Contributed by:
The goals of this course focus on:- Preparing participants to become effective online instructors by discussing the essential skill sets necessary for teaching in an online environment. Collecting effective practices and strategies for teaching in an online environment. This pdf helps an instructor to get prepared to teach.
1.
Best Practices in Online Teaching
By:
Larry Ragan
3.
Best Practices in Online Teaching
By:
Larry Ragan
Online:
CONNEXIONS
Rice University, Houston, Texas
4.
© 2008 Larry Ragan
This selection and arrangement of content is licensed under the Creative Commons Attribution License:
5.
Table of Contents
1 Course Goals
1.1 Course Goals and Objectives .................................................. .............. 1
Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ??
2 Getting Started
2.1 Prepare for Success . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3
2.2 Using a Couse Management System (CMS) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
2.3 Prepare Your Students for Learning Online . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
2.4 Specify Course Goals, Expectations, and Policies . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
2.5 Create a Warm and Inviting Atmosphere to Build a Learning Community . . . . . . . . . . . . . . . . . . 14
2.6 Online Instructor Performance Best Practices and Expectations . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 22
3 During Teaching
3.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
3.2 Promote Active Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
3.3 Model Eective Online Interaction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
3.4 Monitor Student Progress and Encourage Lagging Students . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
3.5 Assess Messages in Online Discussions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 34
3.6 Sustain Students' Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37
3.7 Provide Feedback and Support . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39
3.8 Encourage Students to Regulate Their Own Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43
3.9 Understand the Impact of Multiculturalism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46
3.10 Deal With Con icts Promptly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 48
3.11 Use Evaluation Data . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50
Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56
4 Putting It All Together
4.1 Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
4.2 Manage Grades and Exams . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
4.3 Follow Intellectual Property Guidelines . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61
4.4 Manage Time and Workload Eectively . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
4.5 Participate in an Online Teaching Community . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68
4.6 Teaching Blended Learning Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Solutions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Attributions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76
7.
Chapter 1
Course Goals
1.1 Course Goals and Objectives 1
1.1.1 Course Goals & Objectives
1.1.1.1 Goals
The goals of this course focus on:
• Preparing participants to become eective online instructors by discussing the essential skill sets nec-
essary for teaching in an online environment
• Collecting eective practices and strategies for teaching in an online environment
1.1.1.2 Learning Objectives
Upon successful completion of this course, you will be able to:
• Identify and perform essential preparation tasks prior to teaching the course
• Articulate an instructor's role in an online learning environment
• Develop appropriate strategies for promoting active learning
• Recognize learner characteristics or styles and apply appropriate strategies to monitor and facilitate
students' online learning
• Apply eective strategies for facilitating and assessing online discussions
• Manage your time, workload, and administrative issues related to teaching eectively online
1.1.1.3 Course Structure
This course contains three sections:
• Section 1: Getting Started Focuses on preparing yourself, your course, and your students for a
constructive learning community.
• Section 2: During Teaching Presents the many critical tasks necessary to create an active,
interactive, and motivating learning environment for your students.
• Section 3: Pulling it All Together Summarizes helpful tips, including managing your workload.
· Blended Learning Content in Module 3: Presents a summary of the growth of blended
learning, and suggestions and recommendations for teaching blended learning courses. This section
is specially provided for those who are interested in the blended learning topic.
1 This content is available online at .
1
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2 CHAPTER 1. COURSE GOALS
Each module includes practices important to eective online teaching. Each practice includes sections labeled
What to do? How to do it? and Why do it? respectively.
• What to do? Summarizes each eective online teaching practice in one or two sentences.
• How to do it? Lists suggestions for you to achieve the purposes listed under What to do? Included
are examples from our real courses for your reference.
• Why do it? Presents a succinct literature citation to support the eective online teaching practices
listed under What to do? from both theoretical research and practical experiences.
• Voice of Experience Provides interviews of experienced online instructors. Make sure your audio
is enabled when you access it.
1.1.1.4 What course components will I see?
• Introduction to each module
• Self-Assessment Questions
• Course Content composed of "What to do?", "How to do it?", and "Why do it?" on each lesson
page
• Activities
1.1.2 Activity
Each CNX module has a discussion board at the bottom of the page. Post your answers to the questions
below on the CNX discussion board.
Figure 1.1
Step 1: Introduce yourself brie y. Please focus on the following questions when you post the message:
• To which college are you primarily a liated?
• Have you taught face-to-face at the college level? If yes, how long have you been teaching?
• Have you taught online at the college level? If yes, how long have you been teaching? If no, when do
you plan to start teaching online?
9.
Chapter 2
Getting Started
2.1 Prepare for Success 1
2.1.1 Introduction: Good preparation is half of the success!
Online teaching is an art. . .just like oil painting, writing, or any other art.
1 This content is available online at .
3
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4 CHAPTER 2. GETTING STARTED
Figure 2.1: Outdoor Easel Setup, Photo by Karl Leitzel, Penn State University, World Campus
If you are just starting an oil painting, you need to prepare brushes, paints, canvas, and other
miscellaneous items such as an easel or reference resources. You need to know how to choose
your brushes and prime your canvas for the best possible eects. You will also need to decide
what your painting will convey and how to accomplish that goal on the canvas. *
Similarly, when you start teaching an online course, you need to decide what you want your students to
achieve from taking the course, and how you can attain that goal by thoroughly preparing before the course
start date. More importantly, you need to know how to ready your students and your course for an eective
teaching and learning environment.
In this section of the Best Practices in Online Teaching course, we present the key information you'll
need to consider when preparing for your online course:
• Prepare for Success
• Using a Course Management System (CMS) in Your Teaching
• Prepare Your Students for Learning Online
• Specify Course Goals, Expectations, and Policies
• Create a Warm and Inviting Atmosphere to Build a Learning Community
• Online Instructor Performance Guidelines/Expectations and Best Practices
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5
note: *The information about oil painting is referenced from:
http://en.wikipedia.org/wiki/Oil_painting
2
2.1.2 Self-Assessment Questions
Exercise 2.1 (Solution on p. 22.)
Do students automatically know how to learn in an online environment when taking an online
course for the rst time?
Exercise 2.2 (Solution on p. 22.)
I've taught a course face-to-face and am going to teach the same course online next semester. Can
I use the syllabus from my face-to-face teaching in the online version of the course?
2.1.3 Be prepared! Good preparation is half of the success!
Success in the online classroom is greatly enhanced if you know your way around the structure and operation
of the course environment. In the physical classroom we anticipate an environment based on prior experience,
for example, a room with light switches, a chalk board, perhaps a projection screen, seats and so forth. We
rarely need to familiarize ourselves with a new classroom because of our experience with past facilities. In
the online classroom we may not be as familiar with the surroundings and operational course features and
can quickly become frustrated with the online experience. This is particularly true if you did not serve as
the original course author.
Spending time prior to the course in the online classroom to familiarize yourself with its features, design,
and operational aspects will create a smoother transition for you and your students. You'll want to review
the presentation of the course content, become familiar with the discussion space (if used), understand the
sequencing of required student activities (homework) assignments, and know where and how you can post
and interact with the class participants. For example, course related emails are more easily tracked and
managed when sent through the ANGEL system rather than externally in other email systems.
Contacting your instructional designer and getting to know your online classroom will serve you by
removing anxiety about course operation and allowing you to focus on creating the right learning atmosphere
for your students.
2.2 Using a Couse Management System (CMS) 3
2.2.1 Using a Course Management System in Your Teaching
Course Management Systems (CMS) provide a range of tools to support learning and the administration
of courses in an online environment. Through a CMS, instructors can deliver virtually any content to
students that could be delivered in a traditional face-to-face setting. Examples of commercial systems
include: Blackboard
4 , ANGEL5 , or Desire2Learn6 . Examples of open source systems include: Moodle7 ,
8 , or Atutor9 .
You will need to become familiar with the speci c feature set oered in the CMS used in your university
or organizational setting. The following is a brief summary of the types of tools you will need to use in your
online teaching.
2 http://en.wikipedia.org/wiki/Oil_painting
3 This content is available online at .
4 http://www.blackboard.com/us/index.Bb
5 http://www.angellearning.com/
6 http://www.desire2learn.com/
7 http://moodle.org/
8 http://sakaiproject.org/
9 http://www.atutor.ca/
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6 CHAPTER 2. GETTING STARTED
• Communication tools - include tools such as email, discussion forums, and chat to allow faculty to
correspond with students quickly and conveniently, and students can also use these tools to work on
group projects and discussion.
• Dropboxes - Through the use of dropboxes, students can submit lessons and other electronic les
to instructors, and instructors can then provide feedback directly to students through the dropbox
functionality.
• Assessment tool - Instructors can administer quizzes and exams online using an assessment tool.
Many systems allow for automatic grading of quizzes in the case of multiple choice or true/false
questions. And for short-answer or essay questions, instructors can often grade responses and provide
feedback on a question-by-question basis.
• Gradebook - Some systems provide course gradebook; a single location for storage of all course
assignments, from online items such as dropboxes and quizzes, to o ine items such as proctored exams
and class participation.
2.2.2 Selected Faculty Competencies - Using a CMS
Faculty competencies for using a CMS may include more than those here presented and will need to be
adapted to the speci c CMS used at your institution. The list below was generated by Instructional Design
and Development (ID&D) sta of the World Campus at Penn State University. The list re ects faculty's
commonly asked questions or di culties while teaching in ANGEL, the CMS currently in use at Penn State.
Competencies you should possess include (but are not limited to):
• posting an announcement
• sending email within the system to one student or all students
• posting to or moderating discussion forums
• setting up groups
• using the calendar (Optional)
• managing students' assignments
• submitting course grades at the end of the semester
• establishing settings that notify instructor by e-mail when students submit an assignment
• using the key instructor tools (e.g. Login Report, WhoDunIt Agent, Ungraded Items Agent, User
Preview Tool, etc.)
• grading dropbox and quiz submission
• resetting student quiz
• setting points for assignments
• using the course gradebook
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2.3 Prepare Your Students for Learning Online 10
2.3.1 What to do?
Figure 2.2: Screenshot of a Course Management System, Karl Leitzel, Penn State University World
Campus
Eective online instructors provide su cient orientation for students regarding the tools used in the course,
technical help, and strategies for eective online learning.
2.3.2 How to do it?
• Post a welcome message to help students get started.
• Include a brief orientation for students to get familiar with the terminology and tools used in your
CMS. (See Example 1) (Example 2.1: A Brief Orientation for the Students)
• Provide contact information (email, phone number, etc.) for technical help in dierent ways: post in
syllabus, group email messages, or by course announcement. (See Example 2 (Example 2.2: Using
Announcement to Welcome Students))
• Remind students to set up email forwarding to their preferred accounts; however, as a best practice,
faculty and students should keep all course-related communications within the CMS space for the
purpose of maintaining con dentiality of student educational record information.
• If you are more likely to check your e-mail through another e-mail account (as opposed to w/i the
CMS), have your e-mail forwarded to your alternate account. That way, you'll be sure not to miss any
important correspondence! This will also prompt you to login to the CMS to reply to student messages
(see above)
• Provide your contact information, standard response time, and preferred communication methods (such
as email, phone, or IM).
• Provide online o ce hours as needed.
• Structure the course by providing guidelines for participation and other class policies to help students
learn more eectively. (Please see more about this in the Specify Course Goals, Expectations, and
Policies Module (Section 2.4))
10 This content is available online at .
14.
8 CHAPTER 2. GETTING STARTED
• Provide resources and strategies for online learning, and explain how learning online is dierent than
learning in a classroom.
• Include a Student FAQ. (e.g. common questions about courses, registration, tuition, nancial aid,
course materials and software.)
Example 2.1: A Brief Orientation for the Students
It's almost the rst day of class and you probably already have all of your pencils sharpened, your
notebooks lled with paper, and have gone to the bookstore to select books. Or maybe not! Even
if you've never taken on online course before, you know that learning online will be dierent than
learning in the traditional classroom. You never have to use a pencil as you can do all of your
writing using the computer keyboard. You may choose to forgo notebook paper as all of your notes
can be stored on your computer and textbooks will be mailed to your home address. Of course,
you can take your computer to class and not use a pencil or notebook paper but you have to be
in class at a speci ed time. Online class gives you a bit more exibility and you can work in your
pajamas if you are so inclined!
Now that we've mentioned a few of the dierences, let's look at some things that are the same
between online and traditional learning environments. You will learn the same content and do the
same assignment as traditional students. You will be taught by the same professors who teach
on campus and you will receive the same Penn State degree as the students who sit in class (not
wearing their pajamas.)
The purpose of this lesson is to prepare you for the course and give you the opportunity to use
the course tools. At the end of this lesson you will be able to:
• communicate with classmates through course e-mail;
• post a message to the discussion forum(and attach a le to your posting);
• submit a le to the drop box;
• access reading materials on electronic reserve from the PSU Library;
• have a fuller understanding of plagiarism;
• participate in Elluminate Live! sessions.
Example 2.2: Using Announcement to Welcome Students
Welcome to CMLIT 153 International Literature and Film!
Since we are starting o on a Wednesday, each Lesson will be scheduled roughly from Wednesday
to Wednesday. This week we will be completing:
• Lesson #1 under the Lessons tab
• Reading The Dead by James Joyce and an introduction to Narrative Form
• Viewing the lm, North by Northwest
Just a Reminder of some things that you should remember to do this week:
• Read through the Getting Started Folder and don't forget to introduce yourself via the Meet
your Classmates discussion forum
• Read through the syllabus and course plan to see if you have any questions
• Download/printout the les that are on e-reserve (go to the Tools tab and click on the E-
Reserve link)
• Order your books online, pick them up from the bookstore or you can get a copy on reserve
in the library
• Figure out the best way for you to see the lms and check on their availability (in the library,
through a video rental place or through net icks)
Useful tips for using ANGEL:
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9
• Under the Tools tab you can click on "What's New Agent," which will bring up a sidebar
that will let you know what items you have not yet looked at or items that have been newly
posted or added to the course.
• If you are more likely to check your e-mail through another e-mail account (as opposed to
ANGEL), you can have your ANGEL e-mail forwarded to your webmail account. That way,
you'll be sure not to miss any important correspondence! It's very easy. Here are the steps:
1. Click on my Pro le
2. Click on my Settings
3. Click on System Settings
4. Fill in your Forwarding Address
5. Select "Forward my course mail and keep as new in course"
I really look forward to meeting you and working with you!
All the best, Nicole
2.3.3 Why do it?
Online learning can be frustrating for students pedagogically and technologically, especially for those who
are taking the online course for the rst time; Therefore, successful online programs usually provide student
orientations in the beginning as well as technical support throughout the course (Ko & Rossen, 2004).
Students should be aware of the time commitment for attending classes delivered online (Lao & Gon-
zales, 2005).
2.3.4 References
Ko, S. & Rossen, S. (2004). Teaching Online: A practical guide. 2nd Ed. New York: Houghton Mi in
Lao, T. & Gonzales, C. (2005). Understanding online learning through a qualitative description of
professors and students' experiences. Journal of Technology and Teacher Education, 13(3), 459-74
2.3.5 Activity
The orientation/welcome message sets the tone for the course and provides the learner with your expectations
of them in the course. The exact language may vary between course instructors. It is often helpful to read
and review others orientation message for ideas of eective style. Please draft an orientation message for
your students taking the online course. Use the orientation example above to help you get started.
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10 CHAPTER 2. GETTING STARTED
2.4 Specify Course Goals, Expectations, and Policies 11
2.4.1 What to do?
Figure 2.3: Photograph by: Christophe Libert, Runner Meeting, Gaz de France in Paris (2005),
Photo #458554, http://www.sxc.hu/photo/458554
Eective online instructors provide at the outset course goals, expectations, structure, and related
course/department/University policies.
2.4.2 How to do it?
Many of the following components commonly appear in a course syllabus. However, you may choose to
include some of them in your course Announcements or elsewhere:
• Course name and overview
• Instructor's name and contact information
• Course goals and learning objectives (See Example 1 (Example 2.3: Course Objectives))
• A description of course structure, including how online courses work generally as well as speci cs
• Course materials or textbook(s) (both required and optional)
• Course schedule, including lessons, reading assignments, assignments and deadlines, projects, quizzes,
exams or papers, and/or other learning activities planned
• Grading policies (Please see more at Tips for an Eective Syllabus
12 by Teaching and Learning with
Technology (TLT))
13
• Academic integrity (See Example 2 (Example 2.4: Plagiarism and Academic Integrity)), policies (See
Example 3 (Example 2.5: Academic Integrity Policy)), and readings (See Example 4 (Example 2.6:
Readings for Academic Integrity))
11 This content is available online at .
12 http://tlt.its.psu.edu/suggestions/syllabus/
13 http://tlt.its.psu.edu/
17.
11
• Guidelines for student participation (See Example 5 (Example 2.7: Guidelines for Students' Partici-
pation Example)) and collaboration including: (a) Guidelines for online communication (See Example
6 (Example 2.8: Guidelines for Online Communication)), such as posting messages to online discus-
sion board, responding to messages posted by others, sending course emails, and working in teams in
the online course; (b) Policy for assignment submission and grading (e.g. by dropbox or by email);
(c) Netiquette guidelines for the online course and/or additional netiquette resources (See Example 7
(Example 2.9: Netiquette Guidelines))
Example 2.3: Course Objectives
Course Objectives Sample 1
At the end of this course, learners should be able to:
• Appreciate the complexities involved in developing and executing a disaster plan for both
EMS and hospitals
• Describe the coordination involved in integrating these plans with existing federal and state
personnel and resources
• Explain the role of various domestic and economic policies on the planning for and recovery
from disasters and terrorist emergencies
• Identify the key psychological and social consequences of disasters and terrorism that must
be addressed in disaster planning and response
• Outline speci c issues unique to urban search and rescue, disaster communication, agricultural
biosecurity, and critical infrastructure protection
• Recall fundamental research methodologies in the study of disasters
Course Objective Sample 2
By the end of this course, students should be able to:
• Demonstrate a sense of the historical scale of natural disasters, the rate at which they occur,
the 'hot spots' for major disasters, and the degree to which the recent past is representative
of the overall record
• Compare and contrast the scienti c causes and impacts of major categories of natural disasters
(e.g. tsunamis, hurricanes, oods, earthquakes, volcanos, and mudslides)
• Analyze any given natural disaster from a scienti c, historical, and social perspective
• Articulate key considerations in planning and decision making related to managing the im-
pacts of natural disasters
Example 2.4: Plagiarism and Academic Integrity
In an eort to help you understand why academic integrity matters, to engage you in conversations
about approaching your graduate work with academic integrity and to create and model a learning
environment that fosters such an inclination, we've created this component of orientation. It is
our hope that your learning experiences across this program of study promote an atmosphere of
academic integrity that values the pursuit of scholarly activity in an open, honest and responsible
manner (PSU Academic Integrity Policy).
Since this course is one that requires you to do research it is logical to expect that we will help
you to do research well, particularly in an electronic venue. As faculty, we see this as a shared
responsibility with our students. Our goal here is to develop your conceptual understanding of
18.
12 CHAPTER 2. GETTING STARTED
plagiarism, help you to detect it and ultimately, help you to avoid engaging in it. As noted by Lipson
and Reindl (2003), [u]niversities tend to rely on three explanations for academic conduct violations:
1. criminal plagiarism describes the actions of students who knowingly and intentionally claim
others' work as their own; 2. sloppy scholarship describes the actions of students who know the
rules for proper citation. . . [but] engage in scholarship of inexcusable carelessness; and 3. ignorance
of the rules (p. 8).
As a proactive measure, there are numerous resources available that can support us in promoting
academic integrity and in identifying the . . . connection between [a] scholar's own ideas and the
ideas of others (Lipson and Reindl, 2003, p. 9). Stated dierently, how can we distinguish between
using sources of information appropriately and being sources of information?
Source: Lipson, A. and Reindl, S. (2003). The responsible plagiarist: Understanding students
who misuse sources. About Campus, July-August, 7-14.
For more resources see - iStudy Module from Penn State - Information about Academic Integrity,
Plagiarism, and Copyright
14
Example 2.5: Academic Integrity Policy
According to Penn State Policy 49-20,
"Academic integrity is the pursuit of scholarly activity in an open, honest and responsible man-
ner. Academic integrity is a basic guiding principle for all academic activity at The Pennsylvania
State University, and all members of the University community are expected to act in accordance
with this principle."
To support your the commitment that each of you made to practice academic integrity in the
course orientation, additional content has been added at the bottom of the Lessons tab. The folder
"Academic Integrity, Plagiarism, and Copyright" contains information that you are expected to be
familiar with. Completion of the module per se is not required; however, again, you are expected
to be familiar with the information and will be held accountable.
Example 2.6: Readings for Academic Integrity
Below are three sources of information regarding this topic that are speci c to Penn State University
as well as the College of Education . Visit each website and take note of the various de nitions,
expectations, examples, strategies, and policies relating to academic integrity and plagiarism.
1. TLT Cyberplagiarism: Detection and Prevention. (Available at
http://tlt.its.psu.edu/suggestions/cyberplag/
15 .) Focus on the following sections, in
particular: De nition, Causes, Detection, Prevention, Under "Site Menu" see "Student
View" for advice to students
2. PSU de nition and expectations of Academic Integrity (Available at
http://www.psu.edu/dept/ufs/policies/47-00.html#49-20
16 )
3. College of Education Policy Statement (Available at http://www.ed.psu.edu/edservices/certi cation/academic_inte
)
Example 2.7: Guidelines for Students' Participation Example
In calculating each student's participation points, the instructor will take into consideration the
following:
• Total number of hours logged
• Total number of log-ins
• E-mail activity (number of emails initiated, number of emails replied to)
• Total number of discussion forum posts
14 http://istudy.psu.edu/FirstYearModules/CopyrightPlagiarism/CopyrightLesson.html
15 http://tlt.its.psu.edu/suggestions/cyberplag/
16 http://www.psu.edu/dept/ufs/policies/47-00.html#49-20
17 http://www.ed.psu.edu/edservices/certi cation/academic_integ.htm
19.
13
• Peer evaluation results
At the end of the course, students will be ranked from rst to last for each category (i.e. worst to
best). The number of participation points allocated will then be based on each student's overall
relative ranking score.
Example 2.8: Guidelines for Online Communication
Staying in touch
The online course format oers a number of ways to stay in touch (note: these tools are speci c
to ANGEL but other CMSs have similar tools). Here is a quick summary:
Medium Type of Message
Welcome Page General course announcements from instructor to
class
General Course Discussion area Questions related to course logistics, functionality,
etc.
Weekly Team Discussion Areas Communications around speci c weekly team ac-
tivities
Instructor's O ce Chat Room Scheduled live chats with instructor (open hours
will be announced periodically during the course)
Student Lounge Chat Room Option for live chats among class members (Stu-
dents can set up times to chat whenever)
Course E-mail Individual communications between class partici-
pants and/or instructor
Table 2.1
Example 2.9: Netiquette Guidelines
Netiquette is important when emailing your instructor and your fellow students
Follow the guidelines that are listed below for all email sent in this class:
1. Be clear. Use standard English and do not abbreviate. Spell check, revise and edit your
messages before sending them. Use appropriate subject lines that re ect the content of the
message.
2. Be polite and careful. Do not use ALL UPPERCASE LETTERS!!! or multiple exclamation
marks, as it is sometimes di cult to understand the tone of the message. Similarly, avoid
sarcasm and irony, which can be misinterpreted by the reader.
3. Be inclusive. Send group messages to all members as well as to the instructor to ensure that
all lines of communication stay open.
2.4.5 Why do it?
The course syllabus is the map for your students' learning in your course (Ko & Rossen, 2005).
Develop a course expectations agreement for students to read and `accept' as an online assign-
ment during the rst week of the course. This document will help students to understand what
is expected of them and what they can expect from the instructor (Kleinman, 2005, pp.13-14).
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14 CHAPTER 2. GETTING STARTED
2.4.6 References
Kleinman, S. (2005). Strategies for encouraging active learning, interaction, and academic integrity in online
courses. Communication Teacher, 19(1), 13-18
Teaching online: A practical guide.
Ko, S. & Rossen, S. (2004). 2nd Ed. New York: Houghton
Mi in Company.
2.5 Create a Warm and Inviting Atmosphere to Build a Learning
Community 18
2.5.1 What to do?
Figure 2.4: Photo by Maciek PELC, Terrace in Choragwica, from stock.xchng,
http://www.sxc.hu/photo/812888
Distance learners can feel isolated, especially at the beginning of a course. Eective online instructors
understand this and employ strategies to overcome this isolation through building a learning community.
2.5.2 How to do it?
• Welcome students before the course begins by sending a course email or posting a course announcement.
(See Example 1 (Example 2.10: Welcome Email))
• Resend welcome email to new students after drop/add period
• Post a personal introduction about yourself (See Example 2 (Example 2.11: Meet the Instructor's
Page))
• Write in an informal tone (See Example 3) (Example 2.12: Weekly Email to Students - From PSY 451,
Summer 06)
18 This content is available online at .
21.
15
• Provide lots of encouragement and support, especially in the beginning of the course. (For more
information about providing support, please see Provide Feedback and Support (Section 3.7) module)
• Incorporate the "human touch"
• Commend students privately by email
• Encourage students to create their own homepage, or post a short self-introduction to the discussion
forum, or set up a user pro le
• Encourage students to develop some social space by creating a group inside or outside of the course
site
• Upload your picture and encourage students to upload their pictures to the CMS
Example 2.10: Welcome Email
Welcome to HLS 410!
This is one of the foundation courses in Penn State's Masters degree and certi cate programs
in Homeland Security.
To get started, click the Lessons tab above and work through the material in the Course Orien-
tation folder. That will get you oriented to the course, the Angel environment, and the university's
academic integrity policies. You can also review a high level course overview by clicking the Syllabus
tab above.
We are looking forward to a stimulating, engaging, and collaborative learning experience in the
course.
Again, welcome!
Example 2.11: Meet the Instructor's Page
From RUS 100, Summer 06
Instructor Photo
Galina Khmelkova
S408 Burrowes
Tel: 814-863-7486
Email: Use ANGEL mail system for course mail. I will respond to your emails within 24 hours
O ce Hours: Mondays 2:00-4:00 pm and Thursdays 4:00-6:00 pm
I will be available by phone or in the ANGEL chat room at these times.
Zdravstvujte! Hello everyone!
Let me introduce myself. My name is Galina Andreevna Khmelkova. Don't be surprised by
reading such a strange name. I am Russian and in Russia especially when we address a teacher,
professor or elder person we don't know, we use this combination of the rst name, patronymic and
last name. The patronymic name is formed from the father's name with the help of su xes. My
patronymic name means that my father's name was Andrei.
I was born in Volgograd, the city, which played a very important role during WWII. At that
time my city was called Stalingrad. Before the city got this name it was Tsaritsin. One can nd
the similarity with St. Petersburg, which also had dierent names: Petrograd, Leningrad and then
the original name was returned.
I studied in Moscow at the Peoples' Friendship University, and to tell you honestly that was the
best period in my life. My specialization was philology and Russian as a second language.
After graduation I worked in Laos where I taught the Russian language for three years. Then
I returned to Volgograd and started to work at the Department for Foreign Students of the Peda-
gogical Institute. I have taught students from several dierent countries and continents. I was sent
to work as an Instructor of Russian in Slovakia where I stayed for two years. And it so happened
that I came to USA on an exchange program in August 1991 and still work here at Penn State at
the Department of Germanic and Slavic Languages and Literatures (with a year and a half break
because of the INS rules).
I have been teaching this course on Russian Culture and Civilization for several years, but this
is only the third time it has been oered online. That means that we may still have some problems.
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16 CHAPTER 2. GETTING STARTED
I know that some of you are taking an online course for the rst time. So let's work and learn
together to make our course interesting and useful. I'll be glad to answer any question you have
about Russia.
Udachi! Good luck!
Example 2.12: Weekly Email to Students - From PSY 451, Summer 06
Weekly Email to Students - From PSY 451, Summer 06
Hi, 451'ers. I hope that you're able to enjoy some of the summer weather, in between your 451
tasks and other work/classes! Our family had a nice time at Sesame Place (a Sesame Street theme
park in Langhorne, PA) and visiting relatives.
I've had a chance to review last week's discussion, and I'm really impressed, in general, with
the thought and tactfulness of most posts and replies. If you have completed your participation in
4 discussions, congrats! If not, keep up the good work! I will grade the group movie assignments
in the next couple of days. Nearly every group selected Remember the Titans, so I'll likely grade
those rst.
As for this week, you get to examine another of the most interesting leadership topics: trans-
formational leadership. It's neat to compare and contrast transformational and transactional lead-
ership, etc. You have less reading this week (although the quiz will still be 20 questions) in part so
that you can work on your group's interviewing. I would be happy to review any group's interview
questions in advance of the interviews, as long as you give me some lead time. The group project
will be here before you know it, so interview your folks ASAP!!!
Also, you have the MLK Letter from Birmingham Jail assignment to work on. Be sure to cite
speci c portions of the source, apply various concepts related to transformational leadership, and
proofread your papers prior to submitting them. I've been happy with the quality of most individual
assignments, but these qualities tend to distinguish responses that earn 100% from those that only
earn partial credit.
Keep these tips in mind as you look ahead to next week's case - the Personal Experience
Paper. I'm sure that you probably have been relating many of the leadership theories/approaches
to experiences that you've had personally. This paper will be your opportunity to write up your
application of 3 theories/approaches to your own life. The paper is worth 50 points and should be
4-5 pages long, so I'd suggest putting some thought into it this week and then writing it up next
week.
That's about it... enjoy your week and let me know if you have any questions,
Dr. L
2.5.3 Voices of Experience
To hear insights from experienced online instructors about preparing for online teaching, access any or all of
the following interviews. Please make sure your audio is enabled.
Jonathan Mathews
23.
17
Figure 2.5
Mathews - Background (mp3)
This is an unsupported media type. To view, please see
Figure 2.6
24.
18 CHAPTER 2. GETTING STARTED
Mathews - Suggestions for New Instructors (mp3)
This is an unsupported media type. To view, please see
http://cnx.org/content/m14877/latest/MathewsSuggestionsNewnstructors.mp3
Figure 2.7
Mathews - Managing Expectations (mp3)
This is an unsupported media type. To view, please see
http://cnx.org/content/m14877/latest/mmanage.mp3
Figure 2.8
Alfred Turgeon
25.
19
Figure 2.9
Alfred Turgeon - Advice for New Faculty (Interviewed by Larry Ragan) (mp3)
This is an unsupported media type. To view, please see
http://cnx.org/content/m14877/latest/aadvice.mp3
Figure 2.10
26.
20 CHAPTER 2. GETTING STARTED
Alfred Turgeon - Skills Needed for Online Teaching (Interviewed by Larry Ragan) (mp3)
This is an unsupported media type. To view, please see http://cnx.org/content/m14877/latest/askills.mp3
Figure 2.11
2.5.4 Why do it?
"It is always important to remember that in the online environment, we present ourselves in text.
Because it is a at medium, we need to make an extra eort to humanize the environment. In the
face-to-face classroom, students have the opportunity to get to know one another as peoplebefore
or after class, during classroom discussions, and in other campus locations such as the student
lounge. In the online environment, we need to create these opportunities more purposefully"
(Pallo & Pratt, 2001, p. 32).
2.5.5 Reference:
Pallo, R.M., & Pratt, K. (2001). Lessons from the cyberspace classroom: The realities of online
teaching. San Francisco: Jossey-Bass.
2.6 Online Instructor Performance Best Practices and Expectations 19
2.6.1 Introduction
The online learning environment presents a unique set of challenges that require clear de nition of instructor
performance. The following Instructor Performance Expectations are best practices. They identify the
minimum level of interaction and management needed between students and instructors to maintain a quality
online learning environment.
SPECIAL NOTE: This version of Performance Best Practices and Expectations have been developed
as criteria for instructors in World Campus course oerings. They can also serve as general guidelines for
other online instructors.
2.6.1.1 The speci c best-practice-based performance expectations include:
1. The World Campus and the students in courses oered via the World Campus rely on instructors
to follow the established course schedule and to deliver the course within the scheduled time frame,
making schedule adjustments as needed to meet deadlines for graduating students and others with
special circumstances.
2. Instructors can help insure a successful learning experience by practicing proactive course management
strategies. Instructors are asked to monitor assignment submissions and to communicate and remind
students of missed and/or upcoming deadlines.
3. Many of the students studying via the World Campus are adult learners who have work and family
responsibilities. At the beginning of each semester, instructors should establish and communicate to
students a regular schedule for when they will be logging in to the coursenormally once per day,
19 This content is available online at .
27.
21
Monday through Friday (although this may vary by course). Since many online students are active
in courses on weekends, instructors may wish to include in their schedule time to monitor courses on
weekends.
4. Online learners look to the instructor as their main source of course information and progress. If an
instructor will be unable to log into the course for more than four business days (e.g., during professional
travel), the instructor is asked to give one week's notice to students and to Outreach Student Services.
In cases of personal emergency, instructors are asked to notify students and Outreach Student Services
as soon as possible if they will be away from the course.
5. Because online learners must manage their time carefully, timely instructor feedback is especially
important to them. Instructors are expected to provide feedback to student inquiries within one
business day. If the instructor cannot provide a detailed response within one business day, the instructor
is asked to respond to the student within one business day to note when a more detailed response will
be provided.
6. Feedback on assignments will be most helpful to students when clear and concise language is used to
explain the degree to which relevant course outcomes have been met. Even when student questions
are vague, instructors are encouraged to stimulate a dialog that will help students understand and
communicate their needs.
7. The instructor is asked to grade and submit to students all digitally formatted assignments and exams
within two business days of receipt. Proctored exams should be graded and submitted to students or
Outreach Student Services (whichever is appropriate) within ve business days of the receipt.
8. Penn State University policy dictates that instructors must post the nal course grade within two
Course grades
business days of the course end date and/or receipt of the nal assignment/exam.
are to be submitted via eLion, except under special circumstances that will be noted to
the instructor.
9. The use of the ANGEL e-mail tool ensures the security of the class communications and allows for
tracking of all interactions. For this reason, the ANGEL e-mail environment is the preferred communi-
cation system for all World Campus courses. Other modes of communication between instructors and
students (e.g., fax, phone, surface mail) may also be needed in courses.
10. High quality course content is essential for a successful learning experience. For this reason, instructors
should notify the World Campus immediately about inaccurate course content, confusing information,
broken links, and other course design issues.
11. On occasion sta members from the World Campus nd it necessary to contact instructors; because
these communications may be of an urgent nature, instructors are expected to respond to e-mail,
phone, or FAX communications from the World Campus within one business day and to surface mail
communications by the date speci ed.
12. Faculty teaching in World Campus courses need to have immediate and predicable access to
the same technology as is required for student participation. World Campus course design
and technology requires access to high-speed Internet access (DSL, cable modem, or satel-
lite). A complete description of World Campus technical requirements can be found at:
https://courses.worldcampus.psu.edu/public/diagnostics/general.shtml
20
2.6.2 Activity
The Instructor Performance Expectations document describes some of the "best practices" for the online
instructor. Please select one of the Expectations and provide a brief rationale of why you agree or disagree
with the statement. Post your answer to the discussion board for this page.
20 https://courses.worldcampus.psu.edu/public/diagnostics/general.shtml
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22 CHAPTER 2. GETTING STARTED
Solutions to Exercises in Chapter 2
Solution to Exercise 2.1 (p. 5)
No. Students may enter an online classroom expecting traditional classroom teaching methods; they may
lack the level of independence required by online learning; they may demonstrate new personality traits not
previously revealed in traditional classrooms (Pallo & Pratt, 2001).
Pallo, R.M., & Pratt, K. (2001). Lessons from the cyberspace classroom: The realities of online teaching.
San Francisco: Jossey-Bass
Solution to Exercise 2.2 (p. 5)
No. The syllabus for a resident course is good to go when it includes course goals, learning objectives, course
materials, assignments due dates, grading, and class policies. However, for an online course, the syllabus
may need to include guidelines, tips, relevant policies, and detailed schedules for lessons and assignments,
which can help students successfully complete the online course.
29.
Chapter 3
During Teaching
3.1 Introduction 1
3.1.1 Introduction: Know your medium!
Online teaching is an art. . .just like oil painting, writing, or any other art.
1 This content is available online at .
23
30.
24 CHAPTER 3. DURING TEACHING
Figure 3.1: Artist Karl Leitzel at Work, Photo by Karl Leitzel, Penn State University, World Campus
Oil paint is a mixture of pigments and certain kinds of oils, such as walnut oil, poppy seed oil,
or others. One basic but important rule when applying oil paints is fat over lean, which means
you should use oilier paints for each extra layer to avoid cracking or peeling. Knowing the paint
(the medium) helps you to master ne techniques in oil painting. **
Likewise, when teaching online, one fundamental feature of the medium, the Internet, is that teaching
and learning is done at a distance. As a result, many teaching and communication strategies seemingly not
necessary in a face-to-face setting will now need to be spelled out to avoid miscommunication or confusion.
Therefore, when teaching online, you'll need to know the characteristics of an online environment and
attend to appropriate ways of communicating, interacting, motivating, and supporting your students. These
elements in an online environment are certainly dierently from those in a traditional face-to-face setting.
In this Section, we present strategic teaching steps:
• Promote Active Learning
• Model Eective Online Interaction
• Monitor Student Progress and Encourage Lagging Students
• Assess Messages in Online Discussion
• Sustain Students' Motivation
• Provide Feedback and Support
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25
• Encourage Students to Regulate Their Own Learning
• Understand the Impact of Multiculturalism
• Deal with Con icts Promptly
• Use Evaluation Data
note: ** The information about oil painting is referenced from:
http://en.wikipedia.org/wiki/Oil_painting
2
Exercise 3.1 (Solution on p. 56.)
Is frequent instructor-initiated personal email the most important way to improve students' sense
of community and learning experience in general?
Exercise 3.2 (Solution on p. 56.)
Would content-directed online courses with less focus on collaboration and discussion aect the
quality of learners' learning experience?
Exercise 3.3 (Solution on p. 56.)
Many Course Management Systems (CMSs) generate reports about students' log-on activities and
progress in the course. Would that be enough for me to assess students' participation in online
discussions?
Exercise 3.4 (Solution on p. 56.)
Will my participation in online discussion improve student engagement in the course discussions?
3.1.2 Activity
The dynamics of the online classroom can cause a shift in the role of the instructor. How would you
characterize the role of the instructor in the online learning environment? List some of the characteristics
of this role. How is this role dierent from the face-to-face environment? If you wish, post your comments
to the discussion board for this page. You may wish to reference one or all of the following concepts as you
consider the role of the instructor:
• Teacher-centered vs. Learner-centered learning environment
• Sage-on-the-stage vs. Facilitator-on-the-side
• Activity-rich vs. Media-rich online courses
• Online vs. Traditional face-to-face classroom
• New social and learning dynamics
2 http://en.wikipedia.org/wiki/Oil_painting
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26 CHAPTER 3. DURING TEACHING
3.2 Promote Active Learning 3
3.2.1 What to Do?
Figure 3.2: Perpetual Motion Machine, Created by Karl Leitzel, Penn State World Campus
Eective online instructors challenge their students' thinking and foster active, constructive participation in
3.2.2 How to Do It?
• Emphasize the importance of learning by playing an active role in the learning process, not from direct
instruction or lecture as in a traditional classroom.
• Provide opportunities for the students to critically critique and/or re ect upon certain course topics.
• Encourage your students to use the Internet for researching on course topics; however, remind them
to be critical about the information they will share with peers. (For more information, see Intellectual
Property Guidelines module (Section 4.3))
• Encourage your students to be proactive in their learning by doing the following:
· Regularly logging into course site
· Submitting assignments on time
· Completing quizzes within required timeframe
· Reading messages posted and replying within required timeframe
· Cooperating with teammates, etc.
• Provide opportunities for your students to be actively involved in information seeking and problem
solving.
3 This content is available online at .
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27
• Provide opportunities for your students to interact, to collaborate, or to review a peer's work.
• Encourage your students to participate in online discussions actively by:
· Designing thought-provoking discussion questions: see Crafting Questions for Online Discussions
4
from ITS
· Encouraging students to respond to questions at a deeper level
· Using discussion forums eectively by posting messages that weave several strands of conversation
into a summarization that may prompt people to pursue the topic further" (Berge, 1995)
· Pointing out opposing perspectives, dierent directions, or con icting opinions" (Berge, 1995)
• Use dierent discussion formats listed below to cultivate students' critical thinking (MacKnight 2000,
p40.):
· Small group discussions
· Buzz group: two people discussing for a short period of time
· Case discussions using real-world problems for analysis and suggested solutions
· Debating teams wherein students present ideas, defend positions, and argue against opposition's
reasoning
· Jigsaw groups where subgroups discuss various parts of a topic and report to the others
· Role play mocking real settings
• For more information about facilitating online discussions, please see Ten Tips for Generating Engaged
Online Discussions
5 by Donna Reiss.
• For more information about self-regulated learning components, please go to Encourage Students to
Regulate Their Own Learning Module (Section 3.8)
3.2.3 Why Do It?
It is critical to understand the pedagogical potential of online learning for providing active and
dynamic learning opportunities for learners. Faculty can employ strategies and activities that
will engage students in `producing learning' (Barr & Tagg, 1995) for active learning (Vonderwell
& Turner, 2005, p.66).
"Learning occurs in a social context through collaborating, negotiating, debating, peer reviewing,
and mentoring; Collaboration requires a level of re ection that promotes knowledge construction
and a deep understanding of the subject matter (Grabinger & Dunlap, 2000).
3.2.4 References
Berge, Z.L. (1995). Facilitating Computer Conferencing: Recommendations From the Field. Educational
Technology, 35(1), 22-30.
Grabinger, R.S. & Dunlap, J.C. (2000). Rich environments for active learning: A de nition. In Squires,
D., Conole, G. & Jacobs, G. (Eds.). The changing face of learning technology (pp.8-38). Cardi,
Wales, UK, University of Wales.
MacKnight, C.B. (2000). Teaching critical thinking through online discussions. EduCause Quarterly,
4, 38-41
Vonderwell, S. & Turner, S. (2005). Active learning and preservice teachers' experiences in an online
course: A case study . Journal of Technology and Teacher Education, 13(1), 65-84
4 http://tlt.its.psu.edu/suggestions/online_questions/
5 http://www.wordsworth2.net/activelearning/ecacdiscustips.htm
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28 CHAPTER 3. DURING TEACHING
3.3 Model Eective Online Interaction 6
3.3.1 What to Do?
Figure 3.3: Photo by Simon Stratford, You Got Mail, http://www.sxc.hu/photo/6444
Eective online instructors provide a good role model for active participation and interact frequently with
their students to create a sense of learning community.
3.3.2 How to Do It?
• Respond to student comments or questions within time frames set at beginning of the course
• If circumstances require you to change the time frame for responses, notify students beforehand and
provide new time frames. (Example1 (Example 3.1: Emails Sent to Class About Changes in Response
Time))
• If you will be unavailable for some period during the semester (i.e., traveling), notify students before-
hand. (Example 2 (Example 3.2: Travel Delays))
• Provide general feedback to the entire class on speci c assignments or discussions. (Example 3 (Ex-
ample 3.3: Sample Feedback Provided to a Class))
• Provide speci c encouragement and comments to students who have completed assignments. (For more
information about support, please see Provide Feedback and Support)
• Provide meaningful feedback on graded assignments with recognition of good work as well as speci c
suggestions for improvement. (Example 4 (Example 3.4: Feedback on Graded Assignments))
• Provide a weekly wrap up before the next lesson begins.
• Introduce a new week with an overview (including deadlines) of what is coming up. (Example 5
(Example 3.5: Sample Message Introducing a New Week))
6 This content is available online at .
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29
Example 3.1: Emails Sent to Class About Changes in Response Time
Dear Class,
I have had to unexpectedly leave town for a death in the family. I will be available through
e-mail for the next few days, but my e-mail access may be sporadic. I will do my best to be in touch
with you as soon as possible. I am still in the process of grading your assignments, and will not
have them done by the end of today, as I had hoped. I appreciate your patience and understanding
at this time. I am not sure when I will be back in town, but will address any questions/concerns
through e-mail.
I am attaching your project assignment to this e-mail. The project is not due until the end of
week 8, but some of you have been asking for this information. Now you have it if you want to get
a head start on this.
Bryanne Cordeiro
Example 3.2: Travel Delays
Example 2 - Travel Delays
Hi Class,
OK, so I'm headed to Pompeii tomorrow, which means that there may be another slight delay
in my access to the Internet, but I suspect all will be ne. It turns out that, overall, Italy is just
as capable of ANGEL access as the US, so there shouldn't be a problem. But, I wanted to make
you aware of the possible situation under which a day or two might pass between now and my next
computer time.
I hope this isn't too big of deal, and I again appreciate your patience!
Ciao, Jason
Example 3.3: Sample Feedback Provided to a Class
The stu a lot of you found on-line for the attitudes discussion is great! Very interesting! You
should take some time to check out what everyone else posted if you get the chance. One of your
fellow students even found a satisfaction survey on-line. Others found great advice from managers
about how to deal with angry employees and customers. Neat stu !
Amie Skattebo
Example 3.4: Feedback on Graded Assignments
ANGEL email sent to class, ESL 015, Fall 06
Hi class, Here's my feedback in your work on the summary of Lean's article.
What I was looking at:
1. if you have explicitly and clearly summarized the points as to why numerical grading system
is not appropriate. Don't just say it's bad because it's unfair: Lean explained why it is unfair
and how it can be detrimental to the students.
2. if you sum up the points as to why descriptive reports on the students might be a better way
to replace the numerical grading. You need to include claims and assumptions about why
this system would work better. His claim might be "descriptive way works better", but his
assumption can be the reasons why that would work better. Let me see, as your reader, why
Lean was supporting the descriptive way.
3. how you citied his examples in your own words to support points 1) and 2).
Please review your summary and see if you have stated all of these three points. Again, I would
welcome your further revision on your summary.
Thank you. K. Park
Example 3.5: Sample Message Introducing a New Week
Hi, 451'ers. I hope that you are all having a good week!
I just wanted to remind you that this week's case (based on the Hartwick Case on MLK's Letter
from Birmingham Jail) is due on Sunday. It is an individual assignment, and so far only one
individual has completed it.
36.
30 CHAPTER 3. DURING TEACHING
Looking ahead to next week, your group will need to complete another movie case by 11:00 p.m.
on Sunday, April 9. I suggest that you start determining which movie your group will watch/discuss
so that everyone can view it and respond in time. Your movie choices include: Remember the Titans,
Apollo 13, and Lord of the Flies.
Plus, keep progressing on your nal group project. Be sure to get in touch with your interviewees
and conduct your interviews as soon as possible!
Dr. L
3.3.3 Voice of Experience
To hear insights from experienced online instructors about preparing for online teaching, access any or all of
the following interviews. Please make sure your audio is enabled.
Jonathan Mathews
Figure 3.4
37.
31
Mathews - Suggestions for New Instructors Regarding Online Interactions (mp3)
This is an unsupported media type. To view, please see
http://cnx.org/content/m15030/latest/MathewsSuggestionsNewnstructors.mp3
Figure 3.5
Alfred Turgeon
Figure 3.6
38.
32 CHAPTER 3. DURING TEACHING
Alfred Turgeon - Managing Student Interactions (Interviewed by Larry Ragan) (mp3)
This is an unsupported media type. To view, please see
http://cnx.org/content/m15030/latest/TurgeonStudentInteractions.mp3
Figure 3.7
3.3.4 Why Do It?
"Teacher presence online (Anderson et al., 2001; Murphy, Smith & Stacey, 2002) is important in
structuring and facilitating an eective online learning experience, and helping to establish an
online learning community among the students" (Wilson & Stacey, 2004).
"Reinforcing and modeling good discussant behaviors can be helpful to encourage courtesy and
interaction" (Berge, 1995).
Instructor involvement and engagement in online learning is crucial. Online learning requires
instructors to take on active roles in facilitating students' learning. As well as peer support,
instructor presence in supporting and guiding students' learning and engagement are important
for enabling active learning (Vonderwell & Turner, 2005, p.82).
3.3.5 References
Berge, Z.L. (1995). Facilitating Computer Conferencing: Recommendations from the Field. Educational
Technology, 35(1), 22-30
Vonderwell, S. & Turner, S. (2005). Active learning and preservice teachers' experiences in an online
course: A case study. Journal of Technology and Teacher Education, 13(1), 65-84
Wilson, G., Stacey, K (2004). Online interaction impacts on learning: Teaching the teachers to teach
online. Australasian Journal of Educational Technology, 20(1), 33-48
39.
33
3.4 Monitor Student Progress and Encourage Lagging Students 7
3.4.1 What to Do?
Figure 3.8: Lost, Photo by and used with Permission from Penny Mathews, Photo #576588,
http://www.sxc.hu/photo/576588
While recognizing dierent student learning styles, instructors monitor student progress, identify lagging
students, and help them minimize their procrastination through appropriate monitoring and encouragement.
3.4.2 How to Do It?
• Be aware that students who fall behind are in jeopardy of not completing the course within the same
semester of enrollment. This may endanger student nancial aid for the following semester, or student
reimbursement of tuition if the student is receiving funds from a third party (such as an employer).
• Many Course Management Systems have tools to track student progress in course activities (e.g. the
WhoDunIt Agent in ANGEL allows an instructor to track students' progress in course activities).
• Contact students who haven't logged in for over a week to inquire whether they're experiencing technical
di culties or problems with course content, team communications, etc.
• If students cannot participate due to technical problems, connect them immediately to get technical
help.
• Contact students who have not completed assignments by email or phone.
• Send a weekly email summarizing course activities as a general reminder to the whole class near the
end of the week.
• Introduce a new week with an overview of upcoming events and deadlines. (See Example (Example 3.6:
Introducing a New Week))
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34 CHAPTER 3. DURING TEACHING
• Include exibility in grading if possible (e.g. Allow students to drop lowest grade; Give choices for
when students can complete assignments (e.g. Pick 2 out of 5, etc.)
• Dierentiate lurking learners from lagging students.
• For more information related to this section, please see 2.6 Feedback and Support (Section 3.7) module.
Example 3.6: Introducing a New Week
Email sent to class, PSY 451, Spring 06
Hi, 451'ers. I hope that you are all having a good week!
I just wanted to remind you that this week's case (based on the Hartwick Case on MLK's Letter
from Birmingham Jail) is due on Sunday. It is an individual assignment, and so far only one
individual has completed it.
Looking ahead to next week, your group will need to complete another movie case by 11:00 p.m.
on Sunday, April 9. I suggest that you start determining which movie your group will watch/discuss
so that everyone can view it and respond in time. Your movie choices include: Remember the Titans,
Apollo 13, and Lord of the Flies.
Plus, keep progressing on your nal group project. Be sure to get in touch with your interviewees
and conduct your interviews as soon as possible!
Dr. L
3.4.3 Why Do It?
Although some students may do better in an online environment than in a face-to-face classroom,
we should not expect every student to succeed in an online environment; therefore, instructors
should recognize and work with those who are not successful in the online class (Pallo and Pratt,
2001).
Students seem to have more opportunities to procrastinate in online classes than in traditional
ones; procrastination may aect students' satisfaction with online courses but not for students
in traditional lecture classes (Elvers, Polzella, & Graetz, 2003).
3.4.4 References:
Berge, Z.L. (1995). Facilitating Computer Conferencing: Recommendations from the Field. Educational
Technology, 35(1), 22-30
Vonderwell, S. & Turner, S. (2005). Active learning and preservice teachers' experiences in an online
course: A case study. Journal of Technology and Teacher Education, 13(1), 65-84
Wilson, G., Stacey, K (2004). Online interaction impacts on learning: Teaching the teachers to teach
online. Australasian Journal of Educational Technology, 20(1), 33-48
3.5 Assess Messages in Online Discussions 8
3.5.1 What to Do?
Assessing students' messages in online discussions encourages their participation and hopefully helps improve
the quality of discussion as well. Set speci c assessment criteria and make the criteria available to students
in the beginning of the course.
8 This content is available online at .
41.
35
3.5.2 How to Do It?
• Include the assessment criteria for online discussions within one or more locations (See Example (Ex-
ample 3.7: Example - Referring to Assessment Criterion)):
· The course syllabus
· A course announcement prior to the rst online discussion task
· The instructions for the discussion task
• Make sure the assessment criteria measure both the quantity and quality of the online messages.
• When designing a rubric for assessing online discussions, consider assigning some points to encourage
posting.
• Make use of sample rubrics from literature:
· Edelstein & Edwards' (2002) Assessing Eectiveness of Student Participation in On-
line Discussions. This rubric considers ve categories that are important for building a learning
community: promptness and initiative, delivery of post, relevance of post, expression within the
post, and contribution to the learning community.
· Garrison's, et al. (2001) Cognitive Processing Categories. May be useful when assessing
the quality of postings: (1) triggering (questioning); (2) exploration (information seeking and
sharing), (3) integration (providing solution), and (4) solution (testing solutions)
· Kleinman's (2005) Grading Rubric for Online Discussion Participation. Provides de-
tailed grading criteria.
· Dringus & Ellis' (2005) Assessment of Student Progress in Forums
• For more information about facilitating online discussions, please see Ten Tips for Generating Engaged
Online Discussions
9 by Donna Reiss.
Example 3.7: Example - Referring to Assessment Criterion
Message Board Discussions
How it works: * Midnight Sunday through midnight Friday
I will post a question by midnight Sunday. Your tasks are to:
1. Post a thoughtful, unique answer to the instructor's question in 300 words or less (your answer
should not be the same as someone who has already posted). You should build an informed
response between Sunday night (when the question is posted) and Friday night (when your
response is due).
2. You will be graded on the quality of your responsesnot quantity. Be thoughtful rather than
verbose. Due midnight Friday. Each student will be graded on an individual basis (max score
is 10)
The grading criteria used includes:
• Your ability to synthesize dierent aspects of the posted question, particularly with reference
to the articles in the course packet. The more detailed your explanation of speci c points
from the articles, the better the quality of your response.
• Your skill in posting a response with speci c and unique examples that showcase your under-
standing of the salient points of the posted question, as well as your understanding of dierent
aspects of the course materials (such as course packet articles, lecture notes, and textbook
readings).
• Your ability to build a nal, thoughtful response based on prior postings. This requires you
to respond more than once to the instructor's post. Your nal response should be structured
around your previous postings, and you will attempt to integrate your dierent thoughts and
opinions.
9 http://www.wordsworth2.net/activelearning/ecacdiscustips.htm
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36 CHAPTER 3. DURING TEACHING
3.5.3 Why Do It?
When instructors grade discussions in an online course, students tend to participate in the discussions actively
and thus have higher levels of sense of community (Rovai, 2003). However, too much emphasis on solely
quantitative analysis of postings/messages can only result in coerced participation, poor quality of learning
and student contributions to the online discussion (Garrison & Anderson, 2003).
Thomas (2002) suggests that three factors account for the lack of normal discussion that is necessary
for learning to take place: isolated mode of participation, the structural organization of messages, and the
con ict between the written form and oral function of technology-mediated interpersonal communication
(p.362); good facilitation by a tutor or moderator is important to creating coherent online discussions.
3.5.4 References:
Dringgus, L.P. & Ellis, T. (2005). Using data mining as a strategy assessing asynchronous discussion forums.
Computers & Education, 45, 141-160
Edelstein, S., and Edwards, J. (2002). If you build it, they will come: Building learning communities
through threaded discussions. The Online Journal of Distance Learning Administration, 5(1).
Available Online: http://www.westga.edu/∼distance/ojdla/spring51/edelstein51.html
10
Garrison, D. R., Anderson, T., and Archer, W. (2001). Critical thinking, cognitive presence, and com-
puter conferencing in distance education. The American Journal of Distance Education, 15(1), pp
Garrison, D.R. & Anderson, T. (2003). E-learning in the 21st century: A framework for research
and practice. New York: RoutledgeFalmer.
Kleinman, S. (2005). Strategies for encouraging active learning, interaction, and academic integrity in
online courses. Communication Teacher, 19(1), 13-18
Rovai, A. P. (2003). Strategies for grading online discussions: Eects on discussions and classroom
community in Internet-based university courses. Journal of Computing in Higher Education, 15(1),
Thomas, M.J.W. (2002). Learning within incoherent structures: the space of online discussion forums.
Journal of Computer Assisted Learning, 18, 351-366
10 http://www.westga.edu/∼distance/ojdla/spring51/edelstein51.html
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3.6 Sustain Students' Motivation 11
3.6.1 What to Do?
Figure 3.9: Photo Coaches talking strategy, Photo by and Used with Permission of Julie Elliott, Photo
#195275, http://www.sxc.hu/photo/195275
Eective online instructors use appropriate teaching strategies to support, guide, and motivate students to
learn actively in the online environment.
3.6.2 How to Do It?
• Provide opportunities for student collaboration and facilitate their collaborative learning processes.
• Provide opportunities for students to collaborate through online collaboration tools such as Breeze
12 .
• Choose the right tone of conversation in online communication to make students feel comfortable with
the learning environment, to establish trust in communication, and to reduce feelings of isolation and
enhance a sense of community
• Provide meaningful feedback on graded assignments with recognition of good work as well as speci c
suggestions for improvement (See Example (Example 3.8: Feedback to Students) and Provide Feedback
and Support Module (Section 3.7))
• Provide a weekly wrap up before the next lesson begins
• Take an active role in helping your students think and learn actively through careful task structuring,
questioning, and scaolding.
• In online discussions, consider:
11 This content is available online at .
12 http://www.adobe.com/products/breeze/
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38 CHAPTER 3. DURING TEACHING
· Designing thought-provoking questions to elicit student discussions on the topics of your focus:
see Crafting Questions for Online Discussions
13 from Instructional Technology Services at Penn
State
· Providing a weekly summary of discussion topics to demonstrate your participation
· Redirecting o-topic discussion through gentle reminders or a recast of the question
· Assessing messages by both quantity and quality (For more information about assessing online
messages, please see Assessing Messages in Online Discussion module (Section 3.5))
Example 3.8: Feedback to Students
ANGEL email sent to class, ESL 015, Fall 06
Hi class,
Here's my feedback in your work on the summary of Lean's article.
What I was looking at:
1. if you have explicitly and clearly summarized the points as to why numerical grading system
is not appropriate. Don't just say it's bad because it's unfair: Lean explained why it is unfair
and how it can be detrimental to the students.
2. if you sum up the points as to why descriptive reports on the students might be a better way
to replace the numerical grading. You need to include claims and assumptions about why
this system would work better. His claim might be "descriptive way works better", but his
assumption can be the reasons why that would work better. Let me see, as your reader, why
Lean was supporting the descriptive way.
3. how you citied his examples in your own words to support points 1) and 2).
Please review your summary and see if you have stated all of these three points. Again, I would
welcome your further revision on your summary.
Thank you, K. Park
3.6.3 Why Do It?
Instructors use external strategies to support and promote learners' internal motivation to learn eectively
(Conrad, Donaldson, 2004, p.8).
The technological tools in a course management system do not necessarily ensure students' learning;
therefore, Lao & Gonzales (2005) suggest that faculty of online courses know how to motivate their students
in an online environment.
Beaudin's (1999) study about online asynchronous discussions nds the following strategies can help
keep asynchronous discussions on topic: carefully-designed questions, guidelines for helping learners prepare
responses, rewording questions when necessary, and discussion summaries.
3.6.4 References:
Beaudin, B.P. (1999). Keeping online asynchronous discussions on topic. Journal of Asynchronous
Learning Networks, 3(2), 41-53
Conrad, R.M. & Donaldson, J.A. (2004). Engaging the online learning: Activities and resources
for creative instruction. San Francisco: Jossey-Bass.
Lao, T. & Gonzales, C. (2005). Understanding online learning through a qualitative description of
professors and students' experiences. Journal of Technology and Teacher Education, 13(3), 459-474
13 http://tlt.its.psu.edu/suggestions/online_questions/
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39
3.7 Provide Feedback and Support 14
3.7.1 What to Do?
Figure 3.10: Photo, Guitar lesson at the University of Brasilia., Photo by Henrique Pinheiro, Photo
#393670, http://www.sxc.hu/photo/393670
Eective online instructors provide timely, quality, and appropriate feedback to support and facilitate stu-
dents' learning process.
3.7.2 How to Do It?
• Encourage students to articulate their confusion or di culty with course content, projects, require-
ments, or instructions for activities
• Provide meaningful feedback on graded assignments with recognition of good work as well as speci c
suggestions for improvement (See Example (Example 3.9: Feedback to Students))
• Respond to students' concerns or technical di culties quickly and provide contact information of tech
support
• Peer assessment can provide additional feedback opportunity while reducing faculty workload (Ko &
Rossen, 2004, p.122).
• In online discussions, your students will feel motivated to participate and learn when you:
· Encourage openness in online discussions or collaborative assignment and allow dierent opinions
to exist
· Diagnose misconception without delay to avoid further misunderstanding or confusion, but explain
with background information
· Provide timely feedback to comment, con rm, evaluate, or to question
· Provide additional important resources for further study
· Use gentle reminders to carry the discussion further or redirect discussions
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40 CHAPTER 3. DURING TEACHING
· Encourage your students to use examples, real cases, or literature to support their views
· See Anderson et. al (2001) Coding Scheme for Facilitating Discussions for more suggestions
Example 3.9: Feedback to Students
Email sent to class, ESL 015, Fall 06
Hi class,
Here's my feedback in your work on the summary of Lean's article.
What I was looking at:
a) if you have explicitly and clearly summarized the points as to why numerical grading system
is not appropriate. Don't just say it's bad because it's unfair: Lean explained why it is unfair and
how it can be detrimental to the students.
b) if you sum up the points as to why descriptive reports on the students might be a better way to
replace the numerical grading. You need to include claims and assumptions about why this system
would work better. His claim might be "descriptive way works better", but his assumption can be
the reasons why that would work better. Let me see, as your reader, why Lean was supporting the
descriptive way.
c) how you citied his examples in your own words to support points a) and b).
Please review your summary and see if you have stated all of these three points. Again, I would
welcome your further revision on your summary.
Thank you. K. Park
3.7.3 Voice of Experience
To hear insights from experienced online instructors about preparing for online teaching, access any or all of
the following interviews. Please make sure your audio is enabled.
Alfred Turgeon
47.
41
Figure 3.11
Alfred Turgeon - Evolution of Teaching Style(Interviewed by Larry Ragan) (mp3)
This is an unsupported media type. To view, please see
http://cnx.org/content/m15038/latest/TurgeonTeachingStyle.mp3
Figure 3.12
48.
42 CHAPTER 3. DURING TEACHING
Alfred Turgeon - Adapting Content to Course Level (Interviewed by Larry Ragan) (mp3)
This is an unsupported media type. To view, please see
http://cnx.org/content/m15038/latest/TurgeonCourseLevel.mp3
Figure 3.13
3.7.4 Why Do It?
Anderson, T. et al. (2001) suggests that a common problem in computer conferencing is the di culty
of focusing and re ning discussions, which are typically limited to information sharing instead of knowl-
edge construction, application, and integration. Such problems are attributed to the absence of a teaching
Thomas (2002) suggests that three factors account for the lack of normal discussion necessary for
learning to take place: isolated mode of participation, the structural organization of messages, and the
con ict between the written form and oral function of technology-mediated interpersonal communication
(p.362); good facilitation by a tutor or moderator is important to creating coherent online discussions.
Direct instruction still plays an important role in online learning, but it may take dierent forms than in
traditional face-to-face settings. See Anderson, et al. (2001) for examples (see Anderson, et al. (2001, table
page 10):
3.7.5 References:
Anderson, T., Rourke, L., Garrison, D.R., Archer, W. (2001). Assessing teaching presence in a computer
conferencing context. Journal of Asychronous Learning Networks, 5(2), 1-17
Ko, S. & Rossen, S. (2004). Teaching Online: A practical guide. 2nd Ed. New York: Houghton
Mi in Company.
Thomas, M.J.W. (2002). Learning within incoherent structures: the space of online discussion forums .
Journal of Computer Assisted Learning, 18, 351-366
49.
43
3.8 Encourage Students to Regulate Their Own Learning 15
3.8.1 What to Do?
Figure 3.14: Photo, Write 2 by Steve Woods, Photo #840308, http://www.sxc.hu/photo/840308
Eective online instructors provide support and guidance to encourage students to become self-regulated
3.8.2 How to Do It?
• Encourage students to become process managers in the online course by giving up some traditional
power role as teachers (Pallo & Pratt, 2001)
• Include an introductory survey with questions on student expectations for the course. (See Example
1) (Example 3.10: Example Student Survey Questions - Student Expectations)
• Direct students to take turns leading/moderating online discussions.
• Demonstrate support for student learning by engaging them to re ect on their online learning experi-
ences.
• Encourage students to take responsibility for their own learning as well as their peers' by completing
readings and posting meaningful course-related discussions.
15 This content is available online at .
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44 CHAPTER 3. DURING TEACHING
• Ask students to self-assess their learning and progress and to post questions to discussion forums or
seek help when necessary.
• Provide an opportunity for peer review.
Example 3.10: Example Student Survey Questions - Student Expectations
Part of "About You" introductory student survey for UKR 100.
9. Are you apprehensive about the class material being online?
• Yes very much
• Yes
• Maybe
• No
• Not at all
10. I expect to put in the eort to achieve at least a(n)__ grade.
• A
• B
• C
• D
11. How much control over the pace of the course would you like?
• I would like total control
• I would like some control
• No opinion
• I need deadlines to ensure my compliance
• I would like you (Ms. Shchur) to control my learning
12. How many hours a week do you expect to spend on this class?
• 1 hour
• 2 hours
• 3 hours
• 4 hours
• 5 hours
• 6 hours
• 7 hours
13. Will you have a part time job during the semester?
• Yes
• Don't Know
• No
3.8.3 Voice of Experience
To hear insights from experienced online instructors about preparing for online teaching, access any or all of
the following interviews. Please make sure your audio is enabled.
Alfred Turgeon
51.
45
Figure 3.15
Alfred Turgeon - Encouraging Student Involvement (Interviewed by Larry Ragan) (mp3)
This is an unsupported media type. To view, please see
http://cnx.org/content/m14970/latest/TurgeonStudentInvolvement.mp3
Figure 3.16
3.8.4 Why Do It?
Online learners should be self-regulated learners, who know how to learn and who actively explore learning
strategies and resources (Vonderwell & Turner, 2005).
"Social actions might include instructor empathy, interpersonal outreach (welcoming statements, invita-
tions, and apologies), discussion of one's own online experiences and humor (Bonk et al., 2001, p. 80).
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