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Online teaching redefines the faculty member's schedule. The feeling of being a 24/7 professor can lead to frustration. Managing one's time as an online teacher can be a challenge. As the popularity of online education continues to grow, teaching faculty need to develop effective time management behaviors to be efficient and not just busy.

Thank you for sharing this! I find the tips all very useful. As one example, I am going to give the students a syllabus quiz, for sure. When I took the Zaption quiz Leah prepared during M1, I was a bit surprised by how much information my brain did not retain reading through the course guidelines. The quiz was obviously helpful.

I've been concerned with translating of a sense of teacher's personal presence into online course design; while this article is brief (and maybe over-dependent on a graphic), it nevertheless invites specific choices of format, teaching strategies, instructor roles, and type of technology, all to the end of suggesting an active and engaging professorial presence.

This article has a follow up major piece in the June 24 issue of the Chronicle of Higher Education. I cannot send that one to you because it is "locked." However, this piece describes what two very famous psychologists, Gosling and Pennebaker, are doing at UT Austin with online psychology classes. They describe here a synchronous massive online course in which (as now described in the Chronicle, they have 1500! students registered. Twenty four students are invited to attend F2F classes twice per week and the rest are online live. This SMOC, as they term it, allows faculty to interact live with an audience while teaching but affords huge enrollments. This seems to me to be a way of maintaining the "feel" of F2F while benefiting from the usefulness of technology. This is a very interesting development and, with these two psychologists being so well known, teachers of large lecture classes will take notice. I would love to explore the idea further!

This is pretty amazing! I wondered to what extent this was also a flipped class - did students do their readings and watch lectures before coming to class, and in the synchronous sessions, mostly focus on solving problems through group discussion? It seems to require a lot of technological and instructional support: TV studio, laptops, apps, and tutors serving as group advisors, but the better learning outcome may make it all worth it! Of course, at 500 students a class, it could save cost in a big way, too. So, are we all prepared to face the camera? :)

A online teacher has been teaching online for five years. Here, she shares the top 10 best practices she has learned about online teaching.

Thank you, marshall!

Thanks, this is actually very helpful. I am struggling now with how to adapt my assignments and particularly with how much reading i can realistically assign in an online summer class.

Dynamic criteria mapping (DCM) is a way to develop local standards. Teachers work with colleagues and students to build evaluation criteria. This is a link to a succinct definition developed by the Writing Program at UMass-Amherst, where they practice DCM.

High school students talk about what teachers do and don't do to engage them in learning.

Since 1948 we have helped millions of students who are blind, dyslexic or have other learning disabilities achieve confidence and independence in the classroom and in life. More about our mission We work with our partners to raise awareness of learning differences.

When I was a graduate student, I volunteered with this organization (formerly known as Recording for the Blind and Dyslexic). I read fiction books and textbooks, recording in a booth on my own or with a director. Volunteers completed training to learn how to cue the audio reader to turn book pages, to transition between text and pictures or figures, and to indicate punctuations (ellipsis, quotations, subscript/superscripts, etc.). The experience helped me to improve the use of my voice in communicating to learners and the ways to chunk the information appropriate for visually impaired and dyslexic learners. As Learning Ally, the organization now offers professional development for teachers to help them with utilizing the wide range of audiobooks in their collection.

The article discusses the online virtual library, Pop Culture Universe: Icons, Idols, Ideas that provides unique historical perspective of culture and events over the last century in the U.S. As stated, high school students, teachers, and school librarians can access content which is taken from over 400 print reference titles published by the Greenwood Publishing Group. Reportedly, the content presents a comprehensive look at American entertainment through movies, TV shows, music, and awards.

Reconceptualization of the CoI framework that proposes learning presence as an additional construct in the framework. Reflects the unique contributions of students and teachers and embeds the social dimension as part of each presence (i.e., Social-Learning Presence, Social-Teaching Presence, and Socio-Cognitive Presence).

Kristy, thank you so much for locating and sharing this article and study. It's an important find. I really like the fact that it is hosted within our library system and that the authors are suggesting that the model may need some revisions - there is still much to learn and develop in the digital learning environments. Bookmarked!

Here is an recent interesting resource for anyone including music history or historical facts about music or musicians in their class lectures or research: James Briscoe, Vitalizing Music History Teaching (HIllsdale, NY: Pendragon Press, 2010). This is a series of collected essays about specific issues in teaching music history in the 21st century. Although certainly not focused solely on teaching online, it certainly presents a variety of principles, problems, and proposals that current teachers are facing in the music history classroom and I found it very helpful.

This study sets out criteria--pluses and pitfalls--to judge the effectiveness of online collaborative learning. And its conclusion summarizes with good advice: don't be afraid to overhaul and seek new methods if you find the collaboration isn't working.

A list of free tools for language teachers: for example, tools that can be used for creating and editing technology-enhanced tasks, activities, and materials for language learning. Especially useful for our group as we have many instructors teaching language classes!

This page contains a list of free tools and resources for online teaching. It's geared toward language-learning, but has a wide variety of different things.

Whoops, I seem to keep finding things that have already been posted!