Learning to Teach Online

Abstract

The demand for online courses is growing. This paper offers suggestions on how to teach online courses that promote student engagement and learning. We discuss the benefits and challenges of teaching online. We share research-based strategies for designing an online course and draw upon our experience of developing fully online sociology courses. Practical suggestions include preparing students, promoting learning through the discussion board, managing communication, incorporating multimedia, and evaluating the course. Recommendations for modifying teaching strategies for the online environment are also included. Student comments from anonymous surveys convey the student perspective about taking online courses. Developing an online class is possible with early planning and an awareness of how to engage students.

Examining the connection between classroom technology and student engagement

“…The social science orientation of the class is sufficiently similar to the previous research settings that provided a basis for our hypothesis (cf. Howard, 2005;Koeber, 2005;Little, Titarenko, & Bergelson, 2005;Clark-Ibáñez & Scott, 2008;Koeber & Wright, 2008;Hill, Arford, Lubitow, & Smollin, 2012;Hoop, 2012). Content related to American government, associated social structures, and individual behavior clearly has potential fodder for student engagement.…”

Resolving Instructor Challenges in the Online Classroom

“…The instructor should provide contact information and outline preferred methods of communication, such as email, ofce phone, or cell phone, as well as dening instructor availability and response rates (Center for Teaching et al, n.d.;Clark-Ibanez & Scott, 2008;Hricko, 2002;Keramidas, Ludlow, Collins, & Baird, 2007). Is the instructor available on evenings and weekends?…”

“…While the course syllabus and orientation program may be well-designed and developed to provide students with everything they need regarding the course, it is advisable to reinforce this information in introductory statements through course postings or email (Clark-Ibanez & Scott, 2008). An additional tool may be the use of a frequently asked questions (FAQ) le on the learning site which anticipates and addresses questions and problems students may encounter (CTL, 2006;Yang & Cornelious, 2005).…”

“…The instructor may also encourage students to post a digital image that represents who they are (such as a photo or avatar) and/or to create a homepage (Keramidas et al, 2007;Rabe-Hemp et al, 2009;Song et al, 2004). Other useful techniques include developing "get acquainted" activities where students introduce themselves (background, personal goals for the course, listing something unique about themselves) and then respond and interact with one another (Clark-Ibanez & Scott, 2008;Watkins, 2005). Instructors may also pair or group students into learning teams to discuss reading questions, complete learning activities, and work on study questions (Center for Teaching et al, n.d.).…”

Climate Change and Society: Toward Online Pedagogy

“…Clark-Ibáñez and Scott (2008) note that a key advantage to online teaching is that many valuable learning materials are already online. Examples relevant to a course on climate change and society are abundant, as the U.S. National Aeronautics and Space Administration (NASA) (climate.nasa.gov/resources/education), U.S. National Oceanic and Atmospheric Administration (NOAA) (www.climate.…”