Online Instructor Interview

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Online Instructor Interview by Mind Map: Online Instructor Interview

1. Hirumi, A. (2012). The design and sequencing of online and blended learning interactions: A framework for grounded designs for online design. The Canadian Learning Journal, Fall 2012, 21-25. Retrieved on February 21, 2013 from http://connection.ebscohost.com/c/articles/79461798/design-sequencing-online-blended-learning-interactions-framework-grounded-design

2. Gallien, T. & Oomen-Early, J. (2008). Personalized versus collective instructor feedback in the online course room: Does type of feedback affect student satisfaction, academic performance and perceived connectedness with the instructor? International Journal on E-Learning, 7(3), 463-476. ISSN: 1528-3518.

3. Fish, W. & Wickersham, L. (2009). Best practices for online instructors: Reminders. The Quarterly Review of Distance Education, 10(3), 279-284. ISSN: 1528-3518.

4. Barrett, B. (2010). Virtual teaching and strategies: Transitioning from teaching traditional classes to online classes. Contemporary Issues in Education Research, 3(12), 17-20. Retrieved from http://search.proquest.com.proxy1.ncu.edu/docview/845550287?accountid=28180

5. Interview Commitee

5.1. 1. Describe a course and the process involved that you could easily transition from the traditional classroom to the online environment or a course that you have directly been involved in the transition from traditional classroom to online environment.

5.2. 2. Briefly describe your online Course Content Development skills and your theoretical opinion of how it improves learning.

5.3. 3. Briefly describe your commitment to enhancing Online Course & Technology Development, and the affect it will have.

5.4. 4. How would you continually encourage the enthusiasm, interest & skill of your prospective students to build the Online Course Community?

5.5. 5. Describe an innovative of Online Teaching Practice that would be effective in the higher education environment.

5.6. 6. Briefly describe online instructional professional associations and other networking groups that you consult with for ideas, tips, workshops, educational practices, webinars and technology best practices.

5.7. 7. How would you encourage and maintain effective feedback and communication with your students.

5.8. 8. Explain your course content process including the student expectations, well-written directions, possible technology application and resource suggestions, and assignment due dates.

5.9. 9. Briefly explain theoretical opinion of how the online course should fit with the assignments, course objectives and online course community.

5.10. 10. What is your theoretical practice of how to bridge the gap of cultural differences and enhancing the learning experiences of all the students in the course?

6. Interviewee

6.1. 1. During employment with Collin College, Frisco, Texas, I participated in the redesign of the online course EDU-124 Introduction to Educational Technology Classroom Exploration where students preparing to become teachers utilize instructional theory and integrate technology application for the classroom. Developing an online community and promoting social learning through 21st Century Classroom techniques is aligned with the student and course objectives.

6.2. During employment with Collin College, Frisco, Texas, I participated in the redesign of the online course EDU-124 Introduction to Educational Technology Classroom Exploration where students preparing to become teachers utilize instructional theory and integrate technology application for the classroom. Developing an online community and promoting social learning through 21st Century Classroom techniques is aligned with the student and course objectives.

6.3. 2. Course content should be redesigned to include student expectations, course objectives, course activities, course assignments, and course readings that all interplay with one another in enhancing a unique online learning experience (Fish & Wickersham, 2009).

6.4. 3. Maintaining an Online Learning Blog with tips, resources, apps, and software to assist learners in their pursuit of learning. Seek other blogs that offer resources, tips and information in the pursuit of learning. Attend workshops, seminars and webinars to enhance skills and best practices in online learning and technology education.

6.5. 4. Introducing a blend of ice breaking activities, modeling appropriate discussion and postings, supplying the student with motivating and constructive feedback to encourage community development and participation.

6.6. 5. A Blended learning environment that consist of activities, resource readings, online discussion postings, collaborative group projects that are all aligned with course and student objectives.

6.7. 6. LinkedIn Professional Groups, Full Sail EMDT, e-Learning Webinars, Allen Technologies, Doctoral Studies, www.lynda.com, www.twitter.com.

6.8. 7. Being a great role model by expressing effective and timely communications in feedback, online discussion postings, email communications, course objectives, course assignments and student expectations will communicate to the students your passions and expectations for each and every student of the course (Barrett, 2010).

6.9. 8. According to Barrett (2010), online instructors need to envision the entire process to enhance and build upon the learning experiences of all students, and not just a few. The written word is the mode of communication for the online instructor to communicate through and is critically important that the student grasps the understanding (Gallien & Oomen-Early, 2008).

6.10. 9. The course development framework should display how and why the students learn with meaningful interactions connecting the assignments, course and student objectives, and online course community (Hirumi, 2011) Otherwise the assignments and projects would be disjointed activities to fill time and space.

6.11. 10. Through online learning programs, virtual instructors have the digital reach and impact to make a difference world wide through collaborative and social learning experiences within the online course community. The traditional classroom reach was only limited locally, and through the online resources the digital reach is worldwide.

7. References

8. Tracy Edwards-Bockler, MS BocklerTEL-7004-8