Online Education: What About It?


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This presentation is about enlightening the students around the world in terms of the conception of online education which has hit the record and has raised a bar of quality education in various fields of education

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Online Education: What About It?

  1. 1. Need for Orientation to Distance Education The distinctive nature of an online course as compared to a face-to-face (F2F) course: • Both teaching and learning to be addressed • Technology also needs to be addressed • Students must be prepared for Distance Education
  2. 2. Why have a Student Orientation for Distance Education? • To free individual faculty from having to determine if a student is ready for an online course • For the student to self-assess his/her own readiness for online learning • To make sure that students understand the nature of online education and are realistic about the type and amount of work involved • To explain what is involved in the particular institution’s online courses
  3. 3. Learning Outcomes of Online Orientation at Stockton • To learn or get a refresher on basic technology, time management, and organizational and study skills. • To learn how to write and read in an academic, online environment. • To learn the basics of online etiquette, or netiquette. • To find out specifically how Stockton offers its Distance Education courses. • To be able to decide for yourself if you are ready to take an online course.
  4. 4. Middle States Commission on Higher Education • Student support consists of many components, including assisting “the prospective student in understanding independent learning expectations as well as the nature and potential challenges of learning in the program’s technology- based environment.” • The Commission notes the importance of student preparation for online or distance learning, and the institution’s necessary commitment to facilitating this preparation.  
  5. 5. Journal “All first-time distance education students should be given a clear statement of course requirements in advance. This should include: 1) all course requirements; 2) the weekly time commitment and specific computer skills required by the course; and 3) a presentation of the practical difficulties of working at a distance and what is needed to manage those challenges successfully.”  
  6. 6. Online Orientation To Promote Interactive Learning • Good practice encourages students to “discuss” course work with one another in online environment • Good practice also encourages students to “discuss” course work with professor in online environment • Orientation can introduce students to these critical concepts
  7. 7. Why an Orientation? • Welcome Back! ▫ Most students are Continuing Ed  Community College Transfers  Taking on a Masters/Doctorate Program  Adding to their credentials ▫ Lapse since Students last participated in a class environment • Are You Ready for This? ▫ Technophile = Computer Literate (NOT always TRUE)  Many recent Grads who start a Continuing Ed or Graduate program lack essential computer skills ▫ Online/Hybrid courses are convenient & flexible, but still require commitment  Student Perception: Online = Easy (Almost Never True)
  8. 8. Goals of Orientation • Get Students Started Early ▫ Prepares students before the first class starts • Set Expectations ▫ Make clear the style of the course offerings (online, hybrid, web assisted) ▫ Expected Commitments ▫ Policies and Procedures • Inform students about how to access Services ▫ Technical Support ▫ Administrative Support (registration, financial aid, grades)
  9. 9. Limitations of Orientation • Bound Orientation Materials such that they ▫ Are pertinent to the first-time student  Do not drown the first-time student in a see of comprehensive information ▫ Do not dive much below the surface  Retention of training materials and information is often poor when not put immediately into practice ▫ Require minimal support  “Self Service” style orientations force students to explore the material  Make this easy to maintain and update for your institution
  10. 10. Sources • • •