How Faculty Learn to Teach Online: What Administrators Need to Know

“Research shows most teachers teach as they were taught. However, distance educators lack a model or benchmark for online teaching because many of them have not taken online courses as students.” This is the compelling problem posed by Steven W. Schmidt, Christina M. Tschida, and Elizabeth M. Hodge, all of East Carolina University. Writing in the Spring 2016 issue of the Online Journal of Distance Learning Administration (OJDLA), the authors look at best practices in teaching instructors to teach online.

What was the total quantity of postal mail pieces sent out to market your distance learning program in the past year?

What was the total quantity of postal mail pieces sent out to market your distance learning program in the past year?

Award-Winning Effective Practices from the Online Learning Consortium

In this issue of Distance Education Report, we offer the next in our series highlighting the Online Learning Consortium’s (OLC) annual selection of the most effective practices in distance education. Designed to help address the most pressing needs and challenges in online learning—pedagogical, administrative, and technical—they are examples of what has been found to work by educators in the field.

Effective Practice: A Community of Teaching and Learning at Athens State

Research in online student retention suggests that both time and relationships play a critical role in student persistence. Providing courses online does address convenience as it relates to student time constraints, but once inside the online classroom, it’s imperative that instructors find creative ways to deliver instruction that leads to student engagement. Students become more engaged when relationships are formed with both the instructor and peers. Virtual classroom sessions, while possibly one solution for forming relationships, conflict with the convenience of taking an online class. To overcome this conflict, instructors teaching online and blended sections of the same course decided to create a learning community that offered multiple times and dates for virtual class sessions. The results have led to increased satisfaction and engagement for both students and faculty.

Change We Must: Deciding the Future of Higher Education (1st Edition)

No one “fix” will serve for the challenges that face the American system of higher education. In a series of essays collected and edited by Matthew Goldstein (credited with reviving the vast but waning City University of New York) and George Otte (director of academic technology at CUNY), eight well-respected and innovative educators offer their solutions to the fiscal, administrative, pedagogical, technical, and political problems. As the editors say of their fellow contributors, “Their solutions mean changing hearts and minds as well as budget processes and governance, managing change and technology as well as teaching and learning.”

IN THE NEWS

Stories selected from Ray Schroeder’s Online Learning Update at: http://people.uis.edu/rschr1/onlinelearning/blogger.html.