Instructor Expectations
The online model has some fundamental similarities to the traditional classroom in that the learning process attempts to incorporate the work, life, and educational experiences of the students and the instructor. Our students are often working professionals with years of experience. There is, however, a fundamental difference from a traditional learning program: Online teaching leans heavily on curriculum that is designed to stimulate dialogue between the students and the instructor and among students themselves. Instructors teaching in the online model need to manage the online classroom and ensure that the dialogue and student interaction is consistent with defined learning outcomes. The online process requires both instructor and students to take active roles. The instructor often acts as a facilitator, organizing activities that engage students directly rather than relying too heavily on lectures and memorization. Some of the basic elements found to be effective in teaching an online course are presented in the following as a series of expectations for instructors.
Before the Course Starts:
Instructors participate in and complete the instructor development training sessions.
Instructor development allows instructors to become familiar with the technology and platforms used, to discuss teaching/learning issues as they relate to the online environment and to get some firsthand experience of online learning. The instructor development program is designed to be flexible enough to accommodate busy schedules and different levels of expertise.
Instructors prepare a comprehensive syllabus, including expectations, grading criteria, activities and resources, and if desired, work with course conversion specialists to design a syllabus Web page to anchor the course or to incorporate hyperlinks within the syllabus stored in Platform conferences. All course materials, whether in the form of texts and course packages, or available online, should be prepared, ordered, and readied well before the course begins.
Students in the online environment rely on the syllabus for guidance since online students are often working independently and are not all present at the same time to receive revisions and instructions from the teacher.
A detailed syllabus helps bring consistency to the group's expectations and fosters better communication between students and instructor. A syllabus Web page provides convenient access to Web resources used in the course and may facilitate online course activities. Advance planning for the preparation and ordering of course materials is crucial since many students reside at a great distance from the campus and require some lead time in order to receive materials in the mail.
If appropriate, instructors should incorporate relevant, well-chosen, and critically evaluated Web resources into the curriculum via hyperlinks.
The Web presents an opportunity to access a wide variety of learning resources available online, including documents, images, and audio. It also provides alternate approaches to learning and adds variety and interest to the online classroom.
During the Course:
In the first week of class, invite students to introduce themselves and acknowledge each student (preferably by name). Use personal e-mail to reach students who are not participating or who have become inactive for more than one week in online discussion forums.
The first weeks of class are critical in helping students feel comfortable in an unfamiliar learning environment. Because students can't see you, they depend on your acknowledgement for affirmation that they are proceeding in an acceptable manner.
Post each week's assignments or topics of discussion in the online classroom on the day prior to the beginning of each class week.
Time management is a crucial factor for students and since each will log into the online classroom according to a different schedule, it is important to allow students to plan their coursework and participation schedules. This procedure also provides reinforcement of assignment deadlines and expectations.
While instructor work schedules will vary, it is recommended that instructors log on and participate a minimum of four times per week. Frequent intervals of brief instructor participation are preferable to longer but less frequent periods.
Students may feel panicky without the confirmation provided by face-to-face meetings, and will assume instructors are not present if they don't actually see their posting. Online interaction is dynamic, and fast-paced-frequent participation makes the course more manageable and the instructor more responsive.
Instructors should provide substantive feedback for assignments and discussion topics, particularly on the first assignments.
Students often feel uncertain about their performance in the unfamiliar online environment and need prompt affirmation they are on the right track. The shorter length of the online course increases the importance of "starting out right."
Respond to students via personal e-mail to answer questions that might not be relevant to the entire class, but address issues that might benefit all in open forums. Attempt to answer questions within a day or two. Chat sessions with one or more students may be scheduled to provide real-time "virtual office hours" in addition to e-mail communications.
Responsiveness is of great importance to online students. Open forums and personal e-mail allow instructors to respond appropriately-in a timely fashion-and provide tools for course management.
Whenever possible, include student participation in the grading criteria, and encourage students to respond to others and not only to instructor comments by redirecting and guiding communications. Instructors must sometimes hold back to allow students to respond, and at other times must intervene to stimulate a flagging conversation.
Many students need encouragement to participate in online discussions. The instructor can facilitate and foster a deeper level of student involvement.
Employ facilitative methods or incorporate some elements of student-centered activities rather than depending entirely on lecture and faculty-centered presentations. Instructors may call on instructor development mentors to assist them in finding an online teaching model that suits their personal teaching style and methods.
Desire for interactivity is the number one concern students have related to distance learning. Multiple instructional strategies work particularly well in the online environment, taking advantage of diverse student learning styles. Multiple strategies also aid in freeing up and managing instructor time.
Take into consideration the fact that our students are adult learners, not young college students. Regard the experience and talents that many students bring to the class as an asset.
Our audience consists mainly of working professionals with busy schedules (average age is 43 years old). Their diverse experiences and talents bring an added element of interest and valuable resources to the class.
After the Course Ends:
Provide grades via private e-mail to each student with appropriate feedback within seven days of the course ending date.
Online students commonly expect and request prompt feedback and assessment. Some will be awaiting reimbursement from their companies or other sponsors. Additionally, for these students the ability to enroll the following quarter may be dependent on receipt of grades from the current quarter.
