What is so hard about teaching an

online class?

Growth of Online Classes

• 2000-2001: 3,077,000 students• 2007: 4 million students• 2006-07: 12 million students

enrolled in college-level distance learning courses

• As of 2009, over 5.6 million students were enrolled in online courses

• 2012 National Center for Education statistics reported 5.5 million students

• 2012: Survey of Online Learning-enrollment surpasses 6.7 million students *

• 32% of higher education students are enrolled in an online class

*Allen & Seaman: Babson Survey Group. January 2013

Through the Eyes of the Instructor

Many of us learned to teach with a mentor or through an apprenticeship in our area of expertise. Therefore, we may teach as we were taught. *

Few academics have experienced taking an online course.

There is the potential for higher education professional development to focus more on theory rather then practical application.

*Garcia, Arias, Murri & Serna, 2010 as cited by Gregorya and Salmona, 2013

What is an online class??

Massive Open Online Courses MOOCs

Distance Learning

Asynchronous online discussionsHybrid CoursesE-Learning Virtual

Classes

Virtual Learning Community

Let’s take a peek at how one

instructor might handle her newly assigned class!http://youtu.be/3l1Lxru2fys

NEA & Blackboard

Case study literature review compiled 45 benchmarks and reduced the number to 24

Grading: high numbers of

“A” “F” and “W” grades. Students were either quite successful or dropping out

Commissioned the Institute for Higher Education

Policy in 2000

Online classes are not the same as face-to-face

Pedagogy evolving Rules and timelines

Immediacy

Themes

Face-to-face ≠ Online/Distance Learning

BABSON Survey Research Group Hope for a more efficient means for

delivering instruction Many online courses are similar to

face-to-face courses 2012 survey: more time & effort to

teach an online class Over 75% of academic leaders

believe learning outcomes with online classes are comparable to face-to-face

BABSON Survey Concerns

• Quality of learning outcomes• Additional faculty time and

effort• Online instruction may not

be appropriate for all students: 88.8% in 2012 believed students required more self-discipline to succeed in an online course.

Why do students take an online class?

• Physical presence• Traditional restrains:

time in class• Belief of learning more

and at a higher qualitative level

(Hannay & Newvine, 2006)

Kirtman: Online Versus In-Class Courses

Learning outcomes One notable

outcome Students responses Questions Learning Satisfaction

vs

Ten Tips from D’Orsie and Day (2006)

1. Identify prerequisites and requirements for the course listing

2. Availability of computer equipment3. Provide technical computer support4. Explain how to purchase books or

other learning materials5. Reinforce school policies

6. Provide student assessment and participation requirements

7. Publish a course schedule and student time requirements

8. Distribute a syllabus9. Send out “welcome letters”10.Build a learning community

Online DiscussionsAsynchronous Discussions

• Peer-to-peer interactions• Based on constructivist theory: a student centered

approach to learning. Assist students in rehearsing and retrieving information• Discussions facilitate group construction of knowledge

with discussions reinforcing the learning experience• David Baker (2011) Designing and Orchestrating Online

Discussions• Two challenges: a) what design will advance the

purpose of the course to include a discussion and b) you must assume responsibility for running the discussion.

• Plan the pacing and extent of the discussion• Design the questions to support learning

objectives matching the pacing of the course. Do you want a discussion prior to an exam?

• Beware of cultural awareness: inclusivity of all participants

• Creation of groups: divide students appropriately to facilitate learning

• Identify parameters in the syllabus: time, progress check points, minimum of words to create a substantive comment

• Netiquette: ground rules

Suggestions from D. Baker (2011)

Journal of Online Learning and Teaching

1. Finish before you start2. Walk before you run3. GPS it (or begin each module with a roadmap)4. Ready, aim……open the course5. Defogify (clarify as much as possible as soon as you

can)6. No Speeding7. Zombie awareness (is anyone still alive?)8. Okay, Jump! (trust your students and communicate

course issues)9. Beat your students (expectations, that is)

Baker: Instructor Immediacy

Study Results

Strategies: Set the tone Updates will engage

student learning

Respond Develop an

interpersonal awareness

Use humor and inclusive

Things I need to change…• Send out all information

early• Don’t fill up the time: no

added work• Get online everyday if

possible• 3 Types of Generic

Feedback• Students may be

impatient if a response is not immediate

• Be prepared: it will be more work for me

• Record my lectures

Moving to teaching an online class requires a level of risk-taking. Don’t let the challenges frustrate or even demoralize you!

Ask for help. Look for help.

Review of ThemesOnline classes are not the same as face-to-face

Pedagogy evolving Rules and timelines

Immediacy

Planning and Communication are two of the keys necessary for the success

of an online course.

Ideas to Enhance InstructionDiscuss relevant key issues: real world applications

Inject knowledge from diverse sourcesMake a video and upload it to YouTubeRemain current on new tools for video and screen

castingAsk students to search for websites: “useful” or “fun”

sitesLook for “extra resources” to enhance instruction

(film clips)Use personal examples/meaningful examples:

outstanding previous student work.

Ideas to Enhance InstructionDesign lessons for “active learning”: gather, analyze,

present current issues or dataUse voice over PowerPoint presentationsUse case studies such as site visits, clinical

evaluations as a capstone activity. Have students peer review, make corrections and submit the finished product

Require one or two synchronous sessions per courseUse weekly quizzes to reinforce vocabularyChange graphics on the site to make the site

interestingDemand high quality work

What is so hard about teaching an

online class?

Linda K. ForanEDLD Doctoral Fellow and Candidate

Eastern Michigan Universitylforan@emich.edu

Everything!

ReferencesAllen, I. E. & Seaman, J. (2013). Changing course: Ten years of

tracking online education in the United States. Babson Survey Research Group and Quahog Research Group, LLC.

Baker, D. (2011). Designing and orchestrating online discussions. Journal of Online Learning and Teaching , 7(3), 401-411.

Baker, J. (2002). An investigation of relationships among instructor immediacy and affective and cognitive learning in the online classroom. The Internet and Higher Education, 7, 1-13.

Bennett, C. & Monds, K. (2008). Online courses; The real challenge is “motivation.” College Teaching Methods and Styles Journal, 4 (6), 1-5.

Blignaut, A. & Trollip. (2005). Between a rock and a hard place: Faculty participation in online classrooms. Education as Change, 9(2), 5-23.

D’Orsie, S. & Day, K. (2006). Ten tips for teaching a web course. Tech Directions 65(7), 18-20.

Graham, C., Cagiltay, K., Lim, B., Craner, J., Duffy, T. (2001) Seven principals of effective teaching: A practical lens for evaluating online courses. Technology Source Archives University of North Carolina, March/April//Assessment.

Gregorya, J. & Salmona, G (2013). Professional development for online university teaching. Distance Education, 34(3), 256-270.

Illinois Online Network. Instructional strategies for online courses. Retrieved from: http://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructionalstrategies.asp 

Institute for Higher Education Policy. (2000). Quality on the line: Benchmarks for success in internet-based distance learning. Washington, DC: Phipps, & Merisotis, J.

Kirtman, L. (2009). Online versus in-class courses: An examination of differences in learning outcomes. Issues in Teacher Education, 18(2). 103-116.

Schrum, L. & Hong, S. (2002) Dimensions and strategies for online success: Voices from experienced educators. Journal of Asynchronous Learning Networks, 6(1), 57-67.

Young, S. (2006). Student views of effective online teaching in higher education. The American Journal of Distance Education, 20(2), 65-77.