A teacher is a teacher is a teacher. Style varies, personalities vary, subjects vary, students vary, and so on. Anyone can be a successful teacher. A degree in education does not necessarily make a person a successful teacher. The question then of what makes a successful “online” teacher is the same as what makes a successful “onground” teacher. The main difference is that the online teacher must know how to effectively use all available technology.
According to Illinois Online Network, a successful online instructor is a facilitator of learning. In the article, criteria were listed for successful online facilitators. Then it continued with a list that students of the online learning experience should expect from the facilitator with one of these being that the facilitator should be online everyday (5 to 7 days).
www.ion.uillinois.edu/resources/tutorials/pedagogy/instructorProfile.asp
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Sunday, January 29, 2006
Saturday, January 28, 2006
The Rationale Behind the Online Learning Boom
There are many reasons for the boom in online learning. Many high school and college graduates of today cannot remember when computers were not available. They take technology for granted and the concept of not having computers in the classroom is not part of their reality.
Add to that, the mandates of NCLB and the fact that the ratio of computers to students in schools has improved. Online courses tend to be easier to maneuver around one’s already busy schedule. The vast improvements in technology and the acceptance of the Internet have given online courses more credibility. The question is no longer whether the school is going to use technology in the classroom but rather what is the best way to utilize the available technology. (Tetreault, 2005)
This trend in using the internet for instruction benefits the students by improving the quality of education and the availability of information. It benefits teachers and parents by making it easier to report and monitor the progress of the child. Society is benefited by the leveling of the playing ground for the economically disadvantaged.
Tetreault, D. R. (2005, April). Administrative Technology: New Rules, New Tools, The Journal. Retreived January 28, 2006, from
http://thejournal.com/articles/17226
Add to that, the mandates of NCLB and the fact that the ratio of computers to students in schools has improved. Online courses tend to be easier to maneuver around one’s already busy schedule. The vast improvements in technology and the acceptance of the Internet have given online courses more credibility. The question is no longer whether the school is going to use technology in the classroom but rather what is the best way to utilize the available technology. (Tetreault, 2005)
This trend in using the internet for instruction benefits the students by improving the quality of education and the availability of information. It benefits teachers and parents by making it easier to report and monitor the progress of the child. Society is benefited by the leveling of the playing ground for the economically disadvantaged.
Tetreault, D. R. (2005, April). Administrative Technology: New Rules, New Tools, The Journal. Retreived January 28, 2006, from
http://thejournal.com/articles/17226
Qualities of a Successful Online Environment
As I was searching the web for qualities of a successful online learning environment, I came across a Web site created by the Committee for Online Instruction at Chico State. This committee developed a rubric that would be beneficial to anyone considering the design of an instructional Web site. The rubric is comprised of six components.
“Learner Support and Resources” covers the type of information a student should be able to easily assess from the course.
“Online Organization and Design” evaluates the aesthetics, organization, and navigability of the course and its syllabus.
The component of the rubric for “Instructional Design and Delivery” deals with the communication aspect of online teaching.
“Assessment and Evaluation of Student Learning” discerns the timeliness and effectiveness of the feedback from the student using multiple strategies.
The section on “Innovative Teaching with Technology” stretches from the use of the internet to all available technological tools emphasizing variety and creativity.
“Faculty Use of Student Feedback” includes an evaluation on the number of opportunities offered for feedback and also rates how this feedback is used.
http://www.csuchico.edu/celt/roi/index.html
“Learner Support and Resources” covers the type of information a student should be able to easily assess from the course.
“Online Organization and Design” evaluates the aesthetics, organization, and navigability of the course and its syllabus.
The component of the rubric for “Instructional Design and Delivery” deals with the communication aspect of online teaching.
“Assessment and Evaluation of Student Learning” discerns the timeliness and effectiveness of the feedback from the student using multiple strategies.
The section on “Innovative Teaching with Technology” stretches from the use of the internet to all available technological tools emphasizing variety and creativity.
“Faculty Use of Student Feedback” includes an evaluation on the number of opportunities offered for feedback and also rates how this feedback is used.
http://www.csuchico.edu/celt/roi/index.html
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