What's the first image that comes to mind when you hear the term “online course?” If you ask 10 people this question, you may get 10 different answers. To some, the term describes a self-paced online tutorial. Others think of a collaborative experience in which teachers and students interact online over a semester. Still others will describe courses in which 100,000 people engage with free learning resources online. There are s0 many different models and variations of online courses that it can be difficult to have a meaningful discussion about best practices within this growing industry. But that's just what we intend to do. This book is designed to help teachers teach effectively online. So we begin by defining the terrain to help us establish a shared context. A brief overview of the evolution of online education is provided to situate our discussion. We then describe some of the basic features of online learning environments and draw distinctions among different models of online courses commonly offered today. Finally, we look at the variety of roles an online teacher fulfills to support students’ learning and present an example of a teacher's. online routine Online education is evolving at a mind-boggling pace. As we seek to take advantage of new technologies to reach students, it is important that we keep in mind what generations of research and practice have taught us about learning. After all, technology simply provides a means to transfer ideas, but learning is still a very human activity. The principles of sound educational practice continue to be as relevant online as anywhere. 10orientation to Online Teaching n The suggestions and standards offered throughout this guide are based on three assumptions: 1. Teaching is important to the learning process: 2. Online education is a viable context for learning. 3. Effective online teaching requires sound pedagogy and knowledge about the online environment. We encourage teachers to find ways to actively engage with their students online and make informed instructional decisions as they do Evolution of Online Education For more than a century, distance educators have created alternative formats to offer education based on the principle that media can be used to perform some of the teaching functions. For example, in early correspondence courses, content was presented through printed materials developed to enable a “guided didactic conversation” (Holmberg, 1989). Tutors—who communicated with students through the telephone or correspondence — offered individualized support, answered students’ questions, and graded students’ assignments. Instruction relied on carefully designed materials, while teachers advised and graded. Online learning stems from the same principle and represents a new generation of distance education (Moore & Kearsley, 2008). In the course design phase, content delivery and learning activities are carefully planned, and multimedia resources are produced. A syllabus is strategically crafted and provides detailed instructions. When the course is taught, teachers support students as they work through the activities Direct instruction from teachers may be required, but less intensely than in on-site courses. Assessing students’ progress and offering feedback continue to be important in order to help students master the learning outcomes. For students, the experience can be disjointed. They are responsible for making sense of the pieces. Here is where theOrientation to Online Teaching 2 teacher's intervention becomes critical. Independent learners might be able to achieve the learning outcomes by themselves. but many others will need the help of an expert who knows the content and understands the course structure, progression, and potential trouble spots Institutions of higher education began offering courses online in the late 1980s and early 1990s, as computer networks became available. Early efforts used text-based computer conferencing to connect teachers and learners. Faster connectivity and new technologies allowed for better graphical interfaces and wider communication options for teaching and learning. The global expansion of the Internet over the past 20 years has helped online learning become an emerging frontier of education. The sheer number of online students today (estimated at 7.1 million just in the United States in 2013) is evidence of the excitement and promise of this educational platform (Allen & Seaman, 2013). Online learning is an important alternative for the growth of an educational institution. It can serve students unable to participate in traditional programs, and it reduces the pressure on physical facilities. The Internet provides global access to resources. Communication networks and tools enable ever- more sophisticated ways to share information. Students can put together their own educational paths by selecting online offerings that address their personal interests and needs A Spectrum of Online Course Models ‘An online course, according to the Babson Survey Research Group, is a course in which “80% or more of the content is delivered through digital devices and networks” (Allen & Seaman, 2016). This means that the teaching and learning in an online course happens mainly through the Internet. This ig a useful definition that distinguishes online courses from those that use the technology to augment classroom learning Table 1.1 presents different content delivery modes popular in courses today.orientation to Online Teaching Table 1.1 Types of Courses by Delivery Mode Dats Cosa Re og cd fer culg Delivered Online ‘Traditional or face- | Content is delivered on-site to-face | in oral or printed format. —— Web-facilitated or | 1-29% Web-based technologies Ifyou are interested | Hyevng effective | vochnotogy- are used to support a face- ee Pat wasving enhanced to-face course. online and on-site | Blended/hybrid | 30-79% Online and face-to-face learning, refer to | | Essentials for instruction are combined, so that the number of on- Blended Learning: | site sessions are reduced. A Standards-Bases = | sam Guide (Stein & Online 80% or more ‘All or most of the content Graham, 2014). is delivered through digital | — devices and networks, Source: Adapted from Allen & Seaman (2016) The “80% rule” does little to clarify the practical definition of an online course. What does it mean to take an online course? Participating in an online course can mean anything, from watching a series of video lectures to completing a semester's workload for an accredited online course. The vagueness of terminology adds confusion and lessens credibility for more intensive online courses a. There is a wide variety of online courses that differ in their A competency is the instructional orientation, format, and methods. Some common capacity to perform votes models include online seminars/workshops, competency-based situations programs, webinars/webcasts and Massive Open Online successfully ina Courses (MOOCs). Table 1.2 summarizes basic characteristics spbcific contest, of each of these models. These categories are intended to be applying knowledge, 1 an a etilindcs descriptive rather than definitive of any particular model and inan integrated and illustrate popular online practices. Many online courses interrelated way combine components from various models to serve different Gabala:&. Ama, purposes and students’ needs. 2010). - ~ We present examples to illustrate how each of these online course models work in practice on pages 14-17, after Table 1.2.Orientation to Online Teaching Table 1.2 Common Online Instructional Models Group Size Small (i.e. 5-25) Cee ‘Seminar/ Learning is promoted through structured discussion workshop and activities where students build knowledge with | the support of teachers. Digital resources may be | used to deliver content. Students complete | assignments, often work collaboratively, and may | take quizzes and tests. | “Competency | Leaming focuses on the mastery of discrete | individual study | pased/tutorials | knowledge or skill sets. Students use resources, work individually through sequenced activities, and | | | complete assessments to demonstrate proficiency, Webinars’ Teachers and students log on at designated times to | Small for webinars | webcasts participate in live sessions. Teachers present (Le. 5-25) information, and coordinate discussion and activities. | Largaer | | Instant messaging, screen sharing, and classroom | janeaet | | management tools allow students to participate. | ia ee | fie. 1004) : Massive Open Students view lectures recorded by instructors, | Uniimites Online Course | complete activities or quizzes, and participate in| | (mooc) _ | large-scale open discussion forums. Online Seminar Introduction to Logic (20 students) ‘Allen Stairs teaches a philosophy seminar online for the University of Maryland College of Arts and Humanities in the United States. Over the 15 weeks of the semester, ‘Allen's students watch mini-lectures that he creates to introduce the weeks’ topics. Students also read chapters from books and selected articles. Allen participates actively in the online discussion with his students. He provides feedback, adds relevant information, and poses questions to nudge students’ thinking into new territory. He encourages students to support their contributions to the discussion with information gained from the learning resources and to interact with their classmates. The Students write weekly essays, two research papers, and take an open-book midterm and final exam. Allen grades and gives instructional feedback on all of the students’ work. The learning outcomes are the same as those for the on-site course taught on campus (4 credits) 4orientation to Online Teaching Online Workshop Creative Writing (15 students) Robert Dunn teaches a writing workshop online for The New School for Social Research in New York City. This course is intended to help students develop their own writing projects. His students read published short stories, articles about writing, and their classmates’ writing projects as the basis for their online discussion. The discussion focuses on the craft of writing and the skills of critical review. Students use the discussion forum to learn about successful writing conventions and how they can apply these techniques to their own writing, The students share their original stories by posting them as blogs. Classmates review each other's work and provide constructive feedback. The peer-review process gives Robert information about the students’ works and about students’ ability to analyze and critique writing Robert participates actively in the discussions, reads and responds to students’ writing projects, and oversees the peer-review process. Grades are based on participation, peer review, and effort and quality of written work, The online workshop shares the same learning outcomes as the campus-based creative writing workshop (3 credits). Competency-Based Online Course Western Governors University (individualized study) Western Governors University (WGU) is an online, competency-based, not-for-profit university that allows students to progress toward a degree by demonstrating what they know and can do rather than credit hours. Each degree program WGU offers is developed in collaboration with a council of experts who define the competencies students need to master to graduate WGU’s learning model is guided independent study, allowing students to move through courses as rapidly as their prior knowledge and current effort allow. For many courses, students can take a pre-assessment to understand their starting level of competence associated with course subject matter If the student and his or her course mentor agree that the student is fully 15Orientation to Online Teaching competent through prior learning from academic or work experience, the student can proceed directly to the final assessment. If the student passes (with a minimum score of the equivalent of a B grade or better), the student passes the course. However, in most cases, students will lack some competencies and will need to develop those by using the learning resources (usually online, interactive, multimedia, self-paced material) and individualized instruction if needed. Once the student has successfully completed the required assessments for a course, he or she moves on to the next course. This model allows students to study and learn on schedules that fit their lives, moving quickly through material they already know so they can focus on what they still need to learn, WGU"s competency-based learning model allows many students to accelerate their progress to a degree—the average time to complete a bachelor’s degree at WGU is about two and a half years. WGU faculty are called mentors because they work with students individually to help them progress through courses and their degree programs. Student mentors serve as coaches and guides to students from the day they enroll until the day they graduate. Course mentors are experts in subject matter (for each course) who are available to provide individualized instruction via phone or email. These mentors also work with groups of students in asynchronous learning communities, in cohorts using synchronous or recorded webinars to help them accelerate in mastering the target competencies. A separate group of WGU faculty members are responsible for evaluating performance assessment. Progress is marked by mastery of competencies, not a credit based system. Webinar Course Accounting (10 students) Maria Pescina teaches a webinar-based course in accounting for Universidad Virtual Liverpool, a corporate university in Mexico. Every Monday and Wednesday for 13 weeks, Maria meets her students online for one hour. She begins the videoconferencing session by introducing the topic and explaining some core accounting concepts and formulas. The screen-sharing tools let her illustrate concepts and show examples 16orientation to Online Teaching of accounting documents, such as financial statements. She can also open a spreadsheet and share her screen with students to allow them to manipulate the data. Students can ask questions and contribute to the discussion by using their microphone or chat (see Figure 1.1 for an illustration of a videoconferencing screen). Between sessions, learners work independently on readings and assignments. As a culminating activity, students present projects during the live sessions and take tests during a webinar session. While the tests are graded automatically, Maria provides personalized feedback on the assignments, projects, and participation (3 credits) alt Share View Audio Paticipant Meeting. Help QuickStart [ Mosman [ New Whiten | Pcp | Cha | Reo - iawn I © Teacher name Student Assignment 2 - Groupwork ae = 9 Integral Percenta; sees Student 47 « Apply integral percentages to financial statements eee eee eee e + Use Excel formulas in a worksheet with the data a Student 8 + Send by email to instructor Student 9 Student 10 + Due date: before next live sesién: April 16 eaaenwae OVX«an® © a ieeuerses Oe) —_aa Figure 1.1 A Typical Layout of Videoconferencing Software Used for Webinars WOrientation to Online Teaching Webinar Course Example: ATD Watch and Learn Serie Ss < oS = S The Association for Talent Development hosts a series of webcasts for professional development. During these live sessions, atd i experts in the field share their knowledge with members. Participants from all over eee ant the world join in the ATD series to watch and post questions. Topics such as “Building a Talent Development Structure Without Borders" or “The Five Behaviors of a Cohesive Team: Transforming Organizations with Teamwork" are covered in short stand-alone conferences broadcast through the Internet (no credit). Massive Open Online Course (MOOC) Climate Change: Challenges and Solutions (16,000 students) Climate Change: Challenge and Solutions is offered by ay team of eight academics led by Tim Lenton and Damien 4 a Mansell from the University of Exeter in the United : Kingdom. It is distributed through FutureLearn, a platform developed by the British Open University, over an eight-week period. Students can join at any time and the material stays online after the end of the course. This MOOG features a series of high-quality video lectures about different aspects of climate change. Several articles on the course topics are also included a, a in the learning resources. Students are invited to watch the lectures, read the articles, take a short automated quiz to self-test comprehension of the material covered, and bring their questions to an open discussion board. All students enrolled in the course receive automated emails, letting them know when new material is available and what to expect in the upcoming week. A team of teaching assistants monitor the discussion forums and 18orientation to Online Teaching identify common or key student questions, which are shared with Tim Lenton and Damien Mansell. The questions are answered in a videotaped feedback session that serves as the wrap-up to the week's lessons. The MOOC is offered for free as a non-credit course, Students can also “buy a certificate of completion.” The instructional course models shown above differ in significant ways: * Focus. Some course models serve as learning resources available to anyone interested in finding out more about a subject (MOOCs and some webinars). Others develop proficiency in discrete skills and recall of knowledge (competency-based). And some models are centered on discussion and collaborative learning (online seminars/ workshops, some webinars) ‘* Timing of interaction among participants. Most models _pamehronone™la rely on asynchronous communications (not at the same a term used for alos’ lataraction time). This provides flexibility of scheduling and allows that do not happen people in different time zones to participate. Webinars and at the same time; webcasts use synchronous sessions (also known as live a or real-time communication) as the main venue for learning simultaneous or for a number of reasons, including immediacy of real-time communication and live connection. communication, Today, both kinds. ~~~ Number of students served. Seminars, workshops, and sf communication webinars serve small numbers of students (5-35). are possible through the Internet. Competency-based courses, webcasts, and MOOCs serve large or unlimited numbers of students * Level of teacher-student interaction. The level of support teachers provide to individual students within each model is related to the teacher-student ratio. MOOCs use automated feedback, peer-to-peer interaction, and limited teacher-student interaction to respond to very large numbers of students. In seminars, workshops, and webinars, teachers interact directly with students and 19Orientation to Online Teaching 20 attend to their personal needs as they arise throughout the course. Competency-based courses have varied levels of support. It’s important to recognize different instructional online course models to help us establish standards of quality within them. This guide is designed for teaching that uses asynchronous communication for interaction among a limited number of participants, which is most common in the seminar/workshop model. The strategies offered are also applicable to other models as long as they involve interaction between teachers and students. Online courses are offered across the Internet. They are part of an interconnected global network that offers a vast array of information and services. As an online teacher, you can draw from this web of information to gather resources for your course, You can use communication networks and digital tools to share information and interact with your students in ever- more sophisticated ways. An online course is usually offered through an institution's Learning Management System (LMS). The LMS is a technologic latform that serves as the “classroom” to facilitate course activity. There are many popular LMSs with different looks and functionalities. Host institutions usually go through lengthy evaluation processes to decide on which LMS to use for all their courses and provide technical training to help teachers and students understand basic procedures for use. Table 1.3 describes common features of LMSs. Refer to the book’s website for examples of LMSs (i.2. Moodle, Canvas, Blackboard, Desire2Learn, Edmodo): www.essentialsofonlineteaching.com.orientation to Online Teaching qable 1.3 Sample Learning Management System Features List Moe Pete Syllabus ‘An overview of the course in outline form; it includes objectives, requirements, etc. [Calendar Schedule of deadlines and course events. cher announcements | Teacher updates and reminders. In an online course, they | usually appear upon entering the LMS, / Course email | Correspondence between course members. Lessons Content sections usually organized by units. Ongoing online discussions. They may include text, audio, video, and images. Wiki ‘An online environment that can be shared and edited by all members of a collaborative team. Blog ‘An online space where one author creates a posting (e.g ie type of narrative) and others comment Testing/quizzing ‘Assessments that determine how successfully outcomes have | been achieved. Ungraded self-assessments help learners | _adjust their pace and reflect on their learning, | Assignments and ‘Students’ products such as papers, worksheets, and | dropboxes multimedia projects. Students upload assignments to the LMS | and the instructor grades, comments, and returns work to | students. Some LMSs use a tool called dropbox for | submission of work. Portfolios Collections of student work from current and, possibly, past courses. | Chat ‘An online exchange of text comments and remarks between __two or more participants in real time. | Live classroom/live | Online class sessions in which the teacher and all members | meeting are there at the same time and communicate using voice | and video. Source: Adapted from Vai and Sosulski (2018)Orientation to Online Teaching The Language of Technology The emergence of technologies in education has introduced a new use of language that influences the way we think and talk about learning. When used in a learning context, words such as “interaction,” for example, used to mean the exchange of ideas between human beings. Now, this term is used to describe the exchange of information—with or without human involvement. As innovations in technology open up new avenues of communication, the very language we use to do so reflects a shift toward automation. “Online teaching" as concept and term sprang onto the educational landscape in the late 1980s as computer conferencing software began to support interaction between teachers and students. Suddenly, educational marketing, researchers, and program developers began talking about online teaching and e-teaching as @ new category of instruction. The language used by researchers, program developers, and marketers to describe how online courses are taught suggests an instructional shift toward automation. The word “teach” is often replaced by passive verbs. Online course are said to be “released,” “disseminated,” “delivered,” and “installed.” For example: * “17 courses were released on the edX platform over a period of rapid development” (Ho et al., 2015). * “Online courses are those in which the content is delivered online" (Allen & Seaman, 2016) The passive language used in such descriptions de-emphasizes the personal action involved in teaching. The choice of language implies that the course is a product to be distributed rather than a process of human interaction. A shift toward automated instruction is not a necessary by-product of online teaching and learning, You will notice that teaching is always described in active terms throughout this book to reinforce the notion that teaching and learning are active and interactive processes. 22orientation to Online Teaching 23 Attributes of Online Teaching and Learning Let’s look at some of the distinctive characteristics of the online environment and how they affect teaching and learning, Asynchronous Communication In many online courses, communication happens asynchronously. This means that everyone in the course participates at times convenient to him or her and may not be online at the same time. Each person works alone, even as he or she contributes to group activities. Busy people may find it easier to participate because the schedule is flexible, and students from different time zones can work together. In asynchronous discussions, participants can take their time to contribute; they can look things up and reflect before they post. This added time can add depth to students’ comments. An online discussion usually happens over the course of a week or more, so every student has the opportunity to contribute. Asynchronous communication has some drawbacks too. The wait time between posts can sometimes make the conversation feel disjointed. It can be hard to build momentum in a discussion that happens over days. Coordinating group work can also be challenging if students are participating at very different times. Remote Access Participants in online courses log on from anywhere they have access to the Internet. So an online course can have students, teachers, and guest speakers from different places around the world. Remote access allows people to participate in a course whose schedules, circumstances, or physical limitations may prohibit them from coming to a classroom. Remote access also means that people are not physically present at the same place. All students work alone from theiree — —e Orientation to Online Teaching 24 own environments, so they don't share the same immediate references. Facial expression, voice inflection, and other nonverbal cues that support face-to-face communication are omitted from text-based interaction. Differences in local connectivity can affect the students’ experience. Networked Learning ‘An online course exists as part of the Internet and is seamlessly connected to resources available on the global data network, So participants have immediate access to a wide range of learning resources and tools. Virtual libraries with catalogued references, e-books, and media can be linked to a course. Online communication helps students become part of a community that expands beyond the boundaries of the campus: The amount of information available on the Internet can be overwhelming and uneven in its reliability, Networks also provide increased opportunities for plagiarism and other unethical use of material. The characteristics of the online environment are neither good nor bad. They simply add dimensions that need to be taken into consideration as you plan and teach an online course. The goal is to find teaching strategies that capitalize on the benefits while minimizing or alleviating potential difficulties that come with the territory. The teaching suggestions, examples, and standards identified throughout this book are offered to help you understand the online context and find strategies that allow you to work effectively within the online environment. Online Teaching Responsibilities It there is any one secret to good teaching, it is summed up in the word “activity.” (Moore and Kearsley, 1996) The real challenge of teaching online is to encourage students to become active participants in learning.orient tation to Online Teaching 25 Most online students need the same kind of reassurance, personalized instruction, responsive feedback, and targeted challenges as students everywhere do. Depending on the instructional model of the institution, some of these teaching functions have been integrated in the course design and the teacher will perform others. Typically, online teachers will be actively involved: * Guiding students. Teachers help students navigate the online environment and the learning activities. * Instructing. Teachers share information, explain concepts, make connections, and offer insight and expertise. * Moderating discussions. Teachers facilitate online discussion. They prompt and respond to students’ questions and encourage thoughtful dialogue. * Managing the group. Teachers coordinate participation and learning events to work effectively throughout the course. They troubleshoot problems and revise plans as needed * Evaluating progress. Teachers gather, analyze, and evaluate evidence about students’ learning and the course throughout the semester. * Providing feedback. Teachers respond to students’ contributions by offering them counsel, support, and encouragement. * Modeling learning. A teacher's contributions, tone, level of participation, inquisitive responses, and shared learning demonstrate expectations for students While these tasks are similar to teaching activities in an on-site course, they play out differently online. Once you understand the specific features of the environment, you will be able to take advantage of the available resources and tools to support your students in new and effective ways. In the remaining chapters of this book, we focus on specific strategies to handle different kinds of learning needs, and give you suggestions for an efficient and enjoyable online teaching practiceOrientation to Online Teaching 26 Online teachers can and should hold the same accountability for students’ learning as classroom-based instructors. [Y Teachers and students are active participants in the learning process. Example: Overview of a Week Online In online courses, students learn by working with digital content, interacting with their teacher and peers, and completing activities. A typical online teaching week might look like this: Monday Teacher: * AtQam., the teacher posts an announcement with instructions for the week: (1) view a video and read two articles; (2) write an essay based on the learning resources; and (3) participate in the online discussion forum * The teacher opens a new thread in the discussion forum with the topic to be discussed, and posts an initial response to get the ball rolling. «He sends an email to two students (John and Mary) who did not turn in last week’s assignments. He asks them if they need help and encourages them to catch up. Students: * Some students start logging on throughout the day, some from work, others from home or public places, * Thoy read the teacher's announcement, and start viewing the video and reading the assigned texts. A couple of them download the resources to their devices, but others review them online. * Kim sends an email to the teacher to ask about the assigned essay.orientation to Online Teaching 27 * John emails the teacher to explain the technical problems he faced uploading last week's assignment Tuesday Teacher: * The teacher reads two emails from students, Kim and John. * Since Kim asks a question about the essay assignment, the teacher responds and sends her a link where she can find an example of this type of essay. He asks her to post her question on the discussion board so he can share this information with the rest of the students. * The teacher uploads instructions for John, who is having technical problems submitting his assignment, and refers him to the university's tech support call center. Students: * More students join in and start working on the unit. * Most students continue to study the learning resources for the week. * Some open the discussion forum and a few of them post their first comment to the week's thread. Others only read the postings. * Kim posts her question about the essay on the discussion forum and includes the teacher's link to an example. Wednesday Teacher: + The teacher logs on and reads the students’ comments on the discussion forum. He posts follow-up questions that require students to support their comments with further analysis and examples * He notices that only two-thirds of the group has participated, so he adds a message inviting the other students—by name—to join in.———— OO, Orientation to Online Teaching 28 Students: Students continue joining in and studying the learning resources for the week. Some start doing the research for the essay that needs to be turned in by Sunday midnight. Most students open the discussion forum and read other participants’ contributions. A few participate actively. Others post their first comments. John tries to upload his pending assignment with no success and calls the tech support number. A tech tutor walks him through the process until he finally succeeds. Thursday Teacher: The teacher receives an automated notification that John has handed in an assignment for grading. He sends John an email congratulating him for tackling the technical problem and lets him know that he will grade it by the weekend. Students: Students continue to participate in the forum. Slowly, almost all of them post at least one message. Kim's comment has opened an exchange among students regarding the essay, More questions are raised, some of which are answered by peers. Friday Teacher: The teacher logs on to the course and opens the discussion forum. He is happy to see that students have responded to his questions with thoughtful remarks. He sees that there is still confusion surrounding an important point, so he clarifies it. He summarizes the key concepts studied that week and mentions open questions that will be considered in other units.orientation to Online Teaching * He thanks Kim for raising her question and clarifies the requirements for the essay. He answers any questions that haven't been resolved by the group * He checks the report on students’ activity to verify that Mary is still enrolled because he notices that she did not respond to his email and has not participated in the week's discussion. He calls her and finds out that her mother has a major health problem; they agree on a plan to make up missed work. * He sends an announcement reminding students that the deadline for handing in the essay is Sunday by midnight and informs them that he will check back with them on Saturday at noon for questions. Students: * Students are working on their research and start writing the essay * Melanie recommends an article and an interesting database to explore the topic further. She adds both resources to the discussion thread created for that purpose. Other students share more resources. * In the discussion forum, John asks his peers a couple of questions about citation standards. Terry recommends an online webpage that generates APA-style citations and John uses it successfully. None of the students can figure out how to quote a tweet, so they ask the teacher. Saturday Teacher: * The teacher logs on at noon to check for questions in the discussion forum. He sees the question about the tweet and responds that he does not know the APA citation standard for tweets. He invites students to help him figure it out, and suggests using the conference format meanwhile. Students: * Students are doing research and writing their essays.Orientation to Online Teaching 30 Sunday Students: * All students except Mary turn in their essays before midnight. Time Expectation for Teachers Time is a teacher's most valuable commodity. How we spend our time and plan for our students to spend their time demonstrates our priorities. (Heidi Hayes Jacobs, personal communication) In asynchronous courses, online teachers and students log on to the LMS and work through a series of activities whenever it is convenient for them. The line between class time and homework can become blurred. Time spent on your course can happen throughout the day, in between other activities, and throughout the days of the week. While this allows for a great deal of flexibility and independence, teachers and students also need to coordinate their work with others in the course to participate in group activities, meet deadlines, and give and receive feedback. Weeks are used to organize student workload instead of classroom sessions. Most online courses operate on @ schedule with a start and finish date, so learning and teaching have to be completed within a time frame. A common practice is to consider a “week” as a period of time to distribute learning activities and define deadlines. Organizing workload in weeks is helpful to coordinate the group's progress so that collaborative activities and group discussions are possible. ‘Teaching time is spent differently than it is in on-site courses. A weekly workload of online teaching may entail * Posting announcements (text, audio, or video clips) to keep the class on track. Some teachers record fresh announcements several times a week as a way to make the communication more current and interactiveorientation to Online Teaching * Posting questions to a discussion forum and responding to students’ postings * Reviewing students’ work. * Communicating with groups of students and individual students. * Monitoring and analyzing student engagement. * Assessing students’ progress. * Reviewing upcoming learning activities and adapting the plan as needed In addition to the time spent online, there are many teaching tasks that require offline time, such as grading papers and preparing instructional notes. An online course gives you great freedom. You can break the work down into tasks and do it at times that are convenient for you. Many people find it helpful to allocate two or three longer blocks of time (an hour or more) each week for more complex instructional tasks. Shorter online sessions are used for impromptu feedback within the online forums and to respond to emails. Most teachers want to know how much time it takes to teach a course online. The only real answer is—it depends. it depends on: * your course design; * how many students you have; * your instruction and feedback methods; and * the time parameters you put around the course. The extensive planning that goes into an online course design saves you time during the semester. You can focus most of your time on tending to students’ needs rather than preparing > for class. Like most challenges, teaching online becomes more intuitive and less time-consuming with practice. We learn what works for us, what to expect from students, and to plan our time accordingly. It's a process of continual improvement.a tO Orientation to Online Teaching Personal Reflection Margaret Foley McCabe The first time | taught an online course, | logged on many times a day to see if anyone had responded to my posts. | rerecorded my introductory remarks and polished my responses compulsively. | was unsure how each contribution would be received and was overly careful. With time and experience, the interactions become familiar and take less time, You understand the context in which your contributions are received. It becomes apparent that the instructional value does not lie in the technical craft, but in the insights you offer to students Summary and Standards Online education stems from a long tradition of distance education. It offers an exciting context for teaching and learning while expanding access to education. Using digital networks, people from all over the world can learn together and share ideas in new ways Online students use a Learning Management System (LMS) to access content, interact with a teacher and other classmates, and perform learning activities that help them master the course goals. Teachers perform many of the same tasks online as they do in the classroom. They motivate students, provide instruction, clarify directions, track students’ progress, and provide responsive feedback. Yet they need to consider the specific traits of the online environment (asynchronous communication, remote access, and networked learning) as they make decisions about the best ways to promote student learning. Online instructional models vary widely from one program to another. Four instructional models are commonly used today: (1) seminar/Avorkshop; (2) competency-based; (3) webcast/webinar; and (4) MOOCs. The strategies and 32orientation to Online Teaching standards presented in this book focus on course models that feature teacher-student interaction as an integral part of the online course design. [D) Teachers and students are active participants in the learning process. £ References and Further Reading Allen, E., & Seaman, J. (2013). Changing course: Ten years of tracking online education in the United States. The Babson Survey Research Group and Quahog Research Group. Retrieved from http://online learningsurvey.com/reports/changingcourse.pdf Allen, E., & Seaman, J. (2016). Grade level: Tracking online education in the United States. The Babson Survey Research Group. Retrieved from http://onlinelearningsurvey.com/reports/onlinereportcard.pdf Barrett, D. (October 28, 2015). How a 40-year-old idea became higher education's next big thing. The Chronicle of Higher Education. Retrieved from http://chronicle.com/article/How-a-40-Year-Old- Idea-Became/233976. Biggs, J., & Tang, C. (2007). Teaching for quality learning at university. Maidenhead, UK: Open University Press. Chao, T., Essier, T., & Sal, T. (2010). Using collaborative course development to achieve online course quality standards. International Review of Research in Open and Distributed Learning, 110). Ho, A. D., Chuang, |., Reich, J., Coleman, C. A., Whitehill, J., & Petersen, R. (2015). HarvardX and MITx: Two years of open online courses Fall 2012-Summer 2014. Social Science Research Network. Retrieved from http://papers.ssrn.com/sol3/papers.cfm?abstract_. id=2586847 Holmberg, B. (1989). Theory and practice of distance education. London, UK: Routledge. Kearsley, G. (2000). Online education: Learning and teaching in cyberspace. Toronto, Canada: Wadsworth, Kim, J. (2014). Why we need a new EdTech vocabulary, Inside Higher Ed. Retrieved from www.insidehighered.com/blogs/technology-and- learning/why-we-need-new-edtech-vocabulary#sthash. U7oqMPdu. dpbsm Lowenthal, P. R., Wilson, B., & Parrish, P. (2009). Proceedings from AECT International Convention 2009: Context matters: A description and typology of the online learning landscape. Louisville, KY: AECT. Retrieved from http://patrickiowenthal.com/publications/AECT 2009TypologyOnlineLearning. pdt 33Orientation to Online Teaching Moore, M. G., & Kearsley, G. (2005). Distance education: A systems view. Belmont, CA: Thompson/Wadsworth. Stein, J., & Graham, C. (2014). Essentials for blended learning: A standards-based guide. New York, NY: Routledge. Swan, K., Bogle, L., Day, S., & van Prooyen, T. (2015). A tool for characterizing the pedagogical approaches of MOOCs. In C. J. Bonk, T. H. Reynolds, & T. C. Reaves (Eds.). MOOCs and open education around the world (pp. 105-118). New York, NY: Routledge. Vai, M., & Sosulski, K. (2016). Essentials of online course design: A standards-based guide (2nd ed.). New York, NY: Routledge. Zabala, A., & Arnau, L, (2010). Cémo aprender y enserlar competencias. Mexico City, Mexico: Grao/Golofén.Factors That Influence Online Teaching rep Effective teaching is not a set of generic practices, but instead is a set of context-driven decisions about teaching. (Glickman, 1991, p. 6) How should ! teach online? The best way to answer this question is to reflect on the reasons behind your current teaching practices and figure out how these driving principles apply to online instruction. There are several factors to consider, such as the: * unique perspective of the teacher; target students; * course content and specific learning objectives; * online environment and technologies used; and ¢ host institution's priorities. These factors can also be thought of as the who/what/where/ why of teaching and learning You don't need to reinvent your entire approach to teaching to be effective online, We recommend that you stay true to your beliefs and draw from your experience as a classroom teacher. Then consider other factors that come into play when teaching online and use the standards presented in this book to guide your practice. 35Factors That Influence Online Teaching 36 In the 1990s, it was thought that the online learning environment favored some teaching methods over others (Harasim, 1990). It was proposed that the asynchronous environment promoted self-directed learning, thus teachers should adopt the role of “facilitator of knowledge acquisition” rather than director of classroom learning. The online teacher’s role was described as a “guide-on-the-side” rather than a “sage-on-the-stage" (King, 1993). Over the past decades, we have seen that the online environment can support a wide range of approaches to teaching and learning (Lowenthal, Wilson, & Parrish, 2009) There are virtual courses in which teachers serve as experts delivering information. Some teachers facilitate discussions, while others delegate inquiry-based research. Most teachers fulfill a variety of roles determined by their own beliefs than by the online environment (McCabe, 1998). Educational research has long supported the notion that teachers’ practices are strongly related to their beliefs (Munby, Russell, & Martin, 2001). Beliefs about teaching and learning are rooted in experience and are often unconscious. We tend to teach the way we learn and emulate our best teachers (Nespor, 1985). This presents a problem for teachers, especially those who have little or no experience as online learners and may not have mentors to emulate. How can teachers who are new to online study make confident choices about online instruction? Through self-reflection, they can identify their values as educators and apply this criterion to their online strategies. The answers to basic questions can help instructors understand their preferences: * What is your primary role as a teacher? + What makes you a good teacher? * What are the characteristics of a good learner? * How do students learn best? * How do you know when and what students are learning?factors That Influence Online Teaching The diversity of teachers’ beliefs leads to different kinds of teaching * Some teachers see their primary role as experts in the subject matter. They provide students with clear explanations and respond to their questions * Others see their role as model learners. These teachers tend to demonstrate the qualities they attribute to good students—searching for new connections, evaluating ideas, and asking follow-up questions that lead into new territory * There are also teachers who see themselves as facilitators of learning. They guide and prompt students’ progress as a coach on the side. Throughout the book, you will find examples of different online instructional styles. Table 2.1 introduces some teachers who collaborated in this book and presents how they perceive their roles in the online environment. There are many other possible models to describe teaching. The point here is to encourage you, as an online teacher, to understand the role you play and the reasons behind your choices. Then you will be able to find the online means to support your personal approach to teaching. Table 2.1 Meet Some of the Online Teachers Who Contributed to this Book ‘Carmen Coronado teaches two online courses: Curriculum Design and Assessment and Projects | for the Virtual University System at Universidad de Guadalajara (Mexico). “I see myself as a companion and a guide. | believe students need help understanding the content and the instructions for activities and assignments. Since | have a clear vision of the course structure and teaching strategy, | support them when they don’t know what to do, or need clarification or further explanation of the content. Also, | give them feedback to help them assess their progress, identify their difficulties, and figure out how to overcome them.” Tom Geary teaches Advanced Writing online for Tidewater Community a) College (United States), “I see my role as a facilitator or coach. | don't think of myself as the ‘one with all the answers. Rather, | think of teaching as a strategic position. Students come to my online course with their own experiences and skill 37 continuedFactors That Influence Online Teaching Table 2.1 continued Sets. | want them to bring their understandings and questions to the table. | ] use my more advanced knowledge of the subject to push my students’ thinking into new territory and help them collaborate to find their own answers.” Damien Mansell co-teaches an MOOC about Climate Change for Exeter | University (United Kingdom). “As online teachers, we serve as resources for learning. We frame the issues that relate to climate change, present information, and provide people with answers. Because our material stays online, students can learn at their own pace.” Rosario Freixas teaches two online courses, Research in Social Work | and Il, for the School of Social Work at Universidad Nacional Autonoma de | México (Mexico) “| see myself as a coach who helps students develop research skills. | introduce research methodology and assist students as they apply it to their own projects. My role is to enable students to investigate social processes with rigor, precision, and integrity, Benjamin Mayer-Foulkes teaches a course on Lacan’s Discourses online at 17, Instituto (Mexico). “My role as a tutor is to introduce the discussion topic, establish the guidelines for the week's work, and promote an active and constant exchange among the learners. Reading each other's communications and writing in a common forum, we note how concepts behave in particular linguistic contexts.” Allen Stairs teaches Philosophy online at the University of Maryland (United | states) “| see my role as a model thinker. | try to model for my students what it | is to think like a philosopher. There are real advantages to doing this online | ¥ because students can read what | say again and they can craft their | expression of their own thoughts more carefuly, practicing the logic and a rhetoric of philosophy. Scott Thornbury lives in Barcelona, Spain, and teaches an online course called English in the World for The New School for Social Research (United States), ‘My approach to teaching is activity-based, Learners work in groups on tasks and | manage and scaffold the whole process. I'm rarely the “sage on the stage”—99% of the instruction and learning happens through discussion and feedback.” 38factors That Influence Online Teaching { Online Learners Any discussion about teaching is intricately bound to the needs and characteristics of the learners. After all, it is their growth that determines the effectiveness of a course. Ideally, online courses are designed for the particular student population they serve. General characteristics such as the age range of students, their educational level, and the number of students in a class may be known ahead of time to guide the course design process. However, the particular characteristics of the students enrolled will influence how it progresses. Students have very different needs and personalities. You may | have a few students whose early enthusiasm and participation help to propel highly engaged interaction throughout the semester. Another semester, your students may be less active and more reluctant to take part in the interaction. The personalities, preferences, and needs of the particular students in your online class will influence your approach. It's important to take note of the characteristics of your students to make use of their knowledge, experience, and perspective while addressing their learning and motivational needs. Pre-course surveys or introductory exercises help you and your students get to know one another and enable you to | personalize instruction. Find out about students’: * motivation for taking the course; | © prior experience with the subject matt where they live, study, and work; i * learning preferences and/or challenges; and | access to and experience with the technologies used. This information can help you tap into your students’ realities and transform an online course from a computer-mediated connection into a personalized and shared experience. It can also help you identify students who may need extra support or tailored instruction. se ie Refer to the book’s website for an example of a pre-course WEB] online survey: www.essentialsofonlineteaching.com.EEE Factors That Influence Online Teaching Carmen Coronado | have learned after years of teaching online that it is very helpful to have some kind of "fact sheet” on each student. | like to take handwritten notes on a physical notepad. Here, | list my students and write if they are married or single, how old they are, where they work, in what city, country, or farm they live. | have had students living in Germany and the United States, as well as in small remote towns in Mexico. From what they tell me, | get an idea of what their lives have been like and how they are now, why they study, and what they expect to learn. This helps me understand them and approach them. | can empathize with each one. A teacher may decide to adapt teaching strategies to meet the preferences and expectations of the learners. Or a teacher may ask the students to adapt their work habits to meet challenges that lay outside their comfort zones (both approaches could be seen as responsive to students’ needs). In either case, it is important for teachers to understand where the students begin to know how to help them progress: Mw Online teaching is tailored to meet the needs of the particular student population served. Course Content and Learning Objectives Content and learning outcomes influence instructional choices. Picture a math teacher introducing a fundamental concept, such as complementary angles. She explains the definition of the term, draws a diagram on the board to illustrate its meaning, and then uses the concept to solve a problem. She then gives students an assignment that requires them to demonstrate comprehension of complementary angles and to apply that understanding to solve problems. 40ors that Influence Online Teaching Now picture a creative writing teacher introducing the elements of fiction. He assigns a text for the students to read as homework and then uses it as context to teach about plot, setting, characters, mood, and other literary devices. The lesson is discussion-based and the teacher's questions tend to be subjective in nature: “How would you describe the mood in this text?” There are several right answers. The focus is on the students’ ability to back up their answers with examples from the text. The teacher assesses the learners’ understanding by their ability to convey a sense of mood in their own writing These two vignettes illustrate teaching for different kinds of learning, The math teacher is concerned with explaining the concept clearly so that her students comprehend it. Her lesson is about acquisition of knowledge and application. The creative writing teacher is trying to get his students to think critically about the text, analyzing the writing and applying their reasoning As you select a teaching strategy, be aware of the specific level of thinking that you are targeting. Do you want to teach students to state a fact? Or to explain a concept? To synthesize information and generate new ideas? To propose a solution to a problem? From a teaching perspective, it is important to challenge students in all levels of cognition for them to thoroughly own and use new ideas. Ask yourself what actions you will take to support the named learning outcomes You can reinforce the acquisition of knowledge, challenge students to analyze their reasoning, apply their knowledge to new situations, or develop an idea. Pay attention to the kinds Bloom’s Taxonomy of Learning Benjamin Bloom (1956) created a well-known Taxonomy of Learning to distinguish six levels of thinking or cognition. He proposed that students learn on @ continuum, beginning with knowledge acquisition and moving up through comprehension, application, analysis, evaluation, and synthesis. Many teachers find this taxonomy useful to identify the level of thinking they are targeting in a lesson. 41Factors That Influence Online Teaching of thinking your questions and comments promote. Your input online can challenge students to reach beyond their first answers and do more than complete the assigned tasks. Activities and instruction engage students in a range of thinking skills, including critical and creative thinking, analysis, and problem-solving. # Teaching Tip Ask follow-up questions Teaching critical and creative thinking skills often requires teachers to ask follow-up questions and to encourage students to dig deeper than their initial response. For instance, a teacher may ask a question that requires analysis: “Why do you think that is the right answer?” Or he or she may ask an evaluative question: “How does that relate to your research project?” Follow-up questions that respond to the particulars of a student's reasoning and personal contexts are important to drive the learning process further. Follow-up questions are a natural part of a teacher's input in face-to-face classroom interaction. The skilled online teacher also presses the conversation forward, asking students to make new connections or reconsider their response with additional information or new perspectives. This enriches the discussion for all. The teacher must be present and actively involved in the online interaction to do this. See Chapter 8 for guidelines on facilitating online discussions: 5 = m = 3 oi Online courses can be offered through a Learning Management System (LMS) or a combination of software applications {i.e. websites, social networks, online editors, knowledge organization and sharing resources). The platform offers teachers a variety of tools that can be flexibly used to support different functions, such as: 42factors That Influence Online Teaching * content presentation in various formats (text, video, audio, multimedia); + teacher-student communication; * group discussion; * collaboration; * assignments; * peer review; + learning assessments; and * teacher feedback. There are many choices of technologies that can help teachers accomplish the functions listed above. Institutions invest a great deal of time, money, and effort in choosing and implementing an LMS. Training and support services for faculty usually revolve around the use of tools within the institution's chosen LMS. A standardized template is produced so that all online courses within an institution look basically the same. This makes it easier for students, teachers, administrators, and support staff to have shared expectations about how an online course is delivered and facilitates course management ‘An LMS includes a limited set of tools that perform the tasks needed for teaching and learning. While online teachers can opt to use tools other than those offered within this platform, the system’s basic tools (the discussion board, the announcement features, the dropbox, assessment applications, etc.) tend to be used most frequently. Coates and Baldwin (2005) examined the effects of Learning Management Systems on universities’ teaching and learning They conclude: LMS's are not pedagogically neutral technologies, but rather, through their very design, they influence and guide teaching. As the systems become more incorporated into everyday academic practices, they will work to shape and even define teachers’ imaginations, expectations and behaviors, (27)Factors That Influence Online Teaching This suggests that the choices of technologies included in an LMS may bias instructional strategies. They point out the connection between popular LMS tools and online pedagogical trends. For example, many LMSs include tools that rely on forms of assessment that can be automatically “corrected.” Automated tools cannot easily assess students’ responses to open-ended problems. The authors express concern that such assessment tools may become dominant in higher education practices and limit the kinds of tasks used to evaluate students. The specific media you use to deliver resources and interact ‘online will affect students’ experience. Text-based interaction may appeal more readily to those who are comfortable writing. Video resources may be more appropriate to represent certain kinds of information and may work better for visual learners. It is generally recommended that teachers select technologies that are aligned with the specific goals of the activity it services and use a variety of media to appeal to different modalities and learning preferences (Quality Matters, 2014) Teaching Dilemma What instructional tool should | use? Choosing the simplest technology for the job is usually the best choice. It keeps the focus on the learning task rather than the mode of communication. When you are teaching, it is important to give students clear instructions about how to use the tools chosen and explain how they fit within the overall goals for the class. in other words, explain and justify your methods. Again, it is important that you begin with a clear understanding of the rationale behind your instructional choices so that it is teaching—not technology—that drives your decisions and actions. Refer to Chapter 3 for an in-depth discussion about learning resources and tools. 44factors That Influence Online Teaching The LMS features and course design may influence online instructional choices. As we emphasize throughout this book, it is imperative that learning, not technology, drive instructional decisions. {W Learning activities and ease of use determine the best technologies to use. The Mission and Priorities of the Host Institution Institutions of education have different missions, values, and goals, and have different reasons for offering online programs. Many colleges and universities began providing online courses at a distance to serve students who could not physically attend campus-based classes (Bonk, 2002; Owston, 1997). Today, schools offer online courses for one or more of the following reasons: to reach more students, to serve a wider geographical area, to increase revenue, to provide greater flexibility, to improve instructional quality (Burke, 2008). The priorities placed on the various motivations affect strategic decisions about the development, implementation, resources, and evaluation of online courses. How will online courses be developed and by whom? How many students will online classes serve? What kinds of training, support, and resources will be given to the online teachers? What kinds of evidence will be gathered to evaluate the success of the course? Answers to these questions will have significant impact on how online courses are taught. Best practices for online teaching need to be consistent with the norms and values of the institution as a whole. Some schools are known for their small student-teacher ratios and pride themselves on interactive, learner-centered instruction. They are likely to offer online courses with small class sizes (.e., 10-25 students) and encourage high levels of student- teacher interactions. Institutions that traditionally offer large lecture courses may favor online teaching methods that serveWw ———"———_——_——OS Teaching with Digital Tools and Resources “The right too! for the job” is a saying that can apply to online teaching. The best digital tool is determined by the instructional task that needs to be accomplished. If your course is already designed, many of these tasks will be detined for you. But there are different ways to accomplish the same task, so it’s useful to know your options and understand the benefits of certain tools over others for your purposes. Similarly, the core learning resources may already be identified for your course. But you may want to add or modify resources as you work with your students. This chapter covers some technical options for accomplishing different kinds of interactions and common instructional tasks. It also provides an overview of different kinds of resources to deliver content. Before we begin, let's focus on a few reassuring facts: * Technology can support the learning process without getting in the way. * Successful online learning can happen with relatively simple tools. 56teaching with Digital Tools and Resources * The right tools and resources can help you work more effectively. We will walk you through the tools available online for basic teaching functions. Think about ways that you can use them in your course. Note: This is not a comprehensive list of tools and resources. Rather, we highlight some basic types of resources and tools that teachers can use and combine to create rich and interactive learning experiences. Supporting Learning with Digital Resources and Tools Digital resources and tools can support rich interaction between: * teacher and student(s); * student(s) and student(s); and * students and content Usually, the resources and tools are integrated within a Learning Management System (LMS). This technological platform provides a closed and safe environment for teachers and students to interact. Working within an LMS has these advantages: * Access is restricted through a username and a password. Tools and resources are in the same place. ‘* Courses can be created and managed easily. + Data is stored centrally. * Reports show student progress. * Institutional support can be provided if all teachers are using the same LMS.RS: N Teaching with Digital Tools and Resources la aunn The following overview of a unit from an online course in : Som institutions are now G/Obal Economics illustrates how learning resources and using a combination tools (in italics) are woven together to create engaging and of independent tools challenging activities. to offer online courses. Refer to section 3.6 for more inform: Global Economics Course—Unit 3 Students’ learning activities: * Watch an introductory video explaining the globalization of economic systems. * Read the journal article “Interest Rates and the Exchange Rate: A Non-Monotonic Tale" by Viktoria Hnatkovska, Amartya Lhiri, and Carlos A. Vegh, analyzing how interest rates in major economies can affect other nations’ currencies. * Use the online discussion forum to discuss the question: “How will fluctuations in major economies such as the United States, the European Union, Germany, or China affect the economic outlook in emerging economies?" * Search for online statistical data from the World Bank and the International Monetary Fund to support the arguments presented in the discussion forum. * Complete an automatically graded diagnostic quiz to assess comprehension of key concepts. * Prepare a document listing five takeaways from this lesson and three questions to explore the subject further and submit using dropbox. Figure 3.1 A Unit from an Online Course That Illustrates How Digital Resources and Tools Create Engaging Activitiesseaching with Digital Tools and Resources In the example above, online activities provide information in a variety of formats to appeal to students with different learning preferences. They also use a variety of tools that enable students to work in different ways. In the discussion forum, students interact with classmates and the teacher to deepen their understanding of the subject. Individually, students take a quiz to assess their understanding of concepts or apply what they have learned in an assignment. In this rich digital environment, students can learn research skills, critical thinking, and teamwork, as well as economics Teachers help students to use digital tools and resources effectively to reach the learning outcomes for the course. Some teachers see this as a daunting responsibility because they are not confident in their technical know-how. However, you do not need to be an IT expert or know about all the tools available to perform a task online. You just need to choose an appropriate tool for your needs, practice using it, and show your students how it's done. Keep it simple and broaden your experimentation over time. Your major contribution is your knowledge and expertise on the subject, not your technical skills. Personal Reflection al Patricia Gonzélez-Flores es | have discovered that many teachers are not aware of how much they know about using digital tools. They already use applications in their daily lives to navigate the Internet, write documents, and send emails. They are familiar with clicking on icons to perform functions, selecting options from pull-down menus, and capturing and formatting information in boxes or cells. The LMS and other digital tools used for online teaching work with a similar logic. So my initial recommendation is: look first at the familiar aspects of each screen (icons, menus) and don’t be afraid to try them!Teaching with ital Tools and Resources Begin by learning how to use the basic tools for essential teaching tasks, such as: * communicating with your students; * sharing resources with students; and * assessing student learning. Once you fee! comfortable with the basic tools, you will be able to guide your students through most learning activities. Learning activities and ease of use determine the best technologies to use. Communicating with Students If you are already familiar with the digital tools you will be using to teach online, you may want to skip this section. Teachers and students can communicate online using several LMS tools: * announcements; * discussion forums; and * emails They allow asynchronous interaction and are commonly used in online courses because of the flexibility they provide to learners. Familiarize yourself with the traits and functions of these tools. Then, as you teach, you will be able to select the best medium for each communication task.‘reaching with Digital Tools and Resources # Teaching Tip Consider using Synchronous commitrication Synchronous communication tools (such as chat or live an sessions) can be used for immediate interaction, allowing Chat is an in: Tressaging too! that you to talk with students directly. You can also use them flows conversations for guests or student presentations. However, keep in through text mind that scheduling might be difficult if there are exchanges in real students living in different time zones or learners with time. busy schedules. Announcements Online teachers can communicate with their class using the announcement tool in the LMS. Figure 3.2 shows an example of an announcement from Sepi Yalda's History of Meteorology class at Millersville University. History of Meteorology Journal x Posted August 26, 2013 6:28 AM ‘As you are reading through your book and the course notes you may want to look at the titles in the History of Meteorology journal which can be accessed online at http://www.meteohistory.org/scholarship/journal.html. Ihave also listed this under the area for the final research paper so you can look at it as a resource for your final paper. Also please check out the link on NOAA library photos that include a large number of pictures related to the history of meteorology. The link can be found under the link for the syllabus under the "Content" tab, Show All News Items Figure 3.2 An Announcement from Sepi Yalda’s History of Meteorology Class at Millersville University 61Teaching with Digital Tools and Resources Announcements in LMS What? An announcement is a message posted by the teacher to all the students enrolled in the course. Usually, announcements are used for one-way interaction (the teacher writes to students and they do not reply). Students read the announcement on the course home page when they log on to the course. It can include text, images, audio, and video in the body. Some LMSs (such as Moodle or Desire2Learn) use the term "News" for the announcement tool Why? ‘An announcement provides timely information to students regarding logistics, upcoming events, additional content, or other issues. Some common uses are: * welcoming students to the course; * sending reminders (i.e. upcoming assignments, due dates, participation requirements); © introducing a unit or lesson; * informing about newly added resources or special events (such as guest lectures, conferences); * highlighting progress achieved or challenges to be met; and motivating students to stay on track, How? Teachers can post an announcement immediately or schedule its appearance for a later date and time. Here are some suggestions for writing announcements send at least one announcement per week; keep them short and to the point; attach a file if lengthy explanations are needed; and create video or audio messages to vary the media. 62qeaching with Digital Tools and Resources Announcements are created by typing or uploading texts to an online editor as shown in Figure 3.3. Global Economics 101 > Announcemens > Create new “jnteresting Webinar on Economic Indicators - March 13, 2016 bivAk= GT TG rent sizes joo ©@- DR gumtiiter a Hi, everyone! A distinguished Mexican scholar, Dr. Martinez Santana, will be visiting our university. He will offer the conference “Changing Perspectives on Chinese - Mexican Trade” ‘on March 13, 2016 at 13:00 EST. There will be a live broadcast that you can watch online. Check the Department of Economy website for more information and registration instructions. Have a good week! Professor Leén. Atotrent Note selected Options Delay posting Users must post before seeing replies Enable podcast feed Allow liking Cancel es Figure 3.3 An Example of the Dialogue Box for Creating Announcements (Simulating Canvas Ls) (Weekly announcements call students’ attention to important and timely course information.Teaching with Digital Tools and Resources Discussion Forums Discussions are probably the most important tool for an online teacher because they provide the space for sustained conversations with and among students. Discussions can be used for many teaching purposes. Chapter 8 desoribes a range of ways discussions are used in online courses. c | Discussion Forum in LMS What? Discussions are written conversations between two or more members of the class, They enable two-way communication and can be one-to-one or one- to-many. A discussion can include a teacher and the students or just the students. Each discussion begins with an introductory message or prompt Participants post replies that can be organized in two different ways: 1. in chronological order; or 2. threaded, with each reply presented under the comment to which it relates. A “thread” is a series of messages that deal with the same topic. They are organized together so that users can identify them easily. The introductory message and all replies have a subject and a body. The content is usually text, but video, audio, and hyperlinks can be embedded. Files can also be attached. Figure 3.4 shows an example of Professor Leén using a discussion forum to teach a unit of his Global Economies course. Why? Discussions allow people to exchange ideas. Students present their ideas (or questions) and receive feedback (or answers) from peers and the teacher. Since there are no time constraints, everyone can participate (read and write) and edit their postings carefully. Discussions are used as a space to: 64feaching with Digital Tools and Resources «interact and explore course content as a group; * post and respond to student questions; «share information and links to resources; collaborate on group projects; and present a student project or presentation to the class. For many courses, the discussion forums serve as the virtual classroom where participants meet regularly (see Chapter 8, pp. 210-212, for more information and examples). How? To set up a discussion, teachers create the introductory message in which the topic, the purpose, and the guidelines for the conversation are established (see Figure 3.5) Participants post their comments at different times, and can reply to each other. The teacher monitors the conversation and may provide information and feedback to keep it on target. Teachers can open and close a discussion manually or establish the day and time when it will be open and closed. They can also open discussions to an individual or a small group. Note: Most discussion forums in an LMS can be configured so that students are able to open discussions on their own. It is an interesting option if you want to share some course responsibilities with them.—————EE—EE—ee Teaching with Digital Tools and Resources Topic 2 - Economic Interdependence Feb 1638939am José Luis Lebn 2 ‘The question to guide our analysis this week is: "How do fluctuations in major economies like US, EU, Germany or China affect the economic outlook in emerging economies?” Provide an answer to this question with a maximum 50 words. Then find ‘examples and data to support it. Professor Leon Search entries author unread Louise Martin o 12:16 pm Hi Fellow Classmates! As | reviewed the reading this week, | found that major economies trigger economic growth or decline. That is the case for the US and Mexico; since NAFTA was signed in 1994, 80% of Mexican exports go to the US. and the growth of Mexican GDP is closely tied to the US performance. So it's not surprising that when the US faced an economic crisis in 2008 - 2009, Mexican GDP fell 7%. Lionel Perkins & 6:30 pm ‘Another example for Charles’ idea is China and Latin America. During the Chinese boom between 2003 - 2008, Latin American countries also grew because they were able to export commodities to China, José Luis Leén 64a Lionel, you are right that the economies of Brazil, Argentina and Chile are interdependent with China. But, be careful with your geographical references. Latin America is not a uniform economic entity While South America exports commodities, México and some Central American countries export manufactured goods and did not receive the benefit of the Chinese boom, Figure 3.4 An Example of a Discussion Forum in @ Global Economy Course. The discussion is threaded, so responses are filed under the related comment.aching with Digital Tools and Resources Global Economics 101 > Discussions > Create new [ tovie Tite piuvAk=E= a @ HTML Editor qT Te 0 rontsies[ Jeeta =]e0 ©- @ & Not Published Attachment Noi chosen Figure 3.5 The Screen for Creating a Discussion in Canvas LMS Most LMS include configuration options that allow you to establish a specific communication dynamics in online discussions. You can combine grouping, timing and structure in different ways (see Figure 3.6). Note: A “group set” is one way of dividing students into teams (i.e. for discussions: two teams of six students; for final projects: four teams of three students). The teacher can create as many group sets as necessary within a course.Teaching with Digital Tools and Resources Options 4 Allow threaded replies Users must post before seeing replies Enable podcast feed Graded Allow liking Group Discussion @ This is a Group Discussion Group set [New Group Category ] + | Differentiated group assignments may yield unexpected results, Available From Feb 21, 2016 aay ‘Sun Feb 21, 2016 Until Feb 28, 2016 BRy Sun Feb 28, 2016 Figure 3.6 Discussion Configuration Options in Canvas. The group discussion option is checked so that each small group will have its own private discussion. Notice that a starting and ending date can be configured, (WJ Discussion forums are used to support online course interaction. Email Most LMSs include an email tool for interaction between registered users. Communicating with students individually helps to establish connections and increases students’