Introduction to teaching online: Design and development


Published on

How did you learn to teach online? Self-taught? On the job? You and too many others. Only a fraction of teacher education programs report offering any formal training on the subject of online instruction. The growth in online course offerings makes it clear such training is needed, so then the question becomes how. If you were to design a course to prepare teachers to teach in an online or blended environment, what would it look like? What topics would be addressed?

In this presentation, we will share our approach as we discuss the design and development of a course we built to prepare pre-service teachers to teach online. The design of the course is based on the ideas of the constructivist instructional model known as Rich Environments for Active Learning (REAL). As supported by the REAL model, the online course incorporates a variety of hands-on, authentic, and collaborative activities.

The course consists of three major projects with an emphasis on seven broad topics or issues related to online learning. These seven topics are drawn from research in the field and supported by educational technology standards. Topics include ideas such as access and equity online, online instructional design principles, and assessment online.

Our course is, as most, a work in progress and though we are eager to share what has been developed to this point, we are just as interested in stimulating a dialogue related to best practices and models for preparing teachers for the online environment.

Published in: Education, Technology
  • Be the first to comment

  • Be the first to like this

No Downloads
Total views
On SlideShare
From Embeds
Number of Embeds
Embeds 0
No embeds

No notes for slide

Introduction to teaching online: Design and development

  1. 1. Michelle Moore, Alana Phillips, Heather Robinson , Annie Sheffield
  2. 2. http:/
  3. 3. 0 500,000 1,000,000 1,500,000 2,000,000 2,500,000 2000 2009 Student Enrollment in K-12 Online Courses Dawley, Rice, & Hinck, 2010
  4. 4.  How did you learn to teach online?  I took coursework during my professional training.  I am entirely self-taught.  I had professional development or training in the workplace.  I do not teach online.
  5. 5. 1.3% 98.7% Learning toTeach Online: Training Offered inTeacher Education Programs Training offered No training offered Kennedy & Archambault, 2012
  6. 6. 12% 88% Prepared toTeach Online:Training Received DuringTeacher Education Program (As reported by new online teachers) Received training Did not receive training Dawley, Rice, & Hinck, 2010
  7. 7. Prepare pre-service teachers with the skills and resources to teach online.
  8. 8. Provide an authentic experience and model constructivist teaching methods.
  9. 9. Contribute to the conversation.
  10. 10. Learners will be able to:  Engage students in the online learning experience.  Navigate current and emerging tools for online learning.  Identify and implement support elements that allow students to be successful online.  Design an online unit of instruction.
  11. 11.  Rich Environment for Active Learning (REAL)  student responsibility and initiative  generative learning activities  authentic learning contexts  authentic assessment strategies  collaborative learning Grabinger and Dunlap (1995)
  12. 12. • Introductions, community development, basic skill building • Development ofTopics in Online Learning units Weeks 1-5: Foundations • Student-led units onTopics in Online Learning Weeks 6-12:Topics in Online Learning Units • Reinforce, extend, enhance, reflect, and synthesize • Development and presentation of unit in K-12 content area Weeks 13-15: K-12 Unit Project
  13. 13. LearningActivity REAL Attributes Bloom’s Level Topics in Online Learning Project • Authentic • Generative • Student responsibility • Analyzing • Applying • Creating Synchronous Meetings • Collaborative • Authentic • Understanding Project Status Reports • Student responsibility • Authentic • Evaluating Design Review Meetings • Generative • Collaborative • Analyzing Self and Peer Review Activities • Authentic • Evaluating K-12 Unit Project • Authentic • Student responsibility • Applying • Creating
  14. 14.  Access and equity online  Using internet resources  Online instructional design principles  Online safety and netiquette  Communication in online environments  Managing group work and collaboration online  Online assessment Dawley et al., 2010; Duncan & Barnett, 2009; International Association for K-12 Online Learning, 2011
  15. 15.
  16. 16.  Our blog:   Register for the Pilot:   Michelle:  Alana:  Heather:  Annie:
  17. 17.  Moore, M., Sheffield, A., Phillips, A. & Robinson, H. (2014) Designing a Course forTeachers: Introduction toTeachingOnline. In Proceedings for Society for InformationTechnology andTeacher Education, Jacksonville, FL.  Robinson, H., Phillips, A., Sheffield, A., & Moore, M. (in press). A Rich Environment for Active Learning (REAL): A Model for Online Instruction. In J. Keengwe & J.Agamba (Eds.), Models for Improving and Optimizing Online and Blended Learning in Higher Education.  Nash, S. & Moore, M. (2014). Best Practices in Moodle Course Design. Birmingham, U.K.: Packt Pub.
  18. 18.  Dawley, L., Rice, K., & Hinck,G. (2010).Going virtual! 2010:The status of professionaldevelopmentand unique needs of K-12 onlineteachers. White paper prepared for the InternationalAssociationfor K-12Online Learning.Washington,DC.  Duncan,H. E., & Barnett, J. (2009). Learningto teach online:What works for pre-serviceteachers. Journal of EducationalComputing Research, 40(3), 357–376. doi:10.2190/EC.40.3.f  Grabinger,S.R. and Dunlap,J.C. (1995). Rich environments for active learning:a definition.The Journal of the Association for Learning Technology,3(2) 5-34.  InternationalAssociation for K-12Online Learning.(2011). National standards for quality online teaching. Retrieved from  Kennedy,K., and L. M.Archambault. 2012.Offeringpre-serviceteachers field experiencesin K–12 online learning:A national survey of teacher education programs.Journal ofTeacher Education, 63(3): 185–200.