| 1. Attend to the unique challenges of distance learning where learners are separated by time and geographic proximity and interactions are primarily asynchronous in nature. | Online course content is typically developed in advance of the course’s start date. In effect, the “lecturing” has already been done! As a result, the role of the online instructor shifts from “the sage on the stage” to “the guide on the side.” Teaching online focuses one’s efforts on facilitating, guiding, and directing learning, as well as assessing progress. | Instructors should strive to adhere to the published course schedule to ensure that all course goals are met by the end of the semester. |
| 2. Be familiar with the unique learning needs and situations of both traditional age and adult learners, providing an educational experience that is appropriate for both. | Adult learners bring a different perspective, motivation, and set of experiences to the classroom than do traditional college students. Online courses are apt to attract working adult professionals who need the flexibility that online learning can afford. Faculty may find, however, that traditional college students also populate their courses, so it is important to be aware of the learning needs of both audiences. | There are many resources available to orient oneself to the principles of teaching adults. For example, in 1984 Malcolm Knowles suggested four principles that should be applied to adult learning:
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| 3. Have mastery of course content, structure, and organization. | Review all course materials, as well as the structure and organization of course environment, in order to become comfortable with all aspects of the teaching and learning environment. | Instructors should be familiar with all course materials, structure, and organization before the course begins. If new to online teaching, having an experience as an online student is recommended, such as the World Campus online course “OL 2000: Effective Online Teaching.” |
| 4. Respond to student inquiries. | Guide student inquiries towards a positive learning outcome. | Instructors are encouraged to respond to student inquiries within 12-24 hours. |
| 5. Provide detailed feedback on assignments and exams. | Facilitate student understanding and progress by providing students with timely, formative, and meaningful feedback that communicates areas of strength and areas for improvement. | Feedback on assignments and exams should be returned to students as soon as possible in order to help students to improve on subsequent learning tasks. |
| 6. Communicate with students about course progress and changes. | Post periodic announcements that remind students of upcoming topics and due dates, as well as any modifications that may have been made to the course. | Weekly announcements are recommended. Students studying online are typically juggling busy lives. Communicating progress, as well as any changes to assignments or schedules, is an important way to keep students progressing toward goals. |
| 7. Promote and encourage a learning environment that is safe and inviting and mutually respectful. | Communicate with students in a positive tone and follow and promote Netiquette guidelines. | Include a course policy on Netiquette on the syllabus, such as:”The term ‘Netiquette’ refers to the etiquette guidelines for electronic communications, such as e-mail and bulletin board postings. Netiquette covers not only rules to maintain civility in discussions, but also special guidelines unique to the electronic nature of forum messages. Visit Virginia Shea’s ‘ The Core Rules of Netiquette‘ for general guidelines that should be followed when communicating in this course.” |
| 8. Monitor and manage student progress. | Utilize any available course statistics or reports to identify students who are not accessing course materials, participating in discussion forums, etc., and reach out to those students to encourage them to engage. | Shortly after the beginning of the course, contact any “no shows” to see if they are encountering problems with logging in and to encourage their participation. |
| 9. Communicate course goals and outcomes. | This is typically done at the start of the course, via course announcements and/or the syllabus. | “Action verbs” help articulate clear learning goals and outcomes. See https://www.e-education.psu.edu/files/sites/file/Blooms_ActionVerbs.pdf |
| 10. Provide evidence to students of their presence in the course on a regular basis. | Provide students with an instructor “presence” in the course by posting periodic course announcements, participating in discussion forums, sending individual student emails, holding office hours, etc. | Ideally, instructors should be interacting with students in their class on a daily basis. Simple audio and video communications can significantly add to a sense of instructor presence. For an easy way to add audio and/or video to a course, visit A Quick Introduction to Jing. |
| 11. Demonstrate sensitivity to disabilities and diversities including aspects of cultural, cognitive, emotional, and physical differences. | Provide a statement about accessibility to the course syllabus, be aware of institutional policies regarding accommodations, and be sensitive to cultural and geographic perspectives. Information for faculty is available in the Office of Disability Services Faculty Handbook. | Accessibility Syllabus Statement Language |
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