1. Core Learning Principles
1.1. Every structured learning experience has four elements with the learner at the center.
1.1.1. The learner as the center.
1.1.2. Faculty mentor
1.1.3. Content knowledge, skills, and perspectives
1.1.4. The environment
1.2. Learners bring their own personalized and customized knowledge, skills, and attitudes to the experience.
1.2.1. The goal of a course is to achieve a level where the learner is taking in the core concepts of the course and integrating those concepts into their unique knowledge structure
1.2.2. The goal is not to create robots but to create differentiated individuals with creative and shared experiences
1.3. Faculty mentors are the directors of the learning experience.
1.3.1. Designs and structures the course experiences.
1.3.2. Directs and supports learners through instructional experiences.
1.3.3. Assesses learner outcomes.
1.4. All learners do not need to learn all course content/core concepts.
1.4.1. Online a small portion of what is taught is a core concept, much of the content received is how that content may be applied in different contexts
1.4.2. The students in no way need to learn everything, but to ensure that they master the core of the content.
1.4.3. The most important element of effective learning is designing a set of resources that the learner can use at all layers of content.
1.4.4. The WEB is the easiest way to ensure provide the level of content flexibility
1.4.5. Make sure as to designate core required content, and web applications are making content creation readily accessible at an alarming rate
1.5. Every learning experience includes the environment or context in which the learner interacts.
1.5.1. could be simple or complex, could be synchronous or asynchronous
1.5.2. Faculty may or not be present
1.5.3. A great online class will balance the three dialogues, as well as, balancing individual, small, and large group activities
1.6. Every learner has a zone of proximal development.
1.6.1. This focuses on developing potential knowledge
1.7. Concepts are interconnected knowledge clusters.
1.7.1. A challenge with teaching a course is that students tend to focus on the major vocabulary but miss the underlying concepts
1.7.2. To combat this the use of discussion forums, blogs, wikis,journals, and small group work can be a great way to engage these students
1.8. Different instruction is required for different learning outcomes.
1.8.1. The faculty mentor does make a difference, the type learning experience received does impact the learning outcome
1.9. More time on task equals more learning.
1.9.1. the more time that students spend interacting with the information the more confident they will become
1.10. We shape our tools and our tool shape us.
1.10.1. learning tools are a part of the environment and are also an important component of our brains engaging with the content
1.10.2. Students are able to use tools to manipulate and customize their own unique learning experience
1.10.3. Thanks to mobile tools, information is now readily accessible in real time
2. Best Practices for Teaching Online
2.1. Be present at the course site.
2.1.1. multiple times per week
2.1.2. student expectations of faculty always being present
2.1.3. tools: discussion boards and blogs allow for continuous interaction
2.1.4. Active engagement leads to a more evolved class
2.1.5. A faculty member that cares
2.1.6. text and audio compensation
2.1.7. Focus on discussion: everyone learns from answers to questions as opposed to private emails
2.1.8. Time released announcements to maintain clear objectives and assignments
2.1.9. Not necessarily a need for activity 24/7
2.1.10. Three types of presence: social presence, teaching presence, and cognitive presence
2.2. Create a supportive online course community.
2.2.1. More teacher planning is required
2.2.2. Ensure balanced dialogues: teacher to learner, learner to learner, and learner to resource
2.2.3. Faculty to learner can be established using: short mini-concept introductions, twice-weekly announcements, and interactions in student postings
2.2.4. learner to learner can be established through personal introductions, encouraging students to post and assist each other when questions arise, divide the class into small groups for supportive networking, and set up discussion boards for questions and support.
2.2.5. "When participants in an online course help establish a community of learning by projecting their personal characteristics into the discussion, they represent 'real people'" (Hanover Research Council, 2009).
2.3. Develop a set of expectations for your learners and yourself.
2.3.1. specific expectaions readily available to students
2.3.2. schedule specific onsite or virtual office hours (email, phone, online chat, etc)
2.3.3. be clear, keep surprises to a minimum
2.3.4. Rule of thumb: for each online course 6 hours of productive learning time
2.3.4.1. in reference to a 3 credit hour, full semester course. 3 hours out of class for every hour "in." Summer sessions are usually 2 hours of class time per day face to face. Therefore- 4 hours per day, according to authors' calculations. (1 class / summer session = 1/2 time student)
2.4. Use large groups, small groups, and individual work experiences.
2.4.1. team building can be a very effective tool
2.4.2. highly recommended to allow time for students to work together
2.4.3. "there is also a huge and perhaps underestimated need for group activity to be designed into management education" (Leonard and DeLacey, 2002).
2.5. Use both synchronous and asynchronous activities.
2.5.1. more tools and technology that allows for synchronous type activity (virtual classrooms, live chat, video messaging, etc)
2.5.2. new tools allow teachers to engage learners in more collaborative and reflective activities
2.5.3. Easy to tend to varying learning styles
2.5.4. "One of the most challenging aspects of designing an online classroom is working without confines of time and location. Although this might have a great initial appeal to both learner and instructor, the reality of this lack of operating parameters becomes quickly evident" (Ragan, nd).
2.6. Ask for informal feedback early in the term.
2.6.1. Informal feedback gives students the opportunity comments, suggestions, and questions throughout the course
2.7. Prepare inviting discussion posts.
2.7.1. discussion board is heart and soul of online course
2.7.2. discussions are asynchronous giving students the opportunity to add thoughtful reflection
2.7.3. all information in an online course is captured and made part of a course archive that is available for students to look back and reflect upon
2.8. Search out and use available content resources.
2.8.1. learning anytime anywhere, heavy books are not receptive
2.8.2. supplementary resources and library materials
2.8.3. link to current events, creates a link for students
2.8.4. Use of Internet Resources, enlist student assistance, students engage more deeply when involved
2.9. Combine both core concept learning and customized and personalized learning.
2.9.1. identify core concepts and mentor the learners so they can develop their own knowledge structures
2.9.2. support learners in the personal and professional goals
2.9.3. continually reapply core concepts within context
2.9.4. having students create, talk, write, explain, analyze, judge report, and inquire to stimulate student's growth and conceptual awareness
2.9.5. Social networking tools are an excellent source of communication for engaging studetns
2.10. Plan a good closing and wrap up activity for the course.
2.10.1. includes student presentations, summaries, and analysis; gives instructor insight to what students are taking away from the course
2.10.2. Final opportunity for teacher to instill core concepts and fundamental principles
3. Course Design & Development
3.1. Initial Steps
3.1.1. Analysis of student audience
3.1.2. Course Goals & Objectives
3.1.2.1. IMPORTANT: Make sure that your course objectives are defined in terms of the learning outcomes that you want students to be able to demonstrate and that you align all activities, assignments, and assessments with those expected learning outcomes.
3.1.3. Design the Course
3.2. Creation/Development
3.2.1. Syllabus
3.2.2. Content
3.2.3. Exams
3.2.4. Activities
3.3. Two types of online courses
3.3.1. Completely online
3.3.2. Blended: Partially online, partially face-to-face