To be effective, online professors need best-practice strategies to facilitate meaningful learning and take into account the broad diversity of student knowledge and experience regarding content and use of technology. The following list offers strategies that help to create what Reushle (2006) refers to as an environment that sustains motivation in a climate that is positive, supportive, safe, tolerant, respectful, nurturing, and participatory. An effective online professor:
- Facilitates learning as opposed to being the center of learning (Pasco & Adcock, 2007).
- Understands online learning, the structure of the learning environment, and relationship building with learners; promotes learner self-regulation; summarizes student learning by asking thoughtful questions; builds connections with prior learning and future practice; elicits reflective thinking; and promotes problem-solving (Norton & Hathaway, 2008).
- Creates high-quality course materials and assignments that are professionally meaningful; assures there is high-quality feedback and communication (Tricker, Rangecroft, Long, & Gilroy, 2001).
- Has good written communication skills, carefully designs activities that promote discussion, and gives timely feedback (Spangle, Hodne, & Schierling, 2002).
- Provides instruction that is adapted to student needs, shares meaningful examples, motivates students to do their best, facilitates the course effectively, delivers a valuable course, communicates effectively, and shows concern for student learning (Young, 2006).
In addition to best-practice strategies, professors who are teaching online need to incorporate guiding principles into their course design in order to establish a culture for learning. Reushle (2006) defined guiding principles of a quality online program. The following nine principles serve as a foundation for quality online instruction. Under each principle is a brief description that reflects how the principle can be implemented into a higher education course.
Establish the CHE factor: Connectivity, humanness and empathy. An in-depth conversation should occur about the purpose of using online learning; its technical components, exploratory aspects, and value; potential technical issues that could arise; and how to be a supportive community of learners. A community-building activity should take place at the beginning of the course, where students introduce themselves to each other and share their current positions, educational history, and interest in the course. Small virtual group activities provide students an opportunity to meet and carry out some initial activities so experienced and inexperienced learners can support each other.
Promote a learner-centered online environment. Ongoing discussions can take place about the value of learning from each other, the unique expertise each student brings to the course, and how students can collaborate effectively on project development and problem solving.
Help students immerse and reflect. Students can be provided with authentic, challenging situations as part of various experiences in the course such as journal and discussion board activities. These activities require dialogue along with individual and group problem-solving, analysis, and reflection.
Make learning a community activity. Students can be required to complete an authentic project as part of a collaborative team. Every member of the team has a role and all are required to work together using technology to successfully complete the project.
Show how educators and learners both lead and learn. Authentic project teams are encouraged to identify an overall team leader. However, leadership for various project responsibilities can be delegated to individual team members who have the skills or interest.
Maintain VIP communication: Visible, instant, and permanent. All presentations, assignments, reading, deliberations and work completed online, including formal and informal discussions, should be maintained in permanent, available-on-demand formats. This creates significant learning opportunities allowing students to have 24/7 and ongoing access to all course information.
Interpret and respond to signs of change. Discussions can take place about the pedagogical changes that are occurring based on the use of technology and the change of venue from face-to-face to online. Students can be asked to provide ongoing feedback about their perceptions of change and ways that it could be enhanced to make it an even more meaningful process.
Lead by example and create a model experience. An online course should be planned in great detail to avoid any types of problems that might reflect poorly upon the use of the technology. Also, it is important to model the use of technology and demonstrate its potential benefits for the course and the students’ work environments. Students should be reminded that technology has its flaws and that the inevitable mishaps are an opportunity for learning.
Build, manage, and revise the online learning environment. Discussions should occur with students about how online learning technologies are at the beginning stages of implementation and that there will be challenges that need to be worked out. Student feedback is highly encouraged, providing them with ongoing opportunities to have input into their learning. All student suggestions should be used as a resource for revising and improving courses.
Motivate and prepare students. Establishing a climate of support, respect, risk-taking, collaboration, and ongoing nurturing is integral to establishing trust and building the students’ enthusiasm to embrace technology — both in the course itself and in their work environments.
Another area that is significantly emphasized as part of effective online course design is the importance of creating a learning community that is respectful, supportive, and encourages risk-taking. There are a number of ways to create a learning community in a course. However, when teaching online, this becomes even more important because face-to-face contact among the students is limited. Therefore, a top priority is to establish quality relationships as quickly as possible so the students can focus on the critical aspects of learning. Five strategies found to be effective for building a cohesive community of learners are: (a) focus on the person; (b) establish norms; (c) begin relationship building; (d) develop rigor; and (e) continue to build the total community. Each of these areas is highlighted below with brief descriptions of how they can be implemented into a course.
Focus on the person. Foster a sense of belonging and value by letting students know how important their input and contributions are to the learning community. Communicate routinely about the design of the online course and how it is an ongoing process that will improve with their participation and feedback. Finally, engage students in meaningful and thoughtful conversations about course content. This is especially important because online courses can promote isolation unless the instructor encourages participation.
Establish norms. Online courses are a new experience for many students. While the norms for an online course are similar to those of a face-to-face course, the instructor must be sensitive to the dynamics of what is taking place. The way students interact online, without being able to visually read facial and/or body language, can significantly affect their satisfaction, retention, and learning. Some key norms include support and respect — where members are encouraged to participate and contribute individually and collectively, everyone’s opinions are valued, and all students have a responsibility for learning.
Begin relationship building. All classes should begin with a relationship-building activity. This activity should be designed to share something personal, seeking the common interests that build connections among students. Initially, students can be asked to post information on the discussion board describing what they do, their interests, their hobbies, what they like to read, trips they have taken, and their aspirations.
Develop rigor. Students should be provided with some thought-provoking questions that challenge their thinking and help them begin to stretch their learning. Video clips can be used to stimulate conversation on the discussion board, followed by thought-provoking questions.
