Define online teaching and learning.
A relatively new phenomenon, online teaching and learning have become commonplace in the world of academia. In fact, online courses are now offered at most higher education institutions in the United States and are even becoming more common at the high school level (Dawley, 2007, p. 5). Essentially, in online teaching and learning, the student and teacher typically access the learning environment through a computer. In fact, all reading and viewing of the curriculum as well as the distribution and completion of all assignments are completed through the computer and Internet. Specifically, the student is usually at home or in a computer lab while the teacher is usually in some type of office setting in their workplace or home (Ko & Rossen, 2010).
In short, online teaching is defined as conducting an educational course partially or entirely through the Internet (Ko & Rossen, 2010). In other words, it is a form of distance education that does not involve the traditional learning environment in which students and instructors must meet at the same place and time (Ko & Rossen, 2010). Essentially, online teaching utilizes content and the strategies that demonstrate a considerable difference when compared to traditional textbooks and lectures. Some of the tools used by online teachers are: email, instant messaging, online drop boxes, a course management system, online grade books, online discussion boards, chat rooms, online video conferencing, blogs, wikis, videos and podcasts. In the end, these tools can be used for both the curriculum and the students’ work.
Lastly, online learning is defined as the use of computing and telecommunication technologies to deliver and receive educational course materials. In fact, online learning consists of the creation and use of rich, interactive, online experiences involving synchronous and asynchronous interaction and conferencing (Ko & Rossen, 2010). In short, online learning offers freedom to the modern-day student (Ko & Rossen, 2010). In other words, online learning is a viable medium that is available in a variety of environments and for a variety of students.
What is involved in designing effective online course?
The main goal in designing an effective online course is to design the course so it enables a student to work independently. In other words, an effective online course utilizes a system that can be used to guide the design of the course and evaluate its quality (Ko & Rossen, 2010). Typically, a general system would use elements like instructional design, communication, interaction, collaboration, student evaluation, student assessment, leaner support, learner resources, web design, and course evaluation (Ko & Rossen, 2010). Ultimately, the top priority in designing effective online courses should be to make sure the work can be completed by each student on his or her own. In short, students should not be left to wonder whether they are proceeding correctly at any point along their path to completion of the work. Thus, the design, instruction, and learning environment of the course must be effective.
Essentially, instructors have the responsibility to provide a learning environment conducive to online learning. Criteria like safety, support, interactivity, and flexibility can help guide instructors in establishing an effective learning environment. However, there are many decisions to make during instruction planning and delivery. Several of these decisions may affect the physical, social, cultural, and psychological aspects of the overall learning environment. For example, adult learners typically have an immense amount of experience that they can draw upon compared to children (Taylor & Kroth, 2009, p. 6) Therefore, the course should be designed with those aspects of the learning environment in mind. Thus, to avoid important learning environment decisions being left out and to guarantee that they align with other instructional choices, instructors should ensure environmental factors are taken into consideration within each instructional design stage. In the end, this consideration will ensure that effective online courses utilize the planning and aligning of the instruction through learning outcomes, assessments, and instructional strategies.
Dawley, L. (2007). The tools for successful online teaching. Hershey: Information Science Pub.
Ko, S. S., & Rossen, S. (2010). Teaching online: A practical guide. New York: Routledge.
Taylor, B., & Kroth, M. (January 01, 2009). Andragogy’s transition into the future: Meta-Analysis of andragogy and its search for a measurable instrument. Journal of Adult Education, 38, 1, 1-11.