This document discusses best practices for online teaching and learning. It outlines 5 major differences between online and campus courses, including that the faculty role shifts to mentoring and meetings are asynchronous. It also describes 4 phases of an online course, from beginnings to closing weeks. Key learning theories are mentioned, such as constructivism and cognitive apprenticeship. Finally, 10 best practices for online teaching are provided, such as being present online, creating a supportive community, and using a variety of activities.

1. The Online Teaching Survival GuideJudith Boettcher and Rita-Marie ConradSteve ThompsonEDUC 632 Use of Telecurricular InstructionFall 2011

2. Teaching Online – the Big Picture“A course is a set of learning experiences within a specified time frame, often between six and fifteen weeks, in which learners, mentored by an instructor, are expected to develop a specific set of knowledge, skills, and attitudes”.

3. Teaching Online – the Big Picture5 major differences between online and campus courses:The faculty role shifts to mentoring and coaching.Meetings are asynchronous.Learners are more active.Learning resources and spaces are more flexible.Assessment is continuous.

4. Teaching Online – the Big PictureTypes of Online Courses:Web facilitated – up to 30% delivered onlineBlended/Hybrid – between 30 and 80 % delivered onlineOnline – 80% or more delivered online

5. Teaching Online – the Big PictureThe four stages of a course:Phase One – Course BeginningsLearner – familiarity with course requirementsMentor – establish trust, promote social presence, state expectationsContent Knowledge – access to required resourcesEnvironment – learners know how to use the learning tools of the course

6. Teaching Online – the Big PicturePhase Two: Early MiddleLearner – weekly rhythm: readings, postings, collaboratingMentor – guiding the learning of core concepts, supporting community, balance coverage of content with understandingContent Knowledge – exploring, engaging, and identifying resourcesEnvironment – Community settled into a routine

7. Teaching Online – the Big PicturePhase Three: Late MiddleLearner – applying core concepts, supporting and challenging othersMentor – personalized instruction, support learners as leaders, mentoring, providing feedbackContent Knowledge – creating and sharing: blogs, wikis, projects, etc.Environment – active use of course tools, sharing with the community

8. Teaching Online – the Big PicturePhase Four: Closing WeeksLearner – demonstrated knowledge of core concepts through complex projects and assignmentsMentor – continues teaching presence, supporting learner projects, clarifying course wrap-up activitiesContent Knowledge – application of core content beyond the basicsEnvironment – Learners effectively evaluate tools based on need

9. Teaching Online – the Big PictureLearning Theories and Theorists:Theory of Social Development – VygotskyExperimental Learning – DeweyGenetic Epistemology – PiagetConstructivism – BrunerCognitive Apprenticeship – BrownSchema Theory - Schank

10. Theoretical FoundationsTen Core Learning PrinciplesEvery structured learning experience has four elements with the learner at the center.Learners bring their own personalized and customized knowledge, skills, and attitudes to the experience.Faculty members are the directors of the learning experience.All learners do not need to learn all course content: all learners do need to learn the core concepts

11. Theoretical FoundationsTen Core Learning Principles continuedEvery learning experience includes the environment or context in which the learner interactsEvery learner has a zone of proximal development that defines the space that a learner is ready to develop into useful knowledgeConcepts are not words but organized and interconnected knowledge clusters

12. Theoretical FoundationsTen Core Learning Principles continuedDifferent instruction is required for different learning outcomesEverything else being equal, more time on task equals more learningWe shape our tools and out tools shape us

13. Ten Best Practices for Teaching OnlineBe present at the course siteCreate a supportive online course communityDevelop a set of explicit expectations for your learners and yourself as to how you will communicate and how much time students should be working on the course each week.Use a variety of large group, small group, and individual work experiencesUse synchronous and asynchronous activities

14. Ten Best Practices for Teaching OnlineAsk for informal feedback early in the termPrepare discussion posts that invite responses, questions, discussions, and reflectionsSearch out and use content resources that are available in digital format if possibleCombine core concept learning with customized and personalized learningPlan a good closing and wrap activity for each course