The document discusses the differences between the roles of instructors in traditional classrooms versus online classrooms. In traditional classrooms, the instructor takes a teacher-centered role by lecturing and pacing lessons, while online instructors take a more student-centered role by facilitating activities and discussions. It then outlines seven principles of good teaching practice for online instructors, such as encouraging contact between students and faculty and giving prompt feedback, and how technologies can help implement these principles through tools like discussion boards and collaborative activities.

1. The Online Instructor Roles and Best Practices Curriculum Services Associates

2. Role of the Instructor What is the difference in the role of the instructor in online or web-enhanced instruction? How does this role compare to the role of the traditional classroom teacher?

3. Traditional Role Teacher Centered Lectures Directs the instruction Leads the lessons Prompts responses Paces the class

4. Online Teaching Role Student Centered Facilitates Plans the activities, but follows the flow of conversation Fosters collaborative learning Monitors, models, and prompts for student participation

5. Characteristics of the Online Instructor What are the instructor characteristics, skills, and behaviors that support positive outcomes in web-based or web-enhanced courses (i.e. best practices)?

6. Seven Principles of Good Practice Encourages Contact Between Students and Faculty Develops Reciprocity and Cooperation Among Students Encourages Active Learning Gives Prompt Feedback Emphasizes Time on Task Communicates High Expectations Respects Diverse Talents and Way of Learning Arthur W. Chickering and Zelda F. Gamson

7. Seven Principles of Good Practice Implementing the Seven Principles Using Technology Arthur W. Chickering and Stephen C. Ehrmann

8. Seven Principles of Good Practice Encourages Contact Between Students and Faculty Student-faculty contact necessary for motivation and involvement Easily facilitated with asynchronous and synchronous communication technologies Threaded discussions Email Web conferencing

9. Seven Principles of Good Practice Develops Reciprocity and Cooperation Among Students Collaboration and socialization increases involvement in learning Study groups Cooperative learning Group problem solving activities

10. Seven Principles of Good Practice Encourages Active Learning Students learn when they communicate about what they are learning, write reflectively about it, and relate it to their own experiences Communication tools “ Learn by Doing” Activities Simulations Use of the Internet to gather information

11. Seven Principles of Good Practice Gives Prompt Feedback Students need opportunities to perform and receive feedback Communication technologies Recording and analyzing performance Electronic portfolios

12. Seven Principles of Good Practice Emphasizes Time on Task Effective time management is critical Technology increases time on task Learning fits busy schedules Erases constraints of time and place Reduces commuting time Immediate access to resources Certain technologies may document time on task

13. Seven Principles of Good Practice Communicates High Expectations Setting high expectations become a self-fulfilling prophecy Technology can communicate high expectations and present powerful learning challenges Evaluation criteria may be clearly articulated with technology

14. Seven Principles of Good Practice Respects Diverse Talents and Way of Learning Technologies help students learn in ways they find most effective Visuals Print Virtual experiences Analysis, synthesis, and evaluation Collaboration Group problem solving

15. Seven Principles of Good Practice Advancing the Seven Principles Applications of technology that are reliable, accessible, and easy to learn Low Threshold Applications Interactive Problem oriented Relevant to real-world issues Evoke student motivation