Students' perceptions of what an online course will be like are often quite different from how it really is. That is why Jim McKeown, assistant professor of computer science at Dakota State University, makes it a point to clearly articulate what he expects in his online courses. He also makes it a point to build in administrative elements that keep students on track because first-time online learners often mistakenly believe that online learning is easier, takes less time, and is self-paced.
Read more ›CURRENT ARTICLE • August 07
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Creating a Web-based course from a current, successful on-ground course is difficult and, at best, can be considered a translation process. In the past, instructors have created Web-based courses by taking those courses that were being taught on-ground and posting the information online, then calling these courses "Web-based." Imitating a sound, successful on-ground course will not necessarily bring about the same success for students in a Web-based learning environment. Simply converting lectures and other course materials from on-ground courses to Web-based platforms may not be as effective as hoped. (American Federations of Teachers, 2000, p. 8).
Read More ›As a distance learning trainer at the University of West Georgia, Christy Talley helps develop online courses, trains faculty in online instruction, provides student support, conducts student surveys and evaluations, and delivers online professional development. Part of her role is to give advice to online instructors. The following are her top 10 tips for online instructors:
Read More ›In my several years of teaching online I have developed a variety of time-management tools that have helped me to stay on top of my classes while making my efforts smoother and easier; hundreds of colleagues I've discussed this with over the years also have their favorite ways of managing time.
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