it is too much. Newer versions of Course Management Systems do make journaling easier

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You don't need to grade journals, but it helps. Online students are very busy people, and if it is not required then often they will not do it. 

Another way is through a survey. In most Course Management System the students can get credit for doing the work but the posts are anonymous. That way they can be honest. Of course, depending on the level of the course you may want to do this as a discussion question. The advantage of that is the students can learn from each other. You would do that if the class really has formed a "learning community.”

http://www.scribd.com/doc/8057347/Peter-Senge-The-Fifth-Discipline-1http://www.scribd.com/doc/8057347/Peter-Senge-The-Fifth-Discipline-1

Exercies to Encourage Online Collaboration

Exercises for Online Collaboration

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It is good educational practice to give online students may different ways to collaborate online BUT

• 1.      There needs to be a balance. If you have too many different types of activities then students get confused. If every exercise is the same then students may get bored.
• 2.      Present day situations can be the starting point for discussions. Often YouTube will have videos that all students can access.
• 3.      Good discussions that use the discussion board have appropriate questions (questions without one answer), clear expectations (a good rubric) and are monitored by the instructor who participates when appropriate.
• 4.      Case studies are great, but I am cautious about students using general knowledge and not applying concepts from the text. I require students to cite the text with page number. You do not want it to turn into “story telling” – is my experience worse than yours? (If students have an eBook there may be no page numbers, but they can cite the section number.)
• 5.      Role playing online? It is difficult, but can be done. I think it is easier in a f2f classroom because the students are in class to present their roles. Online I would think that a GROUP would be assigned a role, which is then presented to the whole. For example, I did a role playing exercise in this series where one group was the patient’s family, one group was the physician. Each of these groups presented their cases to a third group who was the medical ethics board.
• 6.      Online student facilitation. Students can lead the discussion one week and do a summary at the end. 

Blogs, wikis, podcasts are all good additions to online learning. The problem is that teachers mix them up. For example, for group work a wiki is great for the final product but the group also needs a discussion forum for discussions. A blog is good but it is different in form from a discussion.

Modifying the Traditional Syllabus for an Online: Ten Tips for Online Teaching Success

Modifying the Traditional Syllabus for an Online: Ten Tips for Online Teaching Success 

When teachers begin to move their classes online their first idea, especially if they have had no training, is to transpose their face-to-face classes word for word to online. The course then becomes read/test, which is frustrating for both teachers and students. Some tips that I have found useful after teaching online classes for many years – since 1997!

1. Be very specific in online courses. I have had teachers tell me that teaching online has made their f2f documents better. 
2.  In an online class give more information on Netiquette, Technical Requirements, where to get technical help. (It should not be YOUR job to do this.)
3. Video may need text equivalent. Not all students have fast connections (even if they are in the US). A text equivalent is required by ADA regulations also.
4. It is easier to link to a site if it is on the Web instead of downloading it and putting the video on your institution’s server. Make use of web resources.
5. Just putting up the Syllabus does NOT mean that students read it. I give a Syllabus Quiz. It is not a lot of points, but I want students to take it. I allow retakes because I want the students to know the answers.
6.  I make very clear in the Syllabus that this course is NOT self study. Students know there are deadlines in the class and they must post when due. I actually make then read and email me a “Letter of Agreement” that says they read the Syllabus and know what is expected. I want students to drop the course in the drop/add period if they think the course is “fun and games.”
7. What to do about late postings and assignments? I do give credit but I make it very worthwhile to do it on time, and I do not accept work over five days late. I think a 24-hour requirement is a hardship for students.
8.  I have sometimes given students the ability to rate themselves. I make a pact with them – I grade before I look at their self rating. If my grade is higher than their grade then my grade stands. If my grade is lower, then I read their rationale and may revise if I agree with them.
9. Integrate discussions and assignments so you do not have to criticize in the discussion board. In most Course Management Systems, such as Blackboard and Moodle, assignments are one-to-one, student to teacher. The discussions, unless you carefully structure otherwise, are many-to-many.
10.  Power Point is easy to use, but there really are some students who do NOT have the software. It also adds overhead and download time. My advice is that if you wish to give student information then use a text document (save in .rtf format). However, if PowerPoint is necessary because of graphics or sound then present in the .ppt not the .pptx format or as an automatic play.

Designing Group Work Online

Planning Group Work Online

Group work online can be tricky but it can be done if it is well organized and if the rubrics are clear to the group. 

I have found that online groups of 2 do not work. They work in a face-to-face class because if somebody is absent you can switch group members. You cannot do that online, and, in an online class, even very good students have times when they must be absent. I like groups of 4-5.

 It does take more time to do group work online than it does in a face-to-face class. I usually give at least two weeks, preferably 3-4 weeks. What I do is put those who post early in the week in the same group, and those who post latter in the week in a different one. I do not think it is fair that students who complete their work early in the week should be in a group of others who are always “Last minute.” That means that I do not start group work in week 1 of the class unless I have had the same students before. It also means I monitor the interaction among students. 

 I also put myself as a member of each group and monitor the group. The students know they can ask me a question at any time. I keep refining my directions for group work every time I use it. “Social Loafing” can be a problem if you give everybody in the group the same grade. 

Group work should be done to achieve an educational objective. It should not be a way for the teacher to do less work. One teacher in a class I taught mentioned she would use all group work as a way to cut down on her time. When she was assigned group work herself in the course she said: “I hate to do group work” and was not a good teacher. When she started teaching an online course the students complained so strongly about her that she had to be replaced. Students know when you are not involved in the course.