ELearning/Teaching online/Best practices

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"Best practices" in the online learning literature discusses design and teaching practices as one whole, as we see in previous sections of this unit and in other places throughout the heuristic. Here we concentrate on those practical actions online instructors take to promote student learning and satisfaction. Bain (2004) identified a set of core characteristics of exemplary college instructors based on interviews with 60 faculty members.

  • Fostering student engagement
  • Stimulating intellectual development
  • Building rapport with students

In his view, excellent teaching has little to do with implementing a set of teaching tips or best practices. Rather, excellent teaching focuses on unusual and remarkable results like sustained and deep understanding, a fundamental change in the student's world view and mental models, a desire to learn more, and the effective communication of the teachers' attitudes toward their profession, discipline, and students (Brinthaupt, et al., 2011). Nonetheless, we do believe instructors, especially online instructors, can practice these core characteristics via specific practices. Some can be used even during those times when our enthusiasm wanes and we resort to "going through the motions."

Weekly announcements

Weekly or pre-module communication sets the tone for coming learning activities, provides timely information critical to course success, and ensures that students know of your continued involvement. Bain suggests that setting the stage for a natural critical learning environment is accomplished by the following elements, all of which can be begun in weekly announcements.

  1. Presenting a provocative question or problem,
  2. Guiding students to understand the significance of the question,
  3. Encouraging students to think critically,
  4. Providing a learning environment that helps students to answer the question, and
  5. Leaving students with additional questions and a desire to know more.

Of course, announcements are not the only tool or place for these elements, but that are a perfect place to open learning modules. Students appreciate them too. Several studies (Jabeen, 2015; You, 2010) confirm that students appreciate announcements, especially those that help them plan their week, review the past week, and provide instructions for using previously unencountered LMS features and other technology.

Online office hours

Students need to know that their instructors are available for individual consultation when needed. Holding regular online office hours is a best practice, and can be held at the same time you hold on-campus office hours. It can be accomplished a number of ways:

  • Use the chat feature of the LMS
  • Publish your office telephone number
  • Use live conferencing tools and be present during designated office hours

Discussion forums

Research tells us that your active presence in discussions guarantees more student involvement.

  • Good discussions need a time to unfold; a week at minimum.
  • Always monitor discussions for content and participation.
  • Point out especially good and on-point posts to the group.
  • Correct individuals, encourage participation via the e-mail tool.
  • Prompt with additional questions when the discussion isn't progressing or is off-target.
  • When no one else does, intervene to challenge untenable opinions, unsubstantiated facts and other false information.
  • Be present but in the background as much as possible.
  • Summarize the discussion toward the end,or asks students to do it.

Refer to the facilitation and feedback articles for more information on discussions.

Assignments

  • When students submit their assignments, they appear in the Assignments Dropbox or similar within the LMS.
  • If there are grading forms (rubrics), use them to assign points. It saves you time and you grade more consistently!
  • You have the option to return assignments before you assign a grade. Another time saver - return the assignment for revision when you reach three "failed to meet" standards.
  • Always provide feedback: what was good, what needs improvement.
  • Complete grading within your promised timeline.

Refer to the facilitation and feedback articles for more information on assignments.

Assessments

Tests and quizzes can serve two purposes: tracking academic progress, and providing additional instruction to boost learning and future performance. Consider other means of tracking mastery, including discussions, projects, portfolios, and student presentations.

  • Be prepared for students to request extensions of the test deadlines (have a clearly stated policy).
  • Time or deadline extensions for single students may involve creating a separate test.
  • Auto-graded assessments - students should be given immediate results.
  • Instructor-graded assessments - using grading forms makes the job easier.
  • Complete grading within your promised timeline.

Refer to the facilitation and feedback articles on assessments.

Student messages

It is highly recommended that you use the LMS mail as your official method for communicating. Newer LMSs allow students to link their personal accounts to their classroom messages. A record of all correspondence is maintained when you do. Use of messages/mail also helps increase student time within the course.

  • Be prepared for questions students would know if they had read the syllabus.
  • Post an announcement when you receive the same question several times - chances are others may also be confused.
  • Respond to student messages within your promised timeline.

Common Issues

Even with extensive planning, irregular issues will surface from time to time. Here are some of the most common.

  • Gradebook/Grade Center - its inner workings can be mysterious. If you have the opportunity to attend a formal learning session about the gradebook, we encourage you to do so!
  • Students pleading for special exceptions. Plan your response and make it a policy (what is valid; what is not).
  • Assignments, assessments, etc. don't show when they should. Check for hidden items and conditional releases or contact your ID.
  • The technology isn't working. Every link in the chain of connection between you and the LMS is a possible source of malfunction. To solve 90% of problems, power down your computer and restart. When that doesn't solve the problem, contact your system help desk.
  • Some students need extra assistance. Be aware of tutoring and other available student services and make referrals.
  • You fear student plagiarism and other forms of cheating. There are a number of strategies available to discourage cheating, discussed elsewhere. Most LMS are configured to work with online plagiarism detection services such as Turnitin and iThenticate. These services are generally provided on a subscription basis by the institution. There are also free tools available on the web.

Enhancing retention

Recommendations for enhancing retention include (Custers, 2010):

  • Reviews should be conducted before introducing new material.
  • Reviews just before testing (cramming) are less helpful than spaced reviews.
  • If possible, advanced courses should reinforce the consolidation of knowledge accumulated in previous courses.
  • Low-stakes progress quizzes should be administered at regular intervals.
  • Tests and quizzes should be comprehensive rather than focused on the specific learning unit.
  • Final exams should be comprehensive.

The power of the nudge (Dynarski, 2015):

A New York Times article discusses the power of using automated text messaging to prompt young adults to take actions ranging from enrollment and financial aid to registering for the next semester to keep them on track toward college success. These nudges increased the desired actions by students an average of 10%. The same principle can be applied to the course level using the Announcement and Mail functions of the LMS. Announcements and reminders can be prepared and scheduled for an entire semester, reminding students of readings, assessments, upcoming events, deadlines, etc.

Conclusion

Teaching online is different from teaching in the classroom. Online, instructors manage the learning process to a much greater extent. We move from providers of knowledge to facilitators of learning. The roles are different but no less vital to student success.

The first two weeks establish the foundation of a successful venture for instructor and students. Pay particular attention to making students feel included, and track their initial participation patterns. Intervene early when the signs of dropping out or failing appear.

Finally, use “best practices” throughout the course. Maintain your presence, expect excellence, and meet your commitments. It’s both art and science.


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