Group items tagged

"The online teachers provided support by building ties to students through interactions via discussion forums and individual communications. Peers also provided support through online forums and webinar-facilitated exchanges. Online teacher and peer student support contributed to the formation of virtual online learning communities. This is important as social and academic integration are mechanisms for retention and success. This research is significant as the numbers of online students have increased markedly in recent times, but student support services do not appear to have changed accordingly. Further, support models for retention and success have not been adequately adapted to suit online learners' needs."

Now getting old - the readiness survey is no longer there... Is online teaching for me? Transitioning to online teaching Planning to teach online - things to think about Getting started Preparing an online course Teaching an online course

This about high-enrollment courses, but there are many ideas to consider for teaching any online course. Abstract: "Class size has been a popular topic for decades. There is renewed interest in this topic now with the growth of online learning. Online courses can accommodate hundreds, if not thousands, of students in a single course. Very little research, though, has been conducted recently on class size in online courses and the research that has been conducted is mixed. As the demand for online courses increases, so likely will class size. In this exploratory study, we investigated the perceptions and experiences of 37 faculty teaching high-enrollment online courses. In the following article, we report the results of our inquiry, implications for practice, and areas for additional research."

From the abstract: "As online education continues to grow, instructors from traditional classrooms are being asked to design online courses. In this study, data from interviews with thirty-three public four-year college and university instructors, who had experience designing online courses, were used to understand the instructor's perspective on online course design. "

Last minute information on teaching online for the fall. Most are freely available online.

"Many institutions use a one-size-fits-all approach to faculty development for online teaching, which does not meet the needs of faculty who often have different levels of expe- rience, skill, and self-efficacy in online teaching and learning. To address these issues, the [university name removed] [center name removed] designed and implemented an online teaching readiness self-assessment."

"Part 1: WHAT? A comparison of the seven most widely used online course design rubrics, along with their collective strengths and limitations Part 2: SO WHAT? A discussion of why using these rubrics has become so important, and some early evidence of impact Part 3: NOW WHAT? Recommendations for what the rubric providers and adopters should do next to increase online student success further"

"Part 1: WHAT? A comparison of the seven most widely used online course design rubrics, along with their collective strengths and limitations Part 2: SO WHAT? A discussion of why using these rubrics has become so important, and some early evidence of impact Part 3: NOW WHAT? Recommendations for what the rubric providers and adopters should do next to increase online student success further"

"features books and articles that may be of interest to faculty and instructors teaching online and at a distance, instructional designers, administrators and policy makers - all those interested in the expansion and improvement of online learning."

"Research about how to successfully teach kids in virtual classrooms has been underway for years. If mainstream teacher prep programs impart those findings to future teachers-and create meaningful ways for them to practice online instruction-it won't be useful just for the next crisis, experts say, but also because careers in K-12 online education are increasingly viable."

"Teaching online but you don't want to be on camera? You have several off-camera options for teaching online. Check out the whole series!"

"What an educator with experience teaching online has learned about structuring students' online and offline experiences and how to provide feedback to keep the learning going."

"One of the most common questions we hear from instructors who are first moving to an online teaching environment is, "How do I build community in an online class?""

From Georgia Virtual Learning: "The Effective Online Teaching course content is free for all learners. Learners are prompted throughout the course to complete blog postings to document learning and artifacts. This allows learners to share their work within their professional learning community or with their professional learning leader or coach. Participants may also enroll in verification for the Effective Online Teaching course."

Online students don't have to work alone

"The Virtual Learning Leadership Alliance (VLLA) and Quality Matters (QM) are leading a broad-based effort to revise the National Standards for Quality Online Learning, building upon the work started by The International Association for K-12 Online Learning (iNACOL)."

"The Journal of Online Learning Research (JOLR) is a peer-reviewed journal devoted to the theoretical, empirical, and pragmatic understanding of technologies and their impact on pedagogy and policy in primary and secondary (K-12) online and blended environments.  "

Use the search box and look for things like "online teaching best practices" or "online teaching quality guidelines"

Many of the things they did would apply to building a quality online course as well as a whole program.

Lists of resources for pedagogy, course design, course delivery, online activities and courses