Online TeachingOnline Teaching

Strategies for Success

Electronic Pedagogy – The Art of Teaching Online

Flex:Flex: City #39278 - Mesa #39597 - Miramar #39019 City #39278 - Mesa #39597 - Miramar #39019

Andrea Henne, EdDDean, Online & Distributed Learning

District Instructional Services, Planning & Technology

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Components of Success Components of Success

Course Development Team

Faculty Training

OngoingSupport

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Fundamental QuestionsFundamental Questions

Effective Course Design

Who are your students?

What do you want students to learn?

Why will students enroll in

this course?

What resources are needed?

What outcomes will indicate

student success?

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Sample of Effective DesignSample of Effective Design

• Astronomy Learning Module on Vista 4

• Teaching with WebCT Vista 4 (instructors play student role)

• Template for Model Course Design

http://online.sdccd.edu

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CyberCafe to Collect InfoCyberCafe to Collect Info

Effective Course Design

Who are your students?

Heterogeneous: 18-80 Different Motivation

Live Anywhere Different Experiences

Diverse Backgrounds Different Abilities

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Access and FlexibilityAccess and Flexibility

Effective Course Design

Why will students enroll in

this course?

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State Objectives Up FrontState Objectives Up Front

Effective Course Design

What do you want students to learn?

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Match Learning Objectives and Match Learning Objectives and Provide Range of Learning Provide Range of Learning

OptionsOptions

Effective Course Design

What resources are needed?

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Evaluation Integrated Evaluation Integrated throughout the Coursethroughout the Course

Effective Course Design

What outcomes will indicate

student success?

√ Frequent

√ Authentic

√ Secure

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Answering the Fundamental Answering the Fundamental Questions Lays Foundation Questions Lays Foundation

forforStrategies of SuccessStrategies of Success

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The Art of Online TeachingThe Art of Online Teaching

Participation

Student Learning

Clarity

EvaluationCommunication

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The Art of Online Teaching

Best Practices - Clarity

Objectives/learning outcomes defined in the syllabus and repeated in each learning unit.

Instructor’s expectations of students and what students can expect from instructor spelled out unambiguously.

Detailed instructions (and examples) provided for assignments, projects, other graded items.

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The Art of Online Teaching

Best Practices - Participation

Instructor maintains a strong presence (timely feedback on graded items, frequent postings, updates, progress reports, announcements).

Student interaction is facilitated via discussions, group collaboration, chats, presentations.

Draw upon experience of students and shared interests to build learning community.

Draw students in—motivate them to learn more.

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The Art of Online Teaching

Best Practices - Communication

Find your digital voice—interaction, dialogue, mentoring, coaching.

Make full use of asynchronous/synchronous communication tools that are built into the courseware.

Reserve email communication for sensitive one-to-one communication.

Remind students about Netiquette.

Nothing is private.

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The Art of Online Teaching

Best Practices – CommunicationManaging Online Student Behavior*

Noisy Students, Quiet Students, Disruptive Students

Respond to students as individuals—each student is unique. Avoid escalation in email or in discussion threads. Err on the side of softening your language—using “might” or “perhaps” or “I’d like to suggest” to defuse a tense situation. Phone conversation with the disruptive student may be best.

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The Art of Online Teaching

Best Practices - Evaluation

Pre- and post assessments to measure individual progress.

Opportunities for self assessment related to objectives/learning outcomes.

Use of quiz features to deter cheating.

Rubrics/performance criteria.

Variety of assignments directly related to objectives/learning outcomes that encourage original critical thinking.

www.sdccdonline.netwww.sdccdonline.net/faculty/faculty

Andrea Henne, EdDDean, Online & Distributed Learning619-388-6750ahenne@sdccd.edu

Thank You!