AliciaWilton

The following essay was written after reviewing peer-recommended resources over online learning and instruction.

There were many great ideas and suggestions in these readings over Best Practices in online education/instruction, as well as many common denominators as to what most consider to be ‘best practices’ for online learning and instruction. Much of what was contained in these readings was right on the money, in my opinion, but I would add that reading about these issues was far more powerful for me personally after having taken several courses online and seeing firsthand the types of successes and pitfalls that seem to be common among them.

One point that I found particularly salient was that the success of an online course lies in how technological tools will be used to achieve a quality product (coursework), as opposed to simply putting those tools in place. In the ‘Implementing Best Practices’ article, the author revealed that many institutions have found it challenging to achieve faculty use of e-learning technology that “truly enhances the learning interaction between faculty and students” (7), as opposed to simply posting materials online. I find this to be incredibly true, as I have personally seen and experienced both. Simply knowing how to put the tools in place does not necessarily make for an effective lesson. For example, a link to an automatic code generator does not serve much purpose if the course requires students to manually write code. In order to engage their students, e-learning instructors need to be as aware of how they are using tools to enhance their material as they are of the material they are presenting.

The most common factors among all of the Best Practices literature I read seemed to generally include the following:

• Design an online course for maneuverability, clarity, accessibility, and flexibility
  When designing an online course, it is best to establish curriculum, goals, and objectives first, then determine the ways in which an online environment might best serve the instructional objectives of that curriculum. In fact, as an added bonus to this approach, instructors have found that “in adapting their courses to online models, they are paying more attention to the instructional design of their courses. As a result, the quality, quantity, and patterns of communication students practice during learning are improved.” (4) Paying attention to file sizes, particularly with regards to graphic images and video/audio clips, prevents pages and resources from taking too much time to download (for this reason it is often preferable to link a video rather than embed it). Course material should be presented logically, and many students find it helpful if it is also presented chronologically; this helps them better keep track of where they are in their coursework. It is also a good idea to have a plan for how to address missed deadlines, unplanned absences or illnesses, etc. by considering extended due dates for reduced credit, alternate assignments, or competency exams. Build every online course so that students are afforded the flexibility to “attend” at the times when their schedules allow (daytime, nighttime, weekends).
• Provide a thorough explanation of everything
  Explain thoroughly and clearly to students how to use the tools on the course site, where things are, how to download/upload things, how to post to the discussion board, and how to generally navigate the course site. Technology policies should be clearly communicated and contact information for the Helpdesk should be provided. Communication of very specific expectations about coursework and participation right from the outset will avoid confusion later. In addition, tell the students what they can expect. Be very clear as to how much time and effort will be required on a weekly basis to be successful in the course. And, because the written word does not always translate the same way in print, always be as clear and concise as possible in writing, whether communicating instructions or simply communicating with the student(s).
• Instructor Presence, Vigilance, and Feedback
  Be present at the course site to ensure that the students know you care about their questions and concerns and are generally available for mentoring. The best online faculty are, according to the Ten Best Practices article, “faculty who show their presence multiple times a week, and at best daily”. (8) Also, take time to remind students of what is coming up next and when assignments are due. Recent research suggests that “providing students instructions in how to self-regulate yielded stronger learning results”. (10) Check in frequently with students and provide both scheduled and unscheduled feedback. Instructor feedback is critically important to students participating in an asynchronous course in order to keep them feeling involved and that their contributions are of value. To this same end, always be looking for signs that a student may be struggling as you read over coursework and discussion board submissions. The Law Librarian article says that some students will implant a “cry for help” within the text of their discussion board postings or blogs, but may not ever come right out and ask the question (additionally, a student’s total absence from discussion board postings may also signify a need for help). The good instructor will take these hints as a cue to intervene and respond appropriately.
• Model and exemplify behaviors and quality of work expected of students (including spelling & grammar!)
  Convey yourself accurately in print and use good English, so that course material looks professional and you (the instructor) look educated and responsible. The course should look well-planned and it should be evident that the content has been proofread. Model civility for your students by writing courteously, by requesting things instead of demanding them, and by remembering to administer positive reinforcement. The instructor and the course itself should serve as examples of the courtesy expected of the students and the quality expected of their work.
• Utilize lots of dialoguing and communications tools, especially the Discussion Board
  According to the Instructional Strategies article, “discussion is the instructional strategy most favored by adult learners because it is interactive and encourages active, participatory learning“ and is often “the heart of an online course”. (4) Asynchronous discussion boards are available on most course sites such as Blackboard, and synchronous (real-time) discussion can be offered by utilizing chat rooms or virtual reality environments (such as Second Life). A great point about discussion boards made on the Law Librarian site explained that some online instructors grade students’ participation by counting the number of posts made to a discussion board – but when quantity is what counts, it quickly replaces quality. As the article states, “A quantitative basis for grading may be appealing to teachers when compared with the demands of using judgment and applying standards of quality to student work…however, successful programs don’t succumb to the path of least resistance, and instead use technological tools to enhance the quality of learning and participation.” (6) I thought this was a great point because I can remember thinking to myself several times during various courses that the discussion board postings seemed more like a way to meet a quota than a way to discuss learning.
• Course should be as dynamic as possible (rich content) and visually appealing
  Make the course as dynamic as possibly by building it so that discussions and links to current events/resources are included in the course material. A rich environment will keep the student motivated and interested. Additionally, online courses should be attractive and graphically appealing. Researchers at the University of British Columbia found that “how a course looks can be just as important as the lessons themselves”. (1) Avoid too much text without a break, vary activities, and use plenty of graphics and interactive/multimedia elements to keep students visually and mentally engaged.
• Use a lot of variety, both in presentation and teaching approaches
  Maintain a fresh, interesting, and effective learning environment by utilizing lots of variety – use a variety of large group, small group, and individual work experiences; use both synchronous and asynchronous activities; combine core concept learning with customized/personalized learning. Present material in such a way as to be compatible with a number of learning styles. And since effectively learning concepts involves recognition of patterns and relationships, individual fact-memorization, vocabulary, and “busy-work”, or work given for the primary purpose of earning a grade, should be strictly avoided.

In summary, online learning has facilitated a shift from an instructor-based approach (whereby the instructor is the primary source of information) to a learner-based approach (whereby the learner takes control of her/his own learning experience). In other words, the goal of online learning is the student’s engagement with the material, rather than the student’s “engagement with the teacher as the vessel where the knowledge resides.” (6) In this way, the instructor ceases to be the only instrument in the virtual classroom, playing solo, and instead becomes the conductor of an orchestra, playing in harmony with the students in a reciprocal, interactive learning experience.