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10 Principles of Effective Online Teaching: Best Practices in Distance Education Featuring content from AMAGNA PUBLICATION
10 Principles of Effective Online Teaching: Best Practices in Distance Education In the traditional college classroom today, faculty and students arrive with a certain set of expectations, shaped largely by past experiences. And although students may need the occa- sional (or perhaps frequent) reminder of what’s required of them, there’s usually something very familiar about the experience for both faculty and students alike. In the online classroom, an entirely new set of variables enters the equation. It’s a little like trying to drive in a foreign country. You know how to drive, just like you know how to teach, but it sure is hard to get the hang of driving on the left side of the road, you’re not quite sure how far a kilometer is, and darn it if those road signs aren’t all in Japanese. This special report explains the “rules of the road” for online teaching and learning and features a series of columns that first appeared in the Distance Education Report’s “Between the Clicks,” a popular column by Dr. Lawrence C. Ragan, Director of Instructional Design and Development for Penn State’s World Campus. The articles contained in the report will help you establish online instructor best practices and expectations, and include the following principles of effective online teaching: • Show Up and Teach • Practice Proactive Course Management Strategies • Establish Patterns of Course Activities • Plan for the Unplanned • Response Requested and Expected • Think Before You Write • Help Maintain Forward Progress • Safe and Secure • Quality Counts • (Double) Click a Mile on My Connection These principles, developed at Penn State’s World Campus, outline the core behaviors of the successful online instructor, and help to define parameters around the investment of time on part of the instructor. In his articles, Ragan identifies potential barriers and limitations to online learning, and specific strategies to assist instructors in achieving the performance expectations. Christopher Hill Editor Distance Education Report 2 10 Principles of Effective Online Teaching: Best Practices in Distance Education • www.FacultyFocus.com
Table of Contents Establishing Online Instructor Performance Best Practices and Expectations ..............................................................4 Principles of Effective Online Teaching: #1 Show up and Teach ..................................................................................5 Principles of Effective Online Teaching: #2 Practice Proactive Course Management Strategies ....................................7 Principles of Effective Online Teaching: #3 Establish Patterns of Course Activities ......................................................9 Principles of Effective Online Teaching: #4 Plan for the Unplanned............................................................................11 Principles of Effective Online Teaching: #5 Response Requested and Expected ..........................................................13 Principles of Effective Online Teaching: #6 Think Before You Write ........................................................................15 Principles of Effective Online Teaching: #7 Help Maintain Forward Progress ............................................................17 Principles of Effective Online Teaching: #8 Safe and Secures ....................................................................................19 Principles of Effective Online Teaching: #9 Quality Counts ........................................................................................21 Principles of Effective Online Teaching: #10 (Double) Click a Mile on My Connection ..............................................23 10 Principles of Effective Online Teaching: Best Practices in Distance Education • www.FacultyFocus.com 3
is to show up in the designated Establishing Online Instructor location, and conduct the course to the best of my ability through to suc- Performance Best Practices and cessful completion for the students. The responsibility of the learner is to Expectations meet the criteria for satisfactory course completion as measured by the instructor. The asynchronous online classroom has little or no similarity to the By Lawrence C. Ragan, PhD. classroom experience. There may be no “class schedule,” no meeting room or physical location, and, certainly in the asynchronous classroom, no was recently invited to conduct a how to perform—I would offer defined timeframe for operation. Even Magna online seminar based on a another interpretation. the dynamics between teacher and Iresearch project identifying strate- When we step into a physical student is challenged because online gies to help faculty manage the online we can all appear to “be equal.” workload. Apparently this topic hit a Other than a vague sense of responsi- nerve of concern for faculty, support bility to “teach the course,” the in- staff and administrators alike. The One senior faculty, well structor has little definition of these response to the presentation new and often ill-defined operating suggested this was an important area versed in the domain of online parameters. The course instructor is for further exploration and develop- left on their own to figure out what ment. The presentation generated education, responded to my constitutes a successful learning many more questions than I was able experience. to address during the program. approach by saying, “if you Many years ago I was in a faculty Helping faculty learn to survive and don’t tell us what is expected, meeting and we were discussing the even thrive online is critical if we are issue of defining instructor perform- to realize the potential of this new how will we know what to do ance. I was soft-selling the idea of learning space. This column will be defining these behaviors for fear of my attempt to tease out the most to succeed?” His point was insulting our faculty. One senior critical of the questions I received, to faculty, well versed in the domain of reflect and respond, and to share my well taken. online education, responded to my insights on a variety of topics. I hope approach by saying, “if you don’t tell you will find it informative and us what is expected, how will we helpful. know what to do to succeed?” His classroom we are stepping into a point was well taken. Although we Communicating expectations time-tested model with well-defined assume that faculty know something During the presentation, I made operating parameters. There is a class of the face-to-face learning setting, we reference to a strategy that an institu- schedule and syllabus that tells me cannot assume that knowledge trans- tion can employ to help faculty save when to meet with my class, for how lates to the online classroom. It is our time online. I referred to a document long, and even the room location. responsibility to provide the instructor created at the World Campus as the There are a set of familiar tools such with the best definition of successful “10 commandments” of faculty per- as a chalkboard, a podium and performance for their success and the formance. Simply put, it is the articu- seating for the students. There is also success of their students. lation of what our organization an inherited protocol of classroom ex- Clearly defining and communicating expects from our online instructors in perience—I am the teacher and you the expected performance behaviors order to ensure a quality teaching and are the student. We both roughly un- for online instructors saves faculty learning experience. Although this derstand the dynamics of the interac- time because it eliminates uncertainty may initially sound like a “heavy tions of this arrangement. My handed” approach—faculty being told responsibility as the course instructor PAGE 5! 4 10 Principles of Effective Online Teaching: Best Practices in Distance Education • www.FacultyFocus.com
FROM PAGE 4 In recent discussions around this The approach I will take over the topic we acknowledged this is an next several columns will be to about roles and responsibilities. evolving document based on what expand on the 10 principles outlined These suggested guidelines, based on we and our faculty have experienced in the document, providing a best practices gathered through expe- in our online activities. My intent in rationale, identification of barriers rience, serve as a benchmark for sharing this document more broadly and limitations, and specific strate- faculty to gauge their online course is to test our basic assumptions and gies to assist instructors in achieving activities and manage their online refine our thinking. I welcome input the performance expectations. workload. The intent of the “Online and insights into this document and Instructor Performance Best Practices know that it will evolve and change Dr. Lawrence C. Ragan is the and Expectations” (or “10 over time. Additionally, each institu- Director of Instructional Design and Commandments”) document tion or organization must review and Development for Penn State’s World generated by the World Campus is consider how these expectations are Campus. ! not meant to be all-inclusive but interpreted within the operating rather to define a baseline of online context of their own online program. performance. Principles of Effective Online Teaching: #1 Show up and Teach By Lawrence C. Ragan, PhD. n the previous article, I introduced What we know about teaching in the of activities for online instructors, and the need to effectively define and classroom, good or bad, may not help to define parameters around the Icommunicate for instructors what translate well online with somewhat investment of time on part of the in- it is expected in the online classroom. complicated technologies, new social structor. This is based on the premise that, for orders, and media-rich resources. During a recent online faculty de- many instructors, the online teaching Without express guidance on what is velopment program we engaged in the and learning environment is different expected of the online instructor, they question of quality of performance by from the face-to-face educational are left to “figure it out,” leading to the online instructor. One individual setting. Often, instructors teach in the frustrated students and probably a expressed their understanding that the face-to-face setting the way they were less than desirable teaching experi- online instructor should be available taught. That is, they use similar in- ence. to the students 24/7. I raised a structional strategies as instructors as The “10 principles” of online in- concern about this approach with the those they engaged in as learners. struction were developed by Penn participants because I feared this This can be a good thing if they ex- State’s World Campus to specifically belief would inhibit good instructors perienced sound instructional strate- define the performance expectations from getting involved in teaching gies during their formative years. of the online instructor. This online. It was clear that, although Most would agree however, that our document attempts to create an ex- well intended, asking the online in- own learning came in educational pectation of the core behaviors of the structor to be available, that is online, settings that were sometimes less than successful online instructor, and all the time was setting them up for optimal. So, many instructors end up serves to clear the air on how the in- failure and frustration. We do not repeating the same mistakes as their structor can be most effective in expect that dedication from the face- professors. Now, overlay the new teaching their online course. These dynamics of the online classroom. expectations establish a minimum set PAGE 6! 10 Principles of Effective Online Teaching: Best Practices in Distance Education • www.FacultyFocus.com 5
FROM PAGE 5 general, this is true. Whereas in the and manage the learning experience face-to-face classroom the instructor more than in the face-to-face to-face instructor, and nor should we may craft the learning as the class classroom. Students may come to expect that of our online instructors. unfolds, the online classroom depend on the instructor as their Principle #1: Show Up and Teach generally requires more preparation primary link to the course and “Students in an online course rely and development time before the demand more time and attention indi- on the instructor to follow the estab- event begins. If you think of the time vidually since that attention is only a lished course schedule and to deliver it takes in both the face-to-face and click away. One strategy often the course within the scheduled time online classroom as roughly equal, employed by experienced instructors frame. The online instructor is you begin to realize one difference is the use of a “frequently asked expected to make schedule adjust- between the two modalities is a shift questions” section and well developed ments as needed to manage special in the time and energy it takes to syllabus that addresses many of the circumstances.” develop and deliver. More time may course dynamics most likely to This may seem like an unnecessary be spent prior to delivery of the generate student inquiries. statement of the obvious. The online online classroom with more energy in instructor is expected to conduct the teaching once the class has begun. The Role of the LMS class from beginning to end and to This approach creates a more stable Most learning management systems make adjustments when necessary in and usually more enjoyable teaching provide a rich array of tools that assist order for the student to complete the experience for the instructor because the faculty in attending to the details learning experience. However, the they are not continuing to create of course management. For example, necessity of this statement is borne of course material while also providing reporting functions such as the misimpression that the online instruction. This approach however summaries of student online activity, class “teaches itself.” Since most of also depends on the instructor being participation in discussion groups and the course is already authored and an active participant in the online completion of course assignments can designed for online delivery, the in- classroom managing the learning at a easily be generated and tracked. It is structor may believe they simply need distance. to the advantage of the online instruc- to serve as the proverbial “guide on Of all the responsibilities of the tor to become familiar and competent the side” as the students navigate the online instructor, the role as with the learning management system learning system. “teacher,” however that is defined, is in order to take full advantage of this Additional evidence of this belief the most critical. For many, the design capability. was expressed early on in the devel- and development of the learning Ultimately it is the role of the in- opment of online learning, when space prior to delivery can be a liber- structor to oversee the course from some educators expressed concern ating experience. For once, more beginning to end. Not “showing up that the online class could be “self attention is placed on interacting with for class” in the online environment taught” and reduce the need for the the students around the course leads to confused and frustrated instructor. Although there are courses content than worrying about the gen- learners. The online classroom designed as self-instructed modules, eration of tomorrow’s slide presenta- requires diligent attention to course this is not the predominant model for tion or handout materials. Faculty are progress. The face-to-face classroom the effective online classroom. The free to concentrate on responding to provides a defined set of parameters role of the instructor is actually more student inquiries regarding the course including time and location for both important than ever before. The content, addressing particularly instructor and learner. The online students are looking to the instructor difficult subject matter or discussing classroom does as well--the parame- to serve as the guide, facilitator and relevant topics in discussion spaces. ters simply need to be communicated “teacher” and the need for them to do Many faculty respond that they enjoy and managed for a successful learning so is pronounced because of the lack this aspect of online learning more experience for both the instructor and of face-to-face interactions. than face-to-face because they can be the student. One commonly held belief about more efficient and more equally reach the learning design and development all students. Dr. Lawrence C. Ragan is the of the online classroom is that the The online classroom does however Director of Instructional Design and core teaching material, resources, and have a slight drawback in this area as Development for Penn State’s World instructional strategies need to be in well. That is, the instructor is required Campus. ! place prior to the start of the class. In to “attend” to the classroom dynamics 6 10 Principles of Effective Online Teaching: Best Practices in Distance Education • www.FacultyFocus.com
face-to-face classroom, if they fail Principles of Effective Online they fail and it’s their own fault!” In most cases, online instructors use the Teaching: #2 Practice Proactive same philosophy toward managing the educational activities and partici- Course Management Strategies pation as employed in the face-to- face classroom. The level of oversight and management of the educational activities is fundamentally a personal choice and reflects an individual phi- losophy as well as the practical limi- By Lawrence C. Ragan tations presented by the educational setting. The degree of course man- agement must be balanced with the n the previous article, I discussed gies include, but are not limited to, time and energy available and the first expectation of instructors monitoring assignment submissions, demands of the course structure. It is Iteaching online as “Show Up and communicating and reminding also dependent upon the age and ex- Teach.” The primary point of this students of missed and/or upcoming perience of both the instructor and simple statement was to explicitly deadlines, and making course the learner. define the anticipation that the in- Initially, a different level of course structor actively participate in all di- With a new course, new management by the online instructor mensions of the online classroom. may be required. This instructional Most importantly however, “Show Up instructor and perhaps new oversight is necessary because the and Teach” was designed to counter online classroom presents a signifi- the misperception that, once created, students, it will be necessary cant shift in the understanding of the online classroom can manage to monitor and respond to roles and responsibilities on part of itself. both the instructor and the student. Since, in most cases, the course student activity (or lack Also, the degree of course manage- content has been created and stored ment will evolve and become more in the learning management system, thereof) more proactively. efficient with experience. The instruc- some instructors may believe that tor will learn how to clearly define their role of providing the course progress adjustments where and and communicate student expecta- content is complete and therefore when necessary. tions as well as define and communi- their role as instructors in the online NOTE: The term “course manage- cate their own performance experience is complete. Just as we ment” can encompass many dimen- standards. With a new course, new expect in the face-to-face classroom, sions of the educational experience. instructor and perhaps new students, the online instructor is required to be For example, managing student it will be necessary to monitor and visible and active in leading the rosters, assigning team structures, respond to student activity (or lack learning experience. The second ex- grading assignments and submitting thereof) more proactively. Through pectation in the list describes the type grades and taking discipline action trial and error, the instructor will of active participation required in the can all be part of “course manage- develop a sense of where and when online classroom and speaks to the ment.” For the purposes of this to insert course management strate- need for class oversight and article, “course management” is used gies that lead to the best learning management. to refer to those activities directly outcomes for the students positively. related to the teaching and learning The challenge for the online in- Principle # 2: Practice activities involved in the online structor is to find the degree of inter- Proactive Course Management course. action and intervention that works Strategies Now I wholly expect this expecta- with the dynamics of their online The online instructor can help tion to raise a few eyebrows and even classroom. The goal is to structure create a successful learning experi- draw a knee-jerk reaction of “I expect the course management strategies so ence by practicing proactive course my students to monitor their own management strategies. These strate- progress in the course, just like in my PAGE 8! 10 Principles of Effective Online Teaching: Best Practices in Distance Education • www.FacultyFocus.com 7
FROM PAGE 7 ment system can serve to identify and improve the communications of students not keeping pace with the expectations to the learners. that the online learner is able to course. An automated response may With proper design, management, control their own learning experi- be programmed to remind those indi- tracking and adjustments, the man- ence. As may be expected, the more viduals of missed assignments. The agement of the learning activities of actively managed classroom will general course announcement tool the online classroom can lead to a place more demands of time and can be used to remind all students of rewarding learning experience for all energy on the instructor. The expecta- important deadlines or upcoming course participants. The goal is to tion that the instructor teach as well course events. If the large enrolling empower the online learner to take as manage the online classroom can course has multiple discussion responsibility for managing their own place additional responsibilities onto spaces, other creative solutions may learning experience and free the in- an already busy online instructor. If be required to monitor student structor to concentrate their time and the instructor is busy with sending participation. energy on crafting a truly engaged reminders to individual students learning experience. Watching and regarding missed class assignments learning from others, using student or project completion dates they may feedback, analyzing evaluation >[email protected] for Distance Education Report helps you: • New technology and new media more details. • Increase program effectiveness • Student retention • Boost student retention • Ethics Submission Guidelines: • Gain faculty buy-in • Library services online Please review the author’s guidelines at • Stay current with best practices in • Course evaluation our website or contact the Editorial course and program structure Department at [email protected] • Comply with federal access or (608) 227-8120. guidelines • Advocate effectively for distance education Don’t miss another issue subscribe today! Visit www.magnapubs.com/distanceeducation
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