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 Conrad Steve Thompson EDUC 632 Use of Telecurricular Instruction Fall 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 Picture 5 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 Picture Types of Online Courses: Web facilitated – up to 30% delivered online Blended/Hybrid – between 30 and 80 % delivered online Online – 80% or more delivered online

5. Teaching Online – the Big Picture The four stages of a course: Phase One – Course Beginnings Learner – familiarity with course requirements Mentor – establish trust, promote social presence, state expectations Content Knowledge – access to required resources Environment – learners know how to use the learning tools of the course

6. Teaching Online – the Big Picture Phase Two: Early Middle Learner – weekly rhythm: readings, postings, collaborating Mentor – guiding the learning of core concepts, supporting community, balance coverage of content with understanding Content Knowledge – exploring, engaging, and identifying resources Environment – Community settled into a routine

7. Teaching Online – the Big Picture Phase Three: Late Middle Learner – applying core concepts, supporting and challenging others Mentor – personalized instruction, support learners as leaders, mentoring, providing feedback Content Knowledge – creating and sharing: blogs, wikis, projects, etc. Environment – active use of course tools, sharing with the community

8. Teaching Online – the Big Picture Phase Four: Closing Weeks Learner – demonstrated knowledge of core concepts through complex projects and assignments Mentor – continues teaching presence, supporting learner projects, clarifying course wrap-up activities Content Knowledge – application of core content beyond the basics Environment – Learners effectively evaluate tools based on need

9. Teaching Online – the Big Picture Learning Theories and Theorists: Theory of Social Development – Vygotsky Experimental Learning – Dewey Genetic Epistemology – Piaget Constructivism – Bruner Cognitive Apprenticeship – Brown Schema Theory - Schank

10. Theoretical Foundations Ten Core Learning Principles Every 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 Foundations Ten Core Learning Principles continued Every learning experience includes the environment or context in which the learner interacts Every learner has a zone of proximal development that defines the space that a learner is ready to develop into useful knowledge Concepts are not words but organized and interconnected knowledge clusters

12. Theoretical Foundations Ten Core Learning Principles continued Different instruction is required for different learning outcomes Everything else being equal, more time on task equals more learning We shape our tools and out tools shape us

13. Ten Best Practices for Teaching Online Be present at the course site Create a supportive online course community Develop 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 experiences Use synchronous and asynchronous activities

14. Ten Best Practices for Teaching Online Ask for informal feedback early in the term Prepare discussion posts that invite responses, questions, discussions, and reflections Search out and use content resources that are available in digital format if possible Combine core concept learning with customized and personalized learning Plan a good closing and wrap activity for each course