Teaching Online

Abstract: Online education is growing at a phenomenal rate. This growth in online education offers many opportunities to colleges and universities to reach students who may not have attended a traditional (brick and mortar) college or university. Online education also gives students more control over their education along with a more flexible schedule. As with every opportunity there comes a responsibility. For colleges and universities, this responsibility includes the need to effectively engage students in the online classroom to ensure learning. This paper will review the theories that can be used to foster online learning and education, as well as some of the best practices for effectively engaging the online student in the classroom. Don't despair -- these best practices do not require an investment in expensive technology or resources -- they just require the creativity and imagination of the instructor to redesign the learning experience and adapt it to the online platform. Authentic learning which includes the use of problems based on real world situations, scenarios and role playing exercises, case studies and problem based activities will be reviewed as one of the most effective ways to encourage engagement of the online student as well as their academic growth and development. As the paper discusses, these concepts can also be utilized with great success with the adult learner in the online classroom. [ABSTRACT FROM AUTHOR]

BRITT, D. M. (2015). How to Better Engage Online Students with Online Strategies. College Student Journal, 49(3), 399–404.

Abstract: Distance education in the 21st century often relies on educational technology as the primary delivery of teaching to learners. In distance education, the source of the information and the learner do not share the same physical setting; therefore, the information is delivered by a variety of methods. The new emerging tools that are used in online learning have changed the view of pedagogical perspective in distance education. Although online learning shares some elements with traditional classroom environments, the shared elements often take very different forms, and each type of learning environment has distinct limitations and affordances. Because current practices often compare or assess the effectiveness of online learning by comparing it with traditional instruction methods, educators and researchers often find it important to consider the methods and strategies that are used in classroom settings when designing online learning environments. Online environments should provide opportunities for students to master necessary tasks by using appropriate strategies, such as self-regulation. Self-regulation is one of the predictors of student performance in both traditional and modern learning environments. In an online platform, when students use strategies that are related to self-regulation, they can regulate their personal functioning and benefit from the online learning environment by changing their behaviors accordingly. Thus, it is important to explore and embed new interactive functions to the online learning environments and lead learners to use self-regulatory behaviors in those learning environments. This article discusses the importance of self-regulation in online environments, and provides recommendations for best practices in the design and implementation of interactive online learning environments with the self-regulated learning approach.

Delen, E., & Liew, J. (2016). The Use of Interactive Environments to Promote Self-Regulation in Online Learning: A Literature Review. European Journal of Contemporary Education, 15(1), 24–33. https://doi-org.dom.idm.oclc.org/10.13187/ejced.2016.15.24

Abstract: Despite the rapid growth of online learning in higher education, the dropout rates for online courses has reached 50 percent. Lack of student engagement rank as a critical reason for frequent online course dropout. This article discusses autonomy support as a strategy to enhance online students' intrinsic motivation and engagement. Drawing from current theories and research, three guidelines are offered to provide choices, rationale behind why assignments are designed in particular ways, and flexibility in completing more personally meaningful assignments. Each guideline is accompanied with examples from existing higher education courses. This article is intended for educators and designers of online learning to employ autonomy support strategies to engage students in active participation and successful completion of the course. [ABSTRACT FROM AUTHOR]

Lee, E., Pate, J., & Cozart, D. (2015). Autonomy Support for Online Students. TechTrends: Linking Research & Practice to Improve Learning, 59(4), 54–61. https://doi-org.dom.idm.oclc.org/10.1007/s11528-015-0871-9

Abstract: The article presents comparative analysis of modular training as a teaching tool against traditional methods and techniques in educational institutions, particularly in higher education. Being one of the forms of interactive learning, modular training ensures efficient inter-mutual development of all members of educational process. It increases active learning and improves critical thinking, as well as problem solving skills. Based on several years of experimental research this article gives recommendations on modular training for improving knowledge in emergency first aid treatment for students of various educational institutions. It also briefly describes the algorithm of introducing elements of modular training for implementation of Health and Safety course.

Pastushkova, M. A., Savateeva, O. V., Trotsenko, A. A., & Savateev, D. A. (2019). The Practical Guidelines for Implementing Modular Training in Higher Education. European Journal of Contemporary Education, 8, 328–337. https://doi-org.dom.idm.oclc.org/10.13187/ejced.2019.2.328

Abstract: Universal Design for Learning (UDL) is a framework for the teaching–learning transaction that conceptualizes knowledge through learner-centered foci emphasizing accessibility, collaboration, and community. Given the importance of access to achieving social justice, UDL is a promising approach to meeting all learners’ needs more effectively. In this article, the history and philosophy of UDL are discussed and elaborated, followed by an explanation of how the principles of UDL were used to improve an existing online course offering for adult learners.

Rogers-Shaw, C., Carr-Chellman, D. J., & Choi, J. (2018). Universal Design for Learning: Guidelines for Accessible Online Instruction. Adult Learning, 29(1), 20–31. https://doi-org.dom.idm.oclc.org/10.1177/1045159517735530