Newcourse Tips

Major competencies were discovered which include: 

• How to convert a traditional class to an online format, 

• How to create an online syllabus, 

• How to meet the needs of online learners, 

• How to become an online facilitator, 

• How to skillfully use asynchronous communication, 

• How to create and manage online assignments and assessments, 

• How to prevent cheating and plagiarism, and 

• How to use the software to create an online class

 Converting classes to an online format requires more than just putting the contents of a face-to-face class on a website.  Different assignments and teaching strategies must be used (Ko & Rossen, 2001; Lewis & Blair, 2003; Weller, 2002).  

 An online syllabus needs to be much more explicit than one for a traditional class and should at minimum include course description, goals, expected outcomes, readings, activities, assignments, grading policies, participation guidelines, instructor office hours, contact information, and computer skills necessary to take the class (Bickle & Carroll, 2003; Carnes, et al, 2003,  Ko & Rossen, 2001).  In addition it should excite the students about what they will be learning the way an instructor does the first day in a traditional class (Farrell, 2001; Morris, 2002). 

Online learners have different needs than those in a traditional class.  Many are adult learners who cannot attend classes because of other commitments.  They need flexibility and relevant classroom assignments (Bennett & Lockyer, 2004; Palloff & Pratt, 2001).  

Instructors need to learn techniques to facilitate discussions in an online class.  Much deeper learning can take place in an online class because of the fact that students can read the ideas and opinions posted by other students and reflect on those postings.  Instructors must learn to summarize discussions and have students analyze and synthesize arguments (Barker, 2003; Salmon, 2003; Weigel, 2002).

Communication in an online class is typically asynchronous, meaning the instructor and student usually do not communicate with each other at the same time, but rather through posted messages in a discussion forum or through email.  Because of the lack of visual cues, there can be misunderstandings and hurt feelings (Palloff & Pratt, 2001; Waterhouse, 2005).  Interaction in an online class is vital so that students do not feel isolated (Maeroff, 2003).

Online assignments and assessments need to be designed specifically for the online class.  Assignments should stimulate critical thinking skills and instructors should create assignments that encourage students to maintain regular progress in the class. Technical instructions should be provided in advance to help prevent problems (Bickle & Carroll, 2003). The lectures in an online class must be stimulating and informative because they are replacing the stand-up instructor.  The instructor should use a mix of 

delivery media to keep students’ attention (Farrell, 2001).   Assessments may be different in an online class.  Multiple choice and standardized tests may not be what is needed for  an adult online learner. Instructors should consider using diverse forms of assessments (Carnes, et al., 2003; Donar, 2004; Rovai, 2004; Weller, 2002).

Cheating and plagiarism are equally a problem in traditional and online classes (Heberling, 2002; Weller, 2002). Online instructors should learn how to spot assignments that do not flow properly because they have pieces from different articles copied and pasted together (Heberling, 2002).  Instructors shouInstructors should also become familiar with each student’s work to recognize changes, and also use the electronic access to assignments for comparison purposes (Hansen, 2003).

How to use software and technology is important for online instructors.  Faculty development programs must include the technology training that will be needed (Barker, 2003).

A survey was designed to be administered to experienced online instructors.  The major competencies discussed above were listed on the survey and instructors were to indicate for each competency if they agreed that training in that area was important.  The main purpose of the survey was to determine the training needsof online instructors.   Emails with a link to the survey were sent, and approximately 900 experienced online instructors opened the emails.  The response rate was about 32% with 287 completed surveys.  About 74% of the instructors who took the survey were full-time college faculty members, and 86% had taught online for more than 4 semesters.    The overwhelming majority of instructors agreed that all the competency areas listed above were important.  In most cases over 90% agreed.  Only about half of the

instructors indicated that their own training in each area was adequate. 

source: Tips from Handbook for Online Faculty - by J. Frese, Fresno City College