Ten Best Practices for Teaching Online

Upon further reflection, this is going to be the structure of the blog after the course ends.  I'm going to post research and explain it as I interpret it. 

Also, in the comments of the last blog, Alyn suggested that the teacher should be more present in the class, conversations, etc.  I agree with him and found another article (http://www.designingforlearning.info/services/writing/ecoach/tenbest.html) that represents that sentiment.

1. Be present at the course site: the key is "liberal use of tools."  I was shocked that some professors can be so unpresent that students may post comments like "Is anyone there?" Wow.

2. Create a supportive online community: Maslow's Hierarchy of Needs.  Very important.  People need to feel appreciated and welcome. 

3. Share a set of very clear expectations for your students and for yourself as to (1) how you will communicate and (2) how much time students should be working on the course each week: It is important to set goals and make the requirements very clear.  Students need to know what is expected of them so they can be successful. 

4. Use a variety of large group, small group, and individual work experiences: In this class, we have the opportunity to work in groups for our produsage assignments, we can have online conversations in the discussion boards. 

5. Use both synchronous and asynchronous activities: In this class, we have webex sessions (none of which fit into my schedule, regretably) and the majority is asynchronous.  Synchronous activities are important for building community.

6. Early in the term - about week 3, ask for informal feedback on "How is the course going?" and "Do you have any suggestions?"  A great opportunity for students to reflect.  I know it caused me to take a more research-based approach improving the blog.  It was a very effective strategy because for the remainder of the short class, I will have a more guided approach based on my own goals.

7. Prepare Discussion Posts that Invite Questions, Discussions, Reflections and Responses: This speaks to asking high-level thinking skill questions.  Simple correct/incorrect answers do not require much thought.  Have a discussion.  Better yet, have a debate.

8. Focus on content resources and applications and links to current events and examples that are easily accessed from learner's computers: People are taking the course to learn.  Use a textbook written in the last 5 years.  Reference research written recently.  There is no excuse for antiquated ideas or wasting too much time on common knowledge.

9. Combine core concept learning with customized and personalized learning: I love the exploritory nature of this class. I am learning so much and everything is very applicable to my career and education.  At the same time, the development of important ideas cannot be overlooked and I belive it is not.

10. Plan a good closing and wrap activity for the course:  This makes sense.  Ask the students to reflect and apply their learning.

Quick One-Liner Hints (copied directly from article):

• Create open-ended questions that learners can explore and apply the concepts that they are learning
• Model good Socratic-type probing and follow-up questions. Why do you think that? What is your reasoning? Is there an alternative strategy? Ask clarifying questions that encourage students to think about what they know and don't know.
• Stagger due dates of the responses and consider mid-point summary and /or encouraging comments
• Provide guidelines and instruction on responding to other students. For example, suggest a two-part response: (1) what you liked or agreed with or what resonated with you, and (2) a follow-up question such as what you are wondering about or curious about, etc.
• Provide choices and options for students. Providing choices for students in questioning follows the principle of providing options for personalized and customized learning for students and a way of validating and affirming knowledge and skills. Working professionals are often grappling with many issues - providing choices and options makes it possible to link the learning more directly with their work experiences and needs.
• Don't post questions soliciting basic facts, or questions for which there is an obvious yes/no response. The reason for this is obvious. Once one student responds, there is not much more to say! Very specific fact-based questions that you want to be sure that you students know are best used in practice quizzes.
• Reminder: Log in to your course at least 4 times a week - answer email, monitor discussions, post reminders, and hold online office hours.

If you read both articles, which one do you prefer? Which one was more thought-provoking?