The online instructor must actively participate in all dimensions of the online classroom. The two contradictory assumptions that, once created, the online classroom can manage itself versus that the online instructor should be available to the students 24/7 are both faulty. Ragan (2008) emphasizes that students in an online course rely on the instructor to follow the established course schedule and to deliver the course within the scheduled time frame. However, the online instructor is expected to make schedule adjustments as needed to manage special circumstances. The online instructor must serve as a guide to facilitate learning and must do that in a more pronounced way because of the lack of face-to-face interactions.
the course within the scheduled time frame. However, the online instructor is expected to make schedule adjustments as needed to manage special circumstances. The online instructor must serve as a guide to facilitate learning and must do that in a more pronounced way because of the lack of face-to-face interactions.
The instructor can host a synchronous (real time) online lecture or an asynchronous (everyone on their own time) online lecture. In a flipped learning (blended learning) situation, the content in this chapter can be used to create high quality lectures for students to view outside class, so that class time can be focused on interactive group exercises.
nity in the online environment. 1. You serve as the role model. If instructors are wanting to promote community in their online courses one way to encourage that is modeling the behavior they would like to see in their students. This can start with a warm and enthusiastic welcome message. It can include responding to student questions
Most online instructors do not include “technical time” which is the time it takes for students to log on, download attachments, post discussions and assignments, and technical problems. However, it is at your discretion. Student Enrollment: As mentioned in section one, most online courses at ASU are limited to 15 to 20 students. Elbaum et al. advises, “if your course gets …
The online learning environment requires an instructor who can not only communicate effectively using technology, but also guide student learning, coach students to collaborate effectively, and provide enough structure for student success while allowing self-directed exploration.
Instructor is the title for an individual responsible for teaching students in a particular subject area. Instructors teach courses in their area of expertise and develop an instructional plan and assignments to be administered to students. Instructors may have teaching and research responsibilities at school.
Teaching Presence is associated with how you design your course to provide direct instruction, to monitor interaction, and to contribute your knowledge and experience. Cumulatively, these design features enable learners to realize meaningful outcomes (Anderson, T., 2004; Anderson, Rourke, Garrison, & Archer, 2001).
Instructors also thoughtfully facilitate the content that will support your learning in the class. They also direct you by answering questions and challenging your assumptions to help you grow in your knowledge and skills.
Peer assessment or peer review provides a structured learning process for students to critique and provide feedback to each other on their work. It helps students develop lifelong skills in assessing and providing feedback to others, and also equips them with skills to self-assess and improve their own work.
“Instructor,” similar to “lecturer,” covers everybody else who teaches in universities, with jobs that are contract, full time or part time. For most universities and colleges, an assistant professor is the first rank.Jul 27, 2018
Additional ways to establish and increase instructor presence in your online course:Include short videos to communicate details about content and assignments in each module.Short video lectures about specific topics.Post audio announcements, responses to discussions, or assignment explanations.
6 elements of great teachingContent knowledge. This is when teachers have a deep knowledge of the subject that they teach and can communicate content effectively to their students. ... Quality of instruction. ... Teaching climate. ... Classroom management. ... Teacher beliefs. ... Professional behaviours.Nov 8, 2017
Faculty presence is the feeling of students that they are being taught by an individual, particularly within the discussion forum.
In both settings, the role of the instructor is to teach. Though, teaching in the online environment looks different than teaching in a face-to-face class. All of the information in the world is at the student's fingertips. They can literally open up a new tab and Google the answer.Jan 16, 2019
The instructor is usually the focal point in the classroom—lecturing, questioning, guiding, and responding to students. However, online courses can lack this immediate connection, since students are usually interacting with a variety of online learning resources rather than a live instructor. Without meaningful interaction with ...
The News area is an easy place to communicate with the entire class, even if only once a week. News items can include: Reminders or previews of upcoming assignments. Comments on or a summary of a current discussion. General comments on how the class did on a test or assignment.
Online lecture, videos, or screencasts created by an instructor can have a positive impact on students’ attitudes towards their learning experience. Students may believe that they comprehend the content better due to hearing their instructor’s voice. Students also believe they can work at their own pace because of the ability replay the recorded video. Guerrero, Baumgartel, and Zobott (2013) developed a study comparing experiences of two sections of students within a transformation of pedagogy setting that had similar traits to flipped learning. Section 1 did not view screencasts and Section 2 did view screencasts. Guerrero et al. state “Findings from instructor insights reflect many of the positive comments made by students regarding the use of online notes. Students in Section 2 seemed more aware of the content being covered each day and came to class prepared to engage with group members on the content.” The screencasts allowed students to view the lecture outside of class. Students were able to gain an initial understanding and went to class prepared with questions along with applicable knowledge for the face-to-face activities. Guerrero et al. (2013) explained that students from Section 1 received more “conventional” education in which students took notes during class with hands-on learning integrated throughout the face-to-face meetings.” Students from Section 1 asked more definition-based and procedural questions while students from Section 2 asked more application-oriented and conceptual questions. When students ask more application-oriented questions this is indicative of progressing towards higher order thinking skills such as applying and analyzing.
Teachers provide intellectual leadership and share their knowledge of the subject matter with their students. The instructors must be able to communicate the intellectual climate of the course and serve as a model for their students” (pp. 1253-1254).
Asynchronous lectures are online lectures that are done on the participant’s own time. The instructor and student do not need to be present at the same time. This is a good type of online lecture for fully asynchronous online courses in which students are not required to attend any real-time sessions.
The CTML states that students learn better from words (spoken or typed) and graphics, rather than just words alone (Mayer, 2005). Screencasting provides the combination of graphics and words that encompasses the practical vision of the CTML.
There are tons of online Web 2.0 tools that can be used to create interactive learning resources, lectures, and study materials online. In using them to create the online learning and lecture content, the instructor can then use the limited in-class time for learning experiences better suited to in-person connections.
An important factor for high quality online learning is equivalency. Equivalency means that the student will have an equivalent learning experience online as they would face-to-face (f2f). This does not mean the same learning experience, it just means equivalent. If there were important lectures in the f2f course on complex topics, ...
There are a number of elements to consider when creating the course schedule. These include:
Allow a quick response time, which is good when you or students need an immediate answer or decision.
Create a Bulleted Outline: Once you have put thought into the overall course schedule, create a timeline driven bulleted outline. Create a bulleted outline in which each activity, assignment, and assessment in your face-to-face course (or a course you are developing from scratch) are noted with a bullet.
Insight into Learning#N#Instructors and students can access detailed performance data in an intuitive display. The reporting functionality lets you quickly spot which students are having difficulty or which concepts the class as a whole is struggling to grasp.
Premium Digital Course Content#N#The premium digital course content facilitates interactive learning, and engages your students in ways the printed page simply can't. Share notes and highlights with your students to provide up to the minute research – suddenly the content is never out of date.
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