You Must Walk Before You Can Run - Establishing New Online Course Requirements

The amount of time and effort placed into the teaching profession has been well documented over the years. Stories of teachers spending hours planning lessons have been well documented and chronicled worldwide. A 2012 survey of 1600 primary and secondary teachers revealed 70% of teachers surveyed completed an ‘all-nighter’ during the three months prior to their survey submission. (Gardner, 2012) As Rebecca Klein (2014) notes “teachers work hard. Like, really hard.” (www.huffingtonpost.com) Although the format and presentation style may vary, the development of online lessons and resources utilizes significant amounts of time and effort. Along the way, other factors must be considered in order for an online instructor to survive the potential online instructional pitfalls.

What is the significance of knowing the technology available to you?

Knowing and understanding the available technological resources provides the course instructor with flexibility in designing course functionality and activities for participants. Ben McNeely (n.d.) notes when technology is used properly, “teaching and learning are enhanced and given a new dimension.” (www.educause.edu) Understanding the available tools provides opportunities to expand the learning by using the technology. Aldridge (2013) notes “by carefully choosing from among the seemingly endless assortment of digital course enhancements, we can tailor e-learning activities and materials to optimize individual learning styles.” (www.learninghouse.com)

Why is it essential to communicate clear expectations to learners?

As with any form of communication, developing an understanding is an essential outcome. For online learners who are often times “learning at a distance and sometimes over time zones” (Boettcher & Conrad, 2010, p. 55) providing defined expectations is essential to their success in the course. The Online Education for Higher Education from Touro College (2014) notes that students “want to manage their time well, learn new information, and submit assignments on time.” (blogs.onlineeducation.touro.edu) By providing these defined instructions at the beginning of the course, the information can “help create a smooth trusting learning environment” (p.55) between students and facilitators which will allow for expanded conversation depth and learning.

What additional considerations should the instructor take into account when setting up an online learning experience?


Boettcher and Conrad (p.37) note “being present at the course is the most fundamental and important of all the ‘online educational’ practices.” Harris (2013) notes “instructor presence is important because it helps bridge the distance and address feelings of isolation students may feel when learning online.” (www.purdue.edu) Students need to have a level of comfort and this is established and modeled by the course facilitator. By providing a defined timeline for responses, communications and listing these items in the course syllabus, participants develop a routine which will can provide better structure and performance. Like starting a new book or movie, the introduction and beginning of the story provide a foundation and set the tone for the entire story.

Like a newborn taking its first steps, establishing and launching a new online course must be strategic and well defined. Newborns are cautious because they must establish balance as they begin the learning process. In online course development, course facilitators must be cautious in order to maintain their student audience and to insure course interest remains high. Like an adult assisting a child with their first steps, course facilitators must be sure to make themselves available for participants.These strategic steps will help participants build their confidence in the course, the materials and the individual designated to lead the course. Once a steady pace is established, participants will have a sense of comfort which, if designed correctly, will have them steadily increase their speed and enjoying their time online.

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References
Aldridge, S. (March 20, 2013) 3 Ways technology-enhanced courses benefit learners. Retrieved from http://www.learninghouse.com/blog/publishing/3-ways-technology-enhanced-courses-benefit-learners

Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.

Gardner, T. (June 14, 2012) 70% of teachers do an ‘all-nighter’ to prepare for lessons (according to survey for a teaching magazine which concludes they put in more hours than the rest of us). Daily Mail.com. Retrieved from http://www.dailymail.co.uk/news/article-2159173/70-teachers-nighter-prepare-lessons-according-survey-teaching-magazine-concludes-hours-rest-us.html

Harris, C. (June 21, 2013) Instructor presence in an online course. Retrieved from https://www.purdue.edu/learning/blog/?p=6232

Haynie, D. (June 12, 2014) New government data sheds light on online learners. Retrieved from http://www.usnews.com/education/online-education/articles/2014/06/12/new-government-data-sheds-light-on-online-learners

Klein, R. (September 9, 2014) American teachers spend more time in the classroom than world peers, says report. Retrieved from http://www.huffingtonpost.com/2014/09/09/oecd-teacher-salary-report_n_5791166.html

McNeely, B. (n.d.) Using technology as a learning tool, not just the cool new thing. Retrieved from http://www.educause.edu/research-and-publications/books/educating-net-generation/using-technology-learning-tool-not-just-cool-new-thing

Touro College (September 12, 2014) 5 Effective ways to communicate expectations online. Retrieved from http://blogs.onlineeducation.touro.edu/communicate-expectations/