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Best Practices in Online Teaching

Strategies

In the following report, The Hanover Research Council reviews the best practice
teaching strategies in the field of online education.

MARKET EVALUATION 
EVALUATION  SURVEYING
SURVEYING   DATA ANALYSIS 
ANALYSIS  BENCHMARKING 
BENCHMARKING   INNOVATIVE PRACTICES 
PRACTICES  LITERATURE REVIEW
REVIEW  
 

HANOVER RESEARCH JULY 2009

 

Introduction

In February 2002, The Times Educational Supplement reported that ―there is growing
evidence from research in [e-learning]
[e-learning] that certain strategies…will enhance teaching
teaching
and learning - just as certain tactics and strategies do work in face-to-face pedagogy.‖1 
 The article emphasized that successful e-learning
e-learning must involve ―a mixture of course

design issues
course must and
offerpedagogical issues.‖ In
―group activities, order tostimuli,
structure, entice students
cajoling to
bypa
participate,
rticipate,
tutors anda
peers…[and] a purpose or a reason to go online.‖ 2 

 The importance of instructional strategies to the success of the online environment

has precipitated the creation of best practices guidelines for all aspects of the
instructional process, including the planning and management of online instruction,
online teaching techniques, and online student assessment and evaluation techniques.
 This report reviews the current literature on successful strategies for online teaching
in the following sections:

  Section One: Overview of the Principles, Guidelines, and Benchmarks

for Online
practices forEducation:  This with
online teaching section leads into
a review a discussion
of the variety ofofguidelines
specific best
and
principles of online education. Special emphasis is placed on current and
future trends in effective online pedagogy.

  Section Two:  Best Practices in Online Teaching Strategies : This section

reviews proven strategies for three major components of the instructional
process: the planning and management of online instruction, the actual
teaching process, and student assessment and evaluation.

  Section Three:   An  Exemplary Program and Examples of Effective

Practices: The final section provides examples of an award-winning online
education
instructors. program and the teaching practices of three award-winning

1  Vic Lally and Jerry Wallington, ―Enticing E-learning,‖ The Times Educational Supplement , February 8, 2002,
Pg.23
2 Ibid. 

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Section One: Overview of the Principles, Guidelines, and Benchmarks

for Online Education 

Numerous educational agencies, from those that focus solely on online education,
such as the Sloan Consortium, 3 to the Institute for Higher Education Policy, 4  have
provided general guidelines and benchmarks for ononline
line education. In particular, the
the
Sloan Consortium
its annual Sloan-C is nationally
awards recognized
for programs as instructors
and a resource that
for online education
have made
mad through
e ―outstanding
contributions to the field of online learning.‖5  As a beginning to our discussion of
best practice online teaching strategies, we profile one of the winners of the Sloan
Consortium‘s  Award for Excellence in Online Teaching   as a case study example of
recommended teaching strategies in action. 6 

In 2003, the Consortium presented Bill Pelz, a Professor of Psychology at Herkimer

County Community College, with the award. Pelz shared his three ―Principles of
Effective Online Pedagogy‖ in a 2004 report.

Pelz‘s first principle is to 

to  ―let the students do (most of) the work.‖ 7  As he asserts,
―the
they more
learn.‖‗quality‘
learn.‖  time students
  Pelz provides spend
specific engaged
examples of in content,forthewhich
activities morethe
of that content
students do
the work while the professor provides support:   8

  Student Led Discussions

  Students Find and Discuss Web Resources
  Students Help Each Other Learn (Peer Assistance)
  Students Grade Their Own Homework Assignments
  Case Study Analysis

 The second principle is that ―[i]nteractivity is the heart and soul of effective
asynchronous
asynchronous learning,‖ but Pelz stresses that interaction must stretch beyond simple
student discussion:9 
Students can be required to interact with one another, with the professor,
 with the text, with the Internet, with the entire class, in small groups or
teams, one-on-one with a partner, etc. In addition to discussing the course
content, students can interact regarding assignments, problems to solve, case

3 For more information,

information, please see: The Sloan Consortium.
Consortium. ―Home.‖ See <http://www.sloan-c.org/
< http://www.sloan-c.org/> >
4 For more information, please see: Institute for Higher Education Policy. ―Home.‖ See <http://www.ihep.org/
< http://www.ihep.org/> >
5 The
 The Sloan Consortium.
Consortium. ―Home.‖
―Home.‖ Op.cit. 
6 For more information, please see: The Sloan Consortium. ―Sloan-
―Sloan -C Awards.‖ See <http://www.sloan-
<http://www.sloan-
c.org/aboutus/awards.asp>
c.org/aboutus/awards.asp >
7 Bill Pelz ―(My) Three Principles Of Effective Online Pedagogy,‖  Journal of Asynchronous Learning
Learni ng Networks,
 Volume 8, Issue 3: June 2004.
8 Ibid. 
9 Ibid. 

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HANOVER RESEARCH JULY 2009

 

studies, lab activities, etc. Any course can be designed with required
interactivity.

Pelz‘s final principle is to ―strive for presence.‖  According to Pelz, there are three
forms of presence for which to strive in online learning environments: Social
Presence, Cognitive Presence, or T Teaching
eaching Presence. These ideas are described in
detail in Pelz‘s report:10 

  Social Presence: When participants in an online course help establish a

community of learning by projecting their personal characteristics into the
discussion  —   they present themselves as ―real people.‖ There are at least
three forms of social presence:

o    Affective . The expression of emotion, feelings, and mood.

o   Interactive . Evidence of reading, attending, understanding, thinking

about others‘ responses.
responses.

o   Cohesive . Responses that build and sustain a sense of ‗belongingness,‘

group commitment, or common goals and objectives

  Cognitive Presence: The extent to which the professor and the students are
able to construct and confirm meaning through sustained discourse
(discussion) in a community of inquiry.

o   Cognitive presence can be demonstrated by introducing factual,

conceptual, and theoretical knowledge into the discussion.

o    The value of such a response will depend upon the source, clarity,
accuracy and comprehensiveness of the knowledge.

   Teaching Presence: Teaching presence is the facilitation and direction of

cognitive and social process for the realization of personally meaningful and
educationally worthwhile learning outcomes. There are two ways that the
professor and the students can add teaching presence to a discussion, as
displayed in the following table.

10 Ibid. 

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Figure 1.1: Components of Teaching Presence

Facilitating the discussion Direct instruction
  Identifying areas of agreement and
disagreement
   Presenting content and questions
  Seeking to reach consensus /

  Focusing the discussion

understanding
  Summarizing the discussion
  Encouraging, acknowledging and


reinforcing student contributions 

Confirming understanding
  Setting a climate for learning    Diagnosing misperceptions
 misperceptions


  Drawing in participants / prompting   Injecting knowledge from diverse sources



discussion   Responding to technical concerns

   Assessing the
the efficacy of the process
Source:   Bill Pelz ―(My) Three Principles Of Effective Online Pedagogy,‖  Journal of Asynchronous Learning
 Networks, Volume 8, Issue 3: June 2004. 

Interestingly, these three principles: (1) engage student in content, (2) promote
student-teacher and student-student interaction, and (3) strive for presence, are also
found in literature regarding benchmarks and recommendations for successful online
teaching. For instance, tthehe IInstitute
nstitute fo
forr Higher Education Policy‘s 2000 report of  
benchmarks for successful online education emphasizes interaction and engagement
in its best practices for online teaching/learning and course development: 11 

Online Teaching/Learning Benchmarks

  Student interaction with faculty and other students is an essential characteristic

and is facilitated through a variety of ways, including voice-mail and/or e-mail.

  Feedback to student assignments and questions is constructive and provided

in a timely manner.

  Students are instructed in the proper methods of effective research, including

assessment of the validity of resources.

Course Development Benchmarks

  Guidelines regarding minimum standards are used for course development,

design, and delivery, while learning outcomes – 
outcomes  –  not
  not the availability of existing
technology – 
technology  –  determine
 determine the technology being used to deliver course content.

  Instructional materials are reviewed periodically to ensure they meet program

standards.

11 Quoted verbatim from: The Institute for Higher Education

Education Policy, ―Quality on the Line: Benchmarks for
Success in Internet-Based
Internet-Based Distance Education,‖ April
Education,‖ April 2000. Pg. 2-3. See
<http://www2.nea.org/he/abouthe/images/Quality.pdf > 

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  Courses are designed to require students to engage themselves in analysis,

synthesis, and evaluation as part of their course and program requirements.

Similarly, the Online Journal of Distance Learning Administration’s ―Checklist for Online
Interactive Learning‖ (COIL), a best practice guideline for online faculty evaluation,
emphasizes the importance of Pelz‘s principles of engagement,
engage ment, interaction, and
12
presence, particularly in Categories Two and Four, as reviewed in the figure below.  
Figure 1.2: Checklist for Online Interactive Learning (COIL)
COIL Categories
Category 1: Student Behaviors Meet Criterion
Demonstrate their prerequisite technology skills at beginning are adequate for hardware, software and web
site use.
Seek opportunities to, and support for, interacting with instructor and other students.
 Actively participate
participate in all online activities.
activities.
 Actively involved
involved through
through writing and interaction in web-based
web-based courses (improves
(improves student
student writing
performance).
Use a variety of communication techniques to enhance online learning.
Personalize themselves by publishing online biographies and photographs
photographs to allow other members of the
class to visualize them.
Seek assistance in understanding and mastering different learning strategies.
Demonstrate prerequisites and become more proficient in technology communication
communication skills.
Category 2: Faculty-Student Interactions
Provide clear and adequate guidance.
Use action research regularly to evaluate the success/failure of the course and meet student concerns.
Personalize communications by/with student-student and student-teacher.
Use variety of communication
communication techniques to provide for greater empathy and personal approach than e-mail
and web site alone.
Plan for increased time for student interactions as compared to traditional courses.
Clearly delineate institutional policy on cheating and plagiarism at start of course.
Maintain separate e-mail account for web courses.
Forward responses to frequently asked questions to all students to avoid duplication.
Give faculty reduced load and increased support to develop course materials.
Provide students with continuous, frequent support, feedback.
Scaffold virtual discourse construction.
Emphasize importance of good study skills throughout course
Closely monitor each student‘s progress. 
progress. 
Create opportunities to coach and facilitate student construction of knowledge.
Give negative comments to students privately, preferably by phone.
Clearly delineate course requirements.

12 Thomas
 Thomas J. Tobin, ―Best
―Best Practices for Administrative Evaluation of Online Faculty,‖
Faculty,‖ Online Journal of Distance
Learning Administration . Volume 7, No 2., Summer 2004. See
<http://www.westga.
http://www.westga.edu/~distance/ojdla/summ
edu/~distance/ojdla/summer72/tobin72.html
er72/tobin72.html>>

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HANOVER RESEARCH JULY 2009

 

COIL Categories
Category 3: Technology Support
Insure a low level of technological difficulties in accessing web site and communication.
communication.
Provide adequate, friendly, easy, continuous technical support.
Category 4: Learning Environment
Use structured activities to provide an effective framework
framework for online learning.

Mandate smaller class sizes for online courses to give faculty appropriate time to deliver quality instruction
board.
Use flexible deadlines to motivate students, maintain communication, and allow for technical problems.
Create social interaction through group collaboration to facilitate high achievement.
Use streaming audio for reading online
Present course content in a manner that hierarchically structures the sequence of information.
Organize web site to enable student to interact with the content, other students, and instructor.
Create welcoming, safe, nurturing online environment.
Present problem-solving situations in a realistic context.
Provide opportunities for students to question instructor to insure accuracy of understanding.
Create opportunities for students to communicate with each other to share understanding of course content.
Provide opportunities to collaboratively construct knowledge based on multiple perspectives, discussion and
reflection.
Provide opportunities for students to articulate and revise their thinking to insure accuracy of knowledge
construction.
Ensure equitable environment exists for gender differences in learning styles, reduction of barriers to
participation, and communication.
communication.
Include cooperative and collaborative learning to distribute workload through group and support female
students‘ preferred method of connected learning. 
learning. 
Promote gender equality by encouraging females to post messages while asking males to subside if a pattern
of male domination is noticed.
Insure an equitable learning environment exists for all.
 Allow time for
for reflection
reflection at end of course.
Include ―warm-
―warm-up‖ period with light-hearted
light-hearted exercises aimed to help student get to know one another.
Start online course with all students together at the same time.
Provide equal access to the shared conversation in the course.
Provide opportunities for students to control online learning and structure it for themselves.
Provide discussion forums encouraging open and honest dialogue.
Conduct a teleconference during and at the end of the course to discuss successes and problems.
Use computer conferencing to develop overall critical thinking skills.
Source: Thomas
Source:  Thomas J. Tobin, ―Best Faculty. ‖ Online Journal of Distance
―Best Practices for Administrative Evaluation of Online Faculty.‖
Learning Administration . Volume 7, No 2. Summer 2004. Op.cit. 

Finally, Pelz‘s principles for online teaching are complimented by recommendations

for the key characteristics used in effective online teaching, encapsulated in the
acronym VOCAL (Visible, Organized, Compassionate, Analytical, and Leader-by-
example).13  Based on ten years of teaching experience in web-enhanced, blended

13 John
 John R. Savery. ―Be
―Be VOCAL: Characteristics
Characteristics of Success Online Instructors.‖
Instructors.‖ Journal of Interactive Online Learning . 4:2,
Fall 2005. Pg. 141. See <http://www.ncolr.org/jiol/issues/PDF/4.2.6.pdf 
< http://www.ncolr.org/jiol/issues/PDF/4.2.6.pdf >

© 2009 The Hanover Research Council  – Academy Administration Practice 7 

 

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learning, and entirely online classrooms, VOCAL integrates the existing foundation
of best practices with the design of learning environments that foster student
ownership.14  The five components o off VOCAL are discussed in greater detail
below:15 

  Visible: The online classroom differs from the traditional classroom in that

text largely
different replaces
dynamic in-person,
makes face-to-face,
it easier for students toverbal
feel ascommunication.
if the instructor isThis
not
participating in learning, thus making it more likely that students take a passive
role as well. A lack of vis
visibility
ibility may lead to students‘ critical attitudes of the
instructor‘s effectiveness and lower levels of affective learning. 
learning. 

 Visibility can be demonstrated through public and private communication

channels, such as:

o    A section of the course website with personal and professional

information about the instructor.

o  
 Timely return of assignments and feedback.
feedback.
o  Regular course website updates and postings, and well as regular updates

to a shared assignment calendar.

o   Mass and personal email communications with all students.

  Organized: Because online learners generally choose to ttake

ake an online course
because they assume it will provide more flexibility for their busy schedules,
they also need to know what is expected of them so that they can organize
their time to meet course requirements
requirements.. This increas
increased
ed time management
responsibility of the learner also means that there is an increased organization

responsibility
suggested thaton the instructor.
the
online instructors: In order to meet the needs of students, it is

o   Require students to take an online self-assessment and report what they

think are the characteristics of a successful online student.

o   Prepare syllabus and assignment due dates carefully and well in advance so
that students know what to expect and when.

14 Ibid. 
15 Ibid. Pg. 142-149.

© 2009 The Hanover Research Council  – Academy Administration Practice 8 

 

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o   Prepare a documents of ―Do‘s and Don‘ts‖ for the course, including the
rules of web etiquette, posting comments in discussion forums, and
communicating concerns to the instructor.

o    Anticipate the need for a non-instructional venue

venue for online discussions.

o   Use different formats for online resources and label each clearly so that
students can select a format that is most useful to them (i.e. pdf, html, doc,
ppt).

o   Fully use the capabilities of the available educational technology to

enhance student learning.

  Compassionate: Online environments can be surprisingly intimate,

especially since email provides a combination of privacy and distance that
does not exist in traditional classrooms. This intimacy increases the need for
instructors to be compassionate of students‘ feelings
feelings and needs. This can be
accomplished through:

o   Permission for students to communicate directly with the instructor.

o   Discussion forums in which students introduce themselves and provide

personal information, or use ―ice-
―ice -breaker‖ techniques to get students to
share personal information with each other.

o   Reminding, if necessary, student of the class expectations of conduct,

participation, and the instructor‘s response to unanticipated problems. 
problems.  

  Analytical: Instructors need to manage the online learning assignment to

ensure that students are completing assignments and achieving learning

outcomes.
analysis This includes
of student the timely
data. While manyreturn
many courseofmanagement
assignmentsssystems
as well provide
ystems as the
tools for assessment and analysis, it is the instructor‘s responsibility to
determine if the assessment if appropriat
appropriatee to the su
subject.
bject. Suggested strategies
include:

o    The use of smaller and more frequent assignments throughout the course
to reduce test anxiety and provide learners with opportunities to process
course concepts and content.

o    The use of satellite offices, if possible, to administer

administer face-to-face exams.

o  
Specify
online tothe format
help easilyand file naming
organize conventions
and alphabetize for assignments submitted
assignments.

© 2009 The Hanover Research Council  – Academy Administration Practice 9 

 

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o   Provide opportunities for students to provide feedback on the course.

o   Provide clear expectations and guidelines for assessing participation.

  Leader-by-Example: The online instructor sets the tone for student

performance through teacher-student iinteractions.
nteractions. Consequently, instructors

shouldinattempt
 Ways which to model best
instructors canpractice
model strategies to assist
good online student
learning learning.
and behavior
include:

o   Introductions in which the instructors shares personal information with

students both formally and informally.

o   Model responsibility by returning assignments within the communicated

established time period.

o   Model the right way students should communicate online.

o  
Use public and private communication to ensure visibility.
o  Plan for and implement an activity at the end of the course that brings

closure to the class, reinforces what was learning, and acknowledges the
contributions of students.

Not only are variations on these three best practice principles of online teaching
highlighted in current recommendations – 
recommendations  –  they
 they are also integrated into projections of
pedagogical techniques in online teaching which will be used in the coming decade.

For instance, a survey of instructors and administrators in postsecondary institutions

primarily belonging to the Multimedia Educational Resource for Learning and Online

 Teaching (MERLOT)
 Telecommunications and estimated
(WCET) the Western
that the Cooperative for strategies,
following teaching Educational
in
16
order of importance, will play a significant role in the future of online teaching.   It is
interesting to note the continued importance of interactivity in online instruction, as
seen in elements such as group problem-solving and collaborative tasks, coaching or
mentoring, and discussion.

  Group problem-solving and collaborative tasks;

  Problem-based learning;
  Discussion;

16 Kyong- Jee
 Jee Kim and Curtis
Curtis Bonk, ―The
―The Future of Online
Online Teaching and Learning
Learning in Higher Education,‖ Educause
 Quarterly , Number 4, 2006. See
<http://connect.educause.edu/L
http://connect.educause.edu/Library/EDUCAUS
ibrary/EDUCAUSE+Quarterly/TheFu
E+Quarterly/TheFutureofOnlineTeach
tureofOnlineTeaching/40000?time=122702
ing/40000?time=122702
5492>
5492> 

© 2009 The Hanover Research Council  – Academy Administration Practice 10 

 

HANOVER RESEARCH JULY 2009

 

  Case-based strategies;
  Simulations or role play;
  Student-generated content;
  Coaching or mentoring;
  Guided learning;
  Exploratory or discovery;

  Lecturing or teacher-directed activities;

 Modeling of the solution process; and
  Socratic questioning.

 The next section of this report will review in greater detail the use of the previously
discussed principles of best practice online teaching as they relate to each component
of the instructional process.

© 2009 The Hanover Research Council  – Academy Administration Practice 11 

 

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Section Two: Best Practices in Online Teaching Strategies  

 The literature regarding best practices in online teaching strategies can be organized
into three major components of the instructional process: (1) planning and
development, (2) teaching in action, and (3) student assessment and data evaluation.
 Together, these three components significantly influence the effectiveness of the
online
practiceenvironment, makingdiscussed
teaching strategies, it especially important
in the that
following instructors are aware of best
sections.

2.1: Best Practices in Planning and Development

One of the most important elements of planning and managing online courses is
instructors‘
instructors‘ recognition of  the
 the fact that although there are a wide array of educational
technologies and course management tools available for online teaching, not all of
these technologies are appropriate matches to the subject taught and the teacher‘s
pedagogical style and strategies. As such, it iiss very important that instructors ensure
that pedagogical principles drive the use of technology rather than the other way
around. Instructors must strive to achieve certain learning standards, rregardless
egardless of
17
the medium
should through
take place which
before they areselect
instructors teaching.   Because and
the technology of this, course
course planning
management
system that will be used for the course. 18 

 The first step in the planning process involves the development of learning
objectives. The importance of learning objective development and communication is
highlighted throughout the literature, including Park University‘s guidelines for the
creation of learning objectives: 19 

  Behavior: Learning objectives should be written in terms of observable

behavioral outcomes.
outcomes. Clear, targeted verbs should be used to communicate
 with students the expected outcomes of learning activities.
activities.

  Student-Centered: All learning objectives should focus on the student.

Effective objectives explain expectation for student behavior, performance,
and understanding.

  Conditions: Learning objectives should be specific and should target one

aspect of understanding. The conditions of the objective include the tools,
references, and/or aids that will be provided to the student.

17 RichardAscough. ―Designing for Online Distance Education: Putting Pedagogy Before Technology.‖ Teaching
 Theology & Religion.
Religion. Volume 5, No 1.1. 2002. Pg. 17. See <http://post.queensu.ca/~rsa/2002_TTR_Ascough.pdf 
<http://post.queensu.ca/~rsa/2002_TTR_Ascough.pdf >
18 Ibid. 
19 Park University. ―Faculty Resources
Re sources Quick Tips: Learning Objectives – 
Objectives –  Guidelines
 Guidelines for Writing Effective Learning
Objectives.‖ See <http://www.park.edu/cetl/quicktips/writinglearningobj.html
<http://www.park.edu/cetl/quicktips/writinglearningobj.html>

© 2009 The Hanover Research Council  – Academy Administration Practice 12 

 

HANOVER RESEARCH JULY 2009

 

  Standards: Each learning objective should be measurable and should include

the criteria for student assessment. Standards are important because tthey
hey both
inform students of performance expectations while providing insight as to
how these expectations will be measured.

Following the development of clearly defined learning objectives and the special

needs impairments
 visual of students (e.g. consideration
if they are enrolled of the course),
in the needs ofinstructors
students may
with begin
disabilities or
to select
the technological option best-suited for the course.

It is important to note, however, that although there is tremendous variety in the

educational technologies available to online instructors, the field of distance learning
technology is changing quickly, and it is therefore necessary for instructors and
administrators to keep a close eye on emerging trends and associated best practices. 20 
For example, the annual Horizon Report , a long-running qualitative research project
that seeks to identify and describe emerging education technologies, projects that
mobile technologies, cloud computing, geocoded data, personal web programs,
semantic-aware applications, and smart objects will significantly impact the choices of
21
educational institutions within the next five years.  
 While these six technologies in online education are still emerging as educational
tools, online technologies such as web-pages, discussion forums, course management
systems, audio tools, and video tools are well-entrenched in the field of online
instruction. However, with each technology comes a number of planning
considerations that are important for online instructors to reflect upon as they
develop their courses and choose the most appropriate technologies.

 The University of Washington‘s ―Learning and Scholarly Technologies,‖ a website

that provides a help center for online instructors, addresses a number of these
technological considerations, reviewed in the figure below.22 

20 David Porter. ―Innovations, Trends, and Creativity in Distance Learning.‖ Paper presented at the 4th  International
 Inter-American University of Puerto Rico . September 7, 2006. Pg. 2. See
Conference on Education and Technology  –  Inter-American
<http://www.bccampu
http://www.bccampus.ca/Assets/BCcamp
s.ca/Assets/BCcampus+Whitepaper
us+Whitepapers/Innovations$!2c+Tr
s/Innovations$!2c+Trends$!2c+and+Creat
ends$!2c+and+Creativity+in+Dis
ivity+in+Dis
tance+Learning+report.pdf >
21 ―The Horizon Report: 2009 Edition.‖ Collaboration between the New Media Consortium and the Educause Learning

Initiative. Pg. 3-4. See <http://www.nmc.org/pdf/2009-Horizon-Report.pdf 

<http://www.nmc.org/pdf/2009-Horizon-Report.pdf >
22 University of Washington Learning & Scholarly Technologies. ―Choose Technologies for Your Distance Learning

Course.‖ See <http://catalyst.washington.edu/help/teaching_guides/dltech_choices.html

<http://catalyst.washington.edu/help/teaching_guides/dltech_choices.html>

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Figure 2.1.1: Considerations for Online Technologies

 Technology Option Planning Considerations
Considerations
   Gather all content in a single folder to save time when building the web page.
  Consider specific web design patterns or other rules established by the


department.
   Organize content into sections (e.g. Syllabus, Assignments, Lecture schedule,
Web Page : Allows teachers to easily etc.). Plan how you would like the pages to be organiz
organized
ed and linked together.
communicate
location, updateinformation in atocentral
material, and use the  This process should be started
started through the
the creation of a site map.
   Consider your audience‘s
audience‘s perspective:
 perspective: what information will students need?
 page as a portal for other technologies
used in the class.   Borrow ideas from other instructors (the 
(the  World
World Lectu
Lecture
re Hall 
Hall is a good
resource).
   Link to other resources,
resources, including the institution
institution‘s
‘s library‘s electronic reserves. 
reserves. 
   Keep images small, but also consider issues of access for the visually impaired.
   Direct students to necessary plug-ins or helper applications.
    Teachers should keep in mind
mind that text materials
materials are static and may be less
less
appropriate for teaching languages and visual concepts.
   If using textbooks and readers, choose texts and readings that will be relevant
and available over
over several years. If creating a course
course reader, ensure that there
Print:  One
 One of the most inexpensive and
is enough time to secure copyright permissions.
accessible mediums for delivering distance
learning course content.    Printed course and study guides may be a good way to organize the content of
the course.
    Workbook
 Workbookss can be used to supplement
supplement course materials
materials or as self-guided
self-guided
courses.
  Periodicals can be used to supplement distance learning course material.
Course Readings on the Web :
Provides students with 24-hour access to    Allows teachers
teachers to easily modify
modify the reading list
materials
  Concept maps, flow charts and photos can make a website more accessible to
Images : Can be useful in students
communicating information that is   Determine the appropriate file format for pictures


difficult to explain using text or audio   Economize file size with image resolution


  Consider copyright issues



 The following
following audio devices
devices may be used:
  
 Audio : Provides flexibility to busy  Telephone
   Voiceconferencing

con ferencing
mail
students
   Audio tapes


   Audio over the

 the web
   When planning
 planning the production
production of an an instructional
instructional video, may
may want to consider
consider
Video : Allows for face-to-face
the use of a storyboard and a script.
interactions with students
  Plan pre- and post-viewing
 post-viewing activities for students
Online discussion : Allows students
to easily communicate with each other and Discussed in detail in a later section
with the instructor
Peer Review : Allows student to view
 Allows students
students to benefit
benefit from their
their peers while
while saving the
the instructor time
time in
the same online document and submit
providing feedback
comments asynchronously
Source: University of Washington Learning & Scholarly Technologies. ―Choose Technologies for Your
Course.‖ Op.cit. 
Distance Learning Course.‖ 

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One final yet very important factor that should be taken into consideration in the
planning and development component of online teaching strategy is the need for the
online courses to be delivered in such a way as to create a learning community among
students and the instructor.

Research shows that many of the instances in which

w hich distance education courses fail to

promote student
directedness. learning,
23  In thecombat
order to cause is this
students‘ sensefactor,
isolation of isolation or low
successful level courses
online of self -
self -
develop established protocols for building, maintaining, and evaluating student-to-
student and student-to-faculty intera
interactions.
ctions. Teaching methods including training in
technology for distance learning students, interactive teaching that fosters critical
dialogue, mentoring, cooperative peer learning, group out-of-class activities, and the
use of e-mail or web announcements to inform students about opportunities for
interaction should be designed into the online course to enhance student learning. 24 

2.2 Best Practices in Teaching-in-Action

 As discussed earlier in this report, the level of interaction among students and

between
Distance students
educationand the instructor
provides is particularly
many opportunities important
to foster in online―classroom,‖
an interactive instruction.
including two of the most commonly used pedagogical techniques to promote
interactivity: (1) online discussion forums and (2) student collaboration on
assignments.25 

Online discussion forums are one of the best ways to facilitate interaction and
learning in the online classroom, in part due to their ability to promote constructivist
thinking (in which knowledge is constructed from personal experience), critical
thinking, and higher-order thinking (thinking creatively and critically in a decision-
making or problem-solving manner), all while distributing knowledge among all the
students in the class.26 

 Additionally, discussion is a relatively simple way to encourage interaction in the

online environment.
environment. For example, interactive learning can be prpromoted
omoted through the
use of email or electronic discussion tools, such as the University of Washington‘s
Catalyst GoPost  tool,
 tool, a web-based discussion board where students can compare notes,
discuss assignments, post attachments, or work together, and the Google platform,

23 Marshall Scott et. al. ―Innovations in Distance Learning Program Development and Delivery.‖ Online Journal of
Distance Learning Administration . Volume 6, No 2. Summer 2003. See
<http://www.westga.
http://www.westga.edu/~distance/ojdla/summ
edu/~distance/ojdla/summer62/schott62.html
er62/schott62.html>
>
24 Ibid. 
25 University of Washington Learning & Scholarly Technologies. ―Help Center: Teaching a Distance Learning

Course.‖ <http://catalyst.washington.edu/help/planning/dl_teaching.html
<http://catalyst.washington.edu/help/planning/dl_teaching.html>
26 Muilenburg, Lin and Berge, Zane L. ―A Framework for Designing Questions for Online Learning.‖ eModerators . See

<http://www.emoderat
http://www.emoderators.com/moderato
ors.com/moderators/muilenburg
rs/muilenburg.html
.html>
>

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Wiki , a tool which allows individuals to create websites which can be viewed and
edited by site members.27 

However, regardless of the technologies used, online discussion forums lose

effectiveness without the development of thoughtful and relevant questions and
instructor‘s moderation of responses. The following guidelines are recommended to

promote
pedagogy:the
28  important element, constructivist thinking, in the online discussion and

1)  Pose a stimulating question,

2)  Brainstorm answers to the question,
3)  Compare ideas, and
4)  Fuse to the curriculum.

 The first step in this process, ―Pose a stimulating question,‖ deserves special focus
due to its important role in determining the direction of online discussion. As such,
it is recommended that instructors consider the cognitive levels of the questions, the
educational situation, the goals and objectives of the instruction, and the needs of the

students when
discussion designing
questions online
used by discussion
online questions.
instructors A survey
revealed that of the could
the questions ttypes
ypes be
of
grouped into the following categories:29 

  Interest-getting and attention-getting questions:  Example: "If you

awakened in the year 2399, what is the first thing you would notice?"

  Diagnosing and checking questions: Example: "Does anyone know

Senge's five principles of a learning organization?"

  Recall of specific facts or information questions: Example: "Who can

name the main characters in Moby Dick?"

  Managerial questions: Example: "Did you request an extension on the

assignment due date?

  Structure and redirect learning questions: Example: "Now that we have

discussed the advantages of, and limitations to, formative evaluation, who can
do the same for summative evaluation?"

27 Universityof Washington Learning & Scholarly Technologies. ―Help Center: Encourage Student Discussion.‖ See
<http://catalyst.wa
http://catalyst.washington.edu/help/teaching_g
shington.edu/help/teaching_guides/discuss.html
uides/discuss.html>
>
28 Muilenburg, Lin and Berge, Zane L. ―A Framework for Designing Questions for Online Learning.‖ eModerators .

Op.cit. 
29 Quoted verbatim from: Ibid. 

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  Allow expression of affect questions: Example: "How did you feel about
our online guest's list of ten things trainers do to shoot themselves in the
foot?"

  Encourage higher level thought processes questions: Example: 

"Considering what you have read, and what was discussed in the posts this

past week,
effective can you summarize all the ways there are to overcome obstacles to
teamwork?"

During the discussion process, it is important that instructors continuously manage

students‘ ideas and further facilitate interactions. However, if the online discussion
discussion is
going well without instructor feedback, it is often best for teachers to wait to jump
into the discussion
discussion until the students‘ responses are waning. At that po point,
int, it is
recommended that instructors summarize key points or ask prompting questions to
recharge the discussion.

 The second strategy to facilitate interactivity: ―encourage student collaboration,‖

collaboration, ‖ 
relies on the use of educational technologies to simulate face-to-face meetings when
30
students work together on assignments.  
However, it should be noted that a review of the literature identified one study that
found that while instructors perceive the learner-instructor and learner-learner
interactions as key factors in quality online instruction, students‘ varied regarding
their opinion on whether interaction is important. 31  The authors of the study suggest
that this variance in student opinion is related to differences in learning style and
personality, as well as students‘ lowered expectations of the quality of interaction in
online instruction.32  While these findings emphasize that instructors need to identify
the needs of their students in online instruction, they also suggest that interaction is
considered by both teachers and students to influence the effectiveness of instruction
in a primarily positive way.

Beyond these two major pedagogical strategies for enhancing the success of online
teaching, Pennsylvania State University‘s World Campus, which offers more than 50
degree and certificate programs through distance and online education,33 provides a
detailed guide of best practices strategies and pedagogical advice for online teaching. 34 
Reviewed below, this guide provides a set of best practice recommendations and

30 University of Washington Learning & Scholarly

Scholarly Technologies. ―Help Center: Teaching a Distance Learning
Course.‖ Op.cit. 
31 Bude Su et. al. ―The Importance of Interaction in Web-Based
Web-Based Education: A Program-level Case Study of Online
MBA Courses.‖ Journal of Interactive Online Learning. Volume 4, No 1.
No  1. Summer 2005. Pg. 1. See
<http://www.ncolr.org/jiol/issues/PDF/4.1.1.pdf >
32 Ibid . Pg. 14.
33 Pennsylvania State University World Campus.
Campus. ―About Us: World Campus History.‖
History.‖ See
<http://www.worldcam
http://www.worldcampus.psu.edu/AboutUs
pus.psu.edu/AboutUs_History.shtml
_History.shtml>
>
34 For more information, please see: Connexions. ―Best Practices in Online Teaching.‖

<http://cnx.org/content/col10453/1.2
http://cnx.org/content/col10453/1.2> >

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related strategies for the process of teaching, the majority of which directly
compliment the literature asserting the need for interactivity, instructor presence,
student collaboration, and the creation of a learning community.

Prepare Your Students for Learning Online 35 

Online instructors need to provide sufficient orientation for students regarding the
technology and instructional methods used in the course. This can be accomp
accomplished
lished
by:

  Posting a welcome message to help students get started.

  Include a brief orientation for students to get familiar with the terminology
and tools used in the course management system. ( Example
Example )
 )  

  Provide contact information for technical help in a variety of places (syllabus,

email, course announcement, etc.), as well as personal contact information,
standard response times, and preferred communication methods.

  Remind students to set up email forwarding to their preferred accounts.

However, faculty and students should keep all course-related communications
 within the course management system to maintain
maintain confidentiality.

  Provide online office hours as needed.

  Structure the course by providing guidelines for participation and other

policies to help students learn more effectively.

  Provide resources and strategies for online learning and explain how online
learning is different from classroom learning.

  Include a Student FAQ with common questions about courses, registration,

tuition, financial aid, course materials and software.

Specify Course Goals, Expectations, and Policies 36 

It is important to provide course goals, expectations, structure, and related

course/departmental/institutional policies at the beginning of th
thee course. These
elements are commonly included in course syllabus, although they may be placed
elsewhere. Important information includes:

35 Connexions. ―Best Practices in Online Teaching: Prepare Your Students for Learning Online.‖ See
<http://cnx.org/content/m14875/latest/
http://cnx.org/content/m14875/latest/> >
36 Connexions. ―Best Practices in Online Teaching: Specify Course Goals, Expectations, and Policies.‖

<http://cnx.org/content/m14874/latest/
http://cnx.org/content/m14874/latest/> >

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  Course goals and learning objectives, including a description of course

structure.

  Required and optional course materials or textbooks.

  Clear and specific grading policies and academic integrity policies.

  The guidelines for student participation and collaboration, including any

recommendations for online communication (posting messages to online
discussion boards, sending course email, etc.), policies for assignment
submission and grading, and web etiquette guidelines for online courses.

Create a Warm and Inviting Atmosphere to Build a Learning Community 37 

 A variety of literature asserts the need for online instructors to build learning
communities that engage students. Learning communities can be built by:

  Welcoming students before the course begins via email or course

announcement.
ends. This welcome should be resent after the add/drop period

  Posting a personal introduction with an informal tone.

  Providing lots of encouragement and support, particularly in the beginning of

the course. This includes positive feedback administered tto
o students privately
by email.

  Encouraging students to create their own homepage, or post a short self-

introduction to the discussion forum. Alternatively students can be
encouraged to develop a social space by creating a group inside or outside of
the course site.
  Uploading any relevant pictures to the course site, and encouraging students
to do so as well.

Promote Active Learning 38 

 The online teaching strategy should foster students‘ active, constructive

constructive participation
in learning. This can be accomplished by instructors that:

37 Connexions. ―Best Practices in Online Teaching: Create a War

Warm
m and Inviting Atmosphere to Build and Learning
Community.‖ <http://cnx.org/content/m14877/latest/
<http://cnx.org/content/m14877/latest/> >
38 Connexions. ―Best Practices in Online Teaching: Promote Active Learning.‖ See

<http://cnx.org/content/m14977/latest/
http://cnx.org/content/m14977/latest/> >

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  Emphasize to students the importance of learning by playing an active role in

the learning process, a role which differs from the direct instruction or
lecture in traditional classrooms.

  Provide opportunities for students to critique and reflect upon certain course
topics.

  Encourage students to use the Internet for researching course topics, but
remind them to be critical about the information they find and share.

  Encourage students to be proactive learners by regularly logging into the

course site, submitting assignments on-time, participating in discussions, and
cooperating with teammates.

  Provide opportunities for active problem solving and for team work.

  Encourage the active participation in online discussion by designing

provocative questions, encouraging students to respond to questions at a
deeper level, and by pointing out any opposing perspectives.
  Use multiple discussion
discussion formats, including small group discussions, ―buzz
groups‖ (two people discuss topic 
topic   for short period of time), case studies,
team debates, ―jigsaw groups‖ where subgroups discuss parts of a topic and
then collaborate on their findings, and role play.

 Model Effective Online Interaction 39 

Instructors can model effective interaction through frequent interactions with

students that:

  Respond to student comments and questions within time frames set at the
beginning of the course. Instructors make sure to notify st students
udents if these
time frames change, or if they will be unavailable for some period during the
semester.

  Provide general feedback to the entire class on specific assignments or

discussions, while at the same time providing individual encouragement and
comments to students. Feedback on graded assignments should recognize
good work and make suggestions for improvement.

39 Connexions.―Best Practice in Online Teaching: Model Effective Online Interaction.‖ See

<http://cnx.org/content/m15030/latest/
http://cnx.org/content/m15030/latest/> >

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  Provide a weekly ―wrap up‖ before the next lesson, and introduce each new
 week with an overview of the lesson plan
plan and deadlines.

 Monitor Student Progress and Encourage Lagging Students 40 

Because students have different learning styles, instructors should monitor students

and identify those who

include: who are lagging. Important points to aid the monitoring process

  Instructors‘ awareness
awaren ess that students who fall behind are in jeopardy of not
completing the course, which may endanger their financial aid.

  Use of available educational technology tools, such as course management

systems, to track student progress in course activities.

  Contact students who haven‘t logged in for over a week to inquire whether
they‘re experiencing technical difficulties or problems with course
content/activities. If students can‘t partic
participate
ipate due to technica
technicall problems,
connect them immediately to technical help.
  Contact students who have not completed assignments by email or phone.

  Include flexibility in grading if possible (i.e. allow students to drop lowest

grade, give choices for assignments, etc.)

Discussion 41 
 Assess Students’ Messages in Online Discussion 

Instructors should assess students‘ messages in online discussion forums through a

Instructors
set a specific criteria. These assessm
assessment
ent criteria for online discussion should be
included in the course syllabus, a course announcement, or within the instructions for
the discussion task. Criteria sshould:
hould:
  Make sure the assessment criteria measure both the quantity and quality of
the online message.

  Consider assigning points to messages that encourage additional posting.

  Make use of recommended rubrics from the literature. Examples of good

rubrics include:

40 Connexions. ―Best Practices in Online Teaching: Monitor Student Progress and Encourage Lagging Students.‖ See
<http://cnx.org/content/m15059/latest/
http://cnx.org/content/m15059/latest/> >
41 Connexions. ―Best Practices
Practices in Online Teaching: Assess Messages
Messages in Online Discussions.‖ See
<http://cnx.org/content/m15035/latest/
http://cnx.org/content/m15035/latest/> >

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o  Edelstein & Edwards' (2002) Assessing Effectiveness of Student

Participation in Online Discussions. This rubric considers five
categories that are important for building a learning community:
promptness and initiative, delivery of post, relevance of post,
expression within the post, and contribution to the learning
community.

o  Garrison's, et al. (2001) Cognitive Processing Categories. May be

useful when assessing the quality of postings: (1) triggering
(questioning); (2) exploration (information seeking and sharing), (3)
integration (providing solution), and (4) solution (testing solutions).

o  Kleinman‘s (2005) Grading Rubric for Online Discussion

Participation. Provides detailed grading criteria.

Sustain Students’ Motivation and Provide Feedback and Support 42 

 There are a variety of teaching strategies to support, guide, and motivate students to

learn actively in the online environment, including:

  Provide opportunities for student collaboration and facilitate collaborative
learning processes and tools such as  Breeze.. 
as Breeze

  Choose a conversational tone that makes students feel comfortable in the

online learning environment and that establishes trust in communication
 while building a learning community.

  Provide meaningful feedback to all assignments and comments.

  Provide a weekly summary of discussion topics to demonstrate your

participation, and assess messages for both quantity and quality.
Similarly, it helps to provide feedback and support to students through the:

  Encouragement of students to articulate their confusion or difficulty with

course content, projects, requirements, or instructions for activities.

  Quick response to students‘ concerns or technical difficulties. 

difficulties. 

42 Connexions. ―Best Practices

Practices in Online Teaching: Sustain Students‘
Students‘ Motivation.‖ See
<http://cnx.org/content/m15040/latest/
http://cnx.org/content/m15040/latest/> > and ―Best Practices
Practices in Online Teaching;
Teaching; Provide Feedback and
and
Support.‖ See <http://cnx.org/content/m15038/latest/
<http://cnx.org/content/m15038/latest/> >

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  Use of peer assessment to provide additional feedback to students while

reducing faculty workload.

  Participation in online discussion by encouraging openness in online

discussions, diagnosing misconceptions immediately to avoid confusion,
providing additional resources, and encouraging student to use examples, case
studies, or literature to support their arguments.
 Encourage Students to Regulate Their Own Learning 
Learning 43 

In order to succeed, students must be encouraged to become ―self -regulated

-regulated
learners.‖‖  Strategies to accomplish this self-regulation include:
learners.

  Allowing students to become ―process managers‖ in the online course by

giving up some of the traditional power of teachers. For example, students
may be directed to take turns leading online learning experiences.

  Encouraging students‘ reflection and feedback through the inclusion of an

introductory survey
and engagement with questions
in students‘ course
students‘ on student expectations for the course
 course evaluations.

  Allowing students to take responsibility for their peers‘ learning as well as

their own through discussion forums.

  Provide opportunities for peer review.

Understand the Impact of Multiculturalism 44 

It is important that online instructors understand and are aware of cultural-based

differences in online classrooms, and that they cultivate cultural sensitivity in e-
learning through the appropriate use of technology
technology.. This can be accomplished by:
  Using non-discriminatory language and being aware that cultural diversity
exists both in nationality/ethnicity as well as in generation, religion, political
beliefs, or socioeconomic status.

  For difficult, emotional, or controversial topics, use chats or threaded

discussions, or make discussio
discussionn opti
optional.
onal. At ththee ssame
ame time, threaded
discussions can be used to invite feedback and reflection on the topic.

43 Connexions. ―Best Practices in Online Teaching: Encourage Students to Regulate Their Own Learning.‖ See
<http://cnx.org/content/m14970/latest/
http://cnx.org/content/m14970/latest/> >
44 Connexions. ―Best Practices in 
in Online Teaching: Understand the Impact of Multiculturalim.‖
<http://cnx.org/content/m15041/latest/
http://cnx.org/content/m15041/latest/> >

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  If possible, by creating teams of students from diverse backgrounds to

encourage cross-cultural facilitation.

  Providing high-quality resources to explain conflicting perspectives.

  Providing appropriate supports if it is suspected that a culturally related

factor may negatively affect an online learning experience.
  Joining professional teaching communities or conferences to gain exposure
and connections to our global society.

Deal With Conflicts Promptly 45 

Conflicts should be dealt with promptly to minimi

minimize
ze student dist
distractions.
ractions. Conflict
management strategies include:

  The provision of web etiquette guidelines.

  Intervention only when conflicts intensify to a point where students can no

longer work through the issue on their own. Otherwise, conflict sh
should
ould be
 welcomed as a sign that the learning community
community is developing.

  Private communication with students who are posting inappropriately, and

contacting the appropriate department if you suspect that a student has
 violated academic integrity policies.

  Provide a regular peer evaluation function so that students can communicate

their impressions on how the group is functioning.

2.3: Best Practices in Student Assessment and Data Evaluation

Best practice recommendations for the assessment of student learning in an online

environment include:464748 

  Assessment through an evaluation process that uses several methods and

applies specific standards for student learning.

45 Connexions. ―Best Practices in Online Teaching: Deal With Conflicts Promptly.‖ See
<http://cnx.org/content/m15042/latest/
http://cnx.org/content/m15042/latest/> >
46 The
 The Institute for
for Higher Education
Education Policy, ―Quality
―Quality on the Line: Benchmarks
Benchmarks for Success in Internet-Based
Internet-Based
Distance Education,‖ April
Education,‖ April 2000. Op.cit. 
47 Southern Regional Educational
Educational Board. ―Criteria for Evaluating Online Courses.‖ See
<http://www.evalutech.sreb.org/criteria/online.asp
http://www.evalutech.sreb.org/criteria/online.asp> >
48
 Pennsylvania
Blended CoursesState University
Delivered World
Between Campus.
Penn ―Technicaland
State Locations Standards and Pedagogical
to External Guidelines
Students.‖ Pg. 7. See for Online and
<http://www.worldcam
http://www.worldcampus.psu.edu/pdf/fac/design
pus.psu.edu/pdf/fac/design_standards.pdf 
_standards.pdf > 

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HANOVER RESEARCH JULY 2009

 

  The regular review of intended

in tended learning outcomes to ensure clarity, utility, and
appropriateness.

  Timely evaluations at regular intervals to increase course flexibility for

students.

 
 The assurance
assessments that monitoring/proctoring
of student learning. policies are in place during

  The integration of some sort of verification method to ensure academic

integrity.

  Assessment strategies are integral to the learning experience, enabling llearners

earners
to assess their progress, identify areas for review, and re-establish immediate
learning or lessons goals.

  Strategies are varied (self-tests, quizzes, journals, writing assignments, projects,

exams, etc.) and aligned to instructional goals.

  Assessment criteria are clearly articulated.

In addition to the above recommendations, Pennsylvania State University‘s World

Campus‘ guide of best practice online teaching strategies also emphasizes the need
for instructors to gather and analysis student evaluation data to improve course
content and pedagogy. Student data can be collected an and
d used through m many
any
methods, including the use of a discussion board for anonymous course feedback, the
encouragement and rewarding of students who report significant errors in course
content, and through the review of faculty evaluations to provide feedback for future
course redesign.49 

Finally, best practices

follow intellectual in online
property teaching
guidelines, assert thatininstructors
50 participate an online should
teachingbecommunity
careful to
to learn from peers,51 and learn to manage time effectively. 52 

Instructors‘ ability to manage time and workload effectively is especially important

because there are no set hours to online instruction, making it easy for online

49 Connexions. ―Best Practices in Online Teaching: Use Evaluation Data.‖ See

<http://cnx.org/content/m15043/latest/
http://cnx.org/content/m15043/latest/> >
50 Connextions. ―Best Practices in Online Teaching: Follow Intellectual Property Guidelines.‖ See

<http://cnx.org/content/m14976/latest/
http://cnx.org/content/m14976/latest/> >

51 Connextions. ―Best Practices in Online Teaching: Participate in an Online Teaching Community.‖ See

< http://cnx.org/content/m15047/latest/
52 http://cnx.org/content/m15047/latest/> >
Connextions. ―Best Practices in Online Teaching: Manage Time and Workload Effectively.‖ See
<http://cnx.org/content/m15046/latest/
http://cnx.org/content/m15046/latest/>
>

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teachers to become overwhelmed. In order to manage time eeffectively,

ffectively, it is suggested
that instructors use the following guidelines:  
53

  Setlimits,
  Do not always be available to learners,
  Establish clear priorities for dealing with messages,

  Put time limits on discussion,

  Provide learners with predetermined answers to frequently asked questions,
  Encourage learners to find local tutors and mentors,
  If possible, hire a TA to respond to students,
  Try to immediately acknowledge the receipt of a student‘s question, and set a
period of time in which feedback will be returned.

53 Muilenburg, Lin and Berge, Zane L. ―A Framework for Designing Questions for Online Learning.‖ eModerators.
Op.cit. 

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Section Three: An
 An Exemplary Program and Examples of Effective
Practices 

 There are a number of programs that have successfully instituted the online teaching
strategies discussed in the previous sections of this
this report. As a beginnin
beginningg to our
review of example programs, we first provide a description of the University of
Central Florida‘s online
online education program. This progr program
am is profiled in order to
provide a comprehensive example of the use of exemplary online pedagogical
strategies as well as the necessary institutional and technological supports for effective
online teaching. We then re-focus on effective teaching strategies with a review of
the online instruction practices of three professors awarded the Sloan Consortium‘s
―Effective Practice Awards.‖54 

3.1 Review of the University of Central Florida’s Online Education Program  

 A winner of the Sloan Consortium‘s 2008 Ralph E. Gomory Award for Quality
Online Education,55 the university states that its online education programs adhere to
the ―Principles of Good Practice‖ established by the Southern Regional Educational
Board.56  Many of the Southern Regional Educational Board‘s principles emphasize
curriculum and instruction, institutional context, and program evaluation elements
that can be used to support and compliment the best practice teaching strategies
promoted by the university.
university. For example, the University of Central Florida‘s
Florida‘s  
―Faculty Center‖ 
Center‖  site promotes and provides resources for best practice teaching
pedagogies including collaborative learning, discussion boards, web-streaming
techniques and the use of wikis. 57  The follow
following
ing paragrap
paragraphs
hs discuss the institutional
and technological supports necessary for faculty to enact these pedagogies.

Faculty Development and Support for Online Instruction

 The university states on its website that ―[w]ell-trained,

―[w]ell -trained, prepared and supported
faculty members are critical to the delivery of quality distributed learning courses and
student success.‖58  UCF offers several courses to its faculty members in order to
develop their skills in online instruction.

 The first of these courses, ―Interactive Distributed Learning for Technology – 

Mediated Course Delivery,‖ ―models how to teach online using
usin g a combination of

54 For more information, please see: The Sloan Consortium. ―2008 Sloan-C
Sloan -C Awards.‖
Awards.‖ See <http://www.sloan-
<http://www.sloan-
c.org/2008awards>
c.org/2008awards>
55 Ibid. 
56 For more information, please see: Southern Regional Educational Board. ―Electronic Campus Initiatives: Principles

of Good Practice.‖ See <http://www.ecinitiatives.org/publications/principles.asp

<http://www.ecinitiatives.org/publications/principles.asp>>
57 University of Central Florida. ―Faculty Center for Teaching and Learning.‖ See

<http://www.fctl.ucf.edu/Tea
http://www.fctl.ucf.edu/TeachingAndLearning
chingAndLearningResources/SelectedPedagog
Resources/SelectedPedagogies/TeachingMethods/
ies/TeachingMethods/> >
58 University of Central Florida Center for Distributed Learning. ―Distributed Learning: Scope and Policies.‖ October

25, 2007. See <http://online.ucf.edu/DLscopepolicies10252007.htm

 <http://online.ucf.edu/DLscopepolicies10252007.htm> >

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seminars, labs, consultations, and Web-based

Web-based instruction.‖59  The second course,
― Advanced Distributed Learning for Technology
Technology –  –   Mediated Course Delivery,‖ deals
 with ―the important pedagogical, logistical, and technological issues involved in
delivering effective online courses.‖ 60  Lastly, the university offers a course entitled
―Essentials,‖ which is ―a self -paced faculty development workshop‖ that instills
professors with ―the foundational knowledge required to develop and deliver a web- web -
61
enhanced course.‖  
Course Development and Web Services (CDWS)

 The university‘s CDWS department ―has developed conventions for online courses
as well as a support system for faculty teaching in the online environment.‖ 62  The
department comprises several teams, which are described below:

  The Instructional Design Team . The Instructional Design Team facilitates the
development and design of online courses through a combination of face-to-
face interaction, just-in-time training and ongoing professional development.
 The Instructional Design Team‘s award
award-winning
-winning faculty development course,
IDL6543 (Interactive
the commitment, Distributed
research Learning),
and integration of continuously improves
instructional best through
practices and
emerging technology.  63

  Techrangers SM   Team .
The Techrangers primarily provide tthe
he Tech Support for
online courses that utilize WebCT. Techrangers are also responsible for
coding the pages on Reach and WebCT.64 

  Digital Media Team . Graphic Designers, Artists and Photographers…working

behind the scenes to make the visual content of all CDWS projects
aesthetically pleasing.65 

59 University of Central Florida. ―Course Development and Web Services: IDL6543 –  Interactive
 Interactive Distributed
Learning for Technology – 
Technology –  Mediated Course Delivery.‖ See <http://reach.ucf.edu/~idl6543
<http://reach.ucf.edu/~idl6543> >
60 University of Central Florida. ―Course Development and Web Services: ADL5000: Advanced Distributed Learning

for Technology-Mediated Course Delivery.‖

Delivery.‖ See <http://reach.ucf.edu/~adl5000/
<http://reach.ucf.edu/~adl5000/>>
61 University of Central Florida. ―Course Development and Web Services Essentials: A Foundation for Teaching

< http://reach.ucf.edu/~essentials/>
Online.‖ See < 
62 University of Central Florida. ―Course Development and Web Services Essentials: About Us.‖ See

<http://cdws.ucf.edu/aboutus.html>
63 University of Central Florida. ―Course Development and Web Services: Instructional Design Team.‖ See

<http://cdws.ucf.edu/teams/idesign/index.html>
64 University of Central Florida. ―Course Development and Web Services: Techrangers.‖ See

<http://techrangers.cdws.ucf.edu/>
65 University of Central Florida. ―Course Development and Web Services Digital Media: Ab out DMI.‖ See

<http://digitalmedia.ucf.edu/site_files/aboutdm.html>

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  New Media Team . New Media‘s mission is the research and development of
emerging technologies for instructional innovations and resources toward
enterprise applications for UCF and beyond.66 

  Video Convergence Team . [The] Video Convergence team strives to develop

training, services and media components that benefit anyone involved in
educational endeavors.
the faculty and staff at We begin
UCF, by sharingthem
empowering our to
knowledge and researchsound
create educationally with
components for their online courses, face-to-face courses or whatever their
specific needs may be.67 

 The CDWS department strives to create ―courses that are easy to main
maintain
tain by both
faculty and CDWS,‖ and offers ―professional development programs‖ in order to
help faculty do so.68  CDWS has also developed two websites  –   ―Teaching
OnlineWeb‖ and ―Learning OnlineWeb‖ –  which
  which contain resources for teachers and
students to engage with online education more effectively.

Web-based Courses

 The university‘s web-

web-based courses are ―are delivered through the Internet and are
accessible anywhere, anytime.‖69  It offers two distinct forms of web-based courses,
as described below: 70 

  World Wide Web  courses

 courses are conducted fully via Web-based instruction and
collaboration. Courses may require proctored examinations, and may
include opportunities for face-to-face orientations, but there will be no
class attendance requirements.

  ReduceSeatTime/Mixed Mode  courses include both required classroom

attendance and online instruction. These classes have substantial content
delivered over the Internet, which will substitute for some classroom
meetings.

 The university provides specific details regarding the different modalities used for its
 web-based courses:71 

66 University of Central Florida. ―Course Development and Web Services New Media.‖ See
<http://newmedia.cdws.ucf.edu>
67 University of Central Florida. ―Video Convergence Team.‖ See

<http://video.ucf.edu/cdws/ourteam/index.html>
68 University of Central Florida. ―Course Development and Web Services Essentials: About Us.‖ 
Us.‖ Op.cit. 
69 University of Central Florida Center for Distributed Learning. ―Distributed Learning: Scope and Policies.‖

October 25, 2007. Op.cit. 

70 University of Central Florida. ―Online@UCF
― Online@UCF Course Search.‖
Search.‖ See < > 
http://online.ucf.edu/courses.php
71 University of Central Florida Center for Distributed Learning. ―Distributed Learning: Scope and Policies.‖
October 25, 2007. Op.cit. 

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  WW World Wide Web   – 

–  Courses
 Courses conducted fully via Web-based instruction and
collaboration. Courses may require proctored examinations, and may include
opportunities for face-to-face orientations, but there will be no class
attendance requirements.

  M ReduceSeatTime/Mixed Mode    –   Courses include both required classroom

attendance and the
conducted over online
Web,instruction. All M classes
which will substitute have
for some substantial
classroom activity
meetings.

  MT ReduceSeatTime/Mixed/ITV Recv    –   An M class with class meetings

conducted via 2-way interactive television. Class meetings are at a remote site
from the instructor.

  ML ReduceSeatTime/Mixed/ITV-LO   –   An M class with class meetings

conducted via 2-way interactive television. Class meetings are at the
origination site with the instructor.

Video Streaming Courses

 Additionally, the university makes ―extensive use of video streaming‖ in some

classes:72 

  Video Streaming courses are delivered over the Web via streaming digital
 video and may be supplemented by additional Web activity, projects or
exams.

  Reduced Seat Time/Video Stream   courses include some or all of the

following elements: face-to-face lecture, web, video streaming, and labs.

on-demand streaming‖ over the web. 73  The university

 Videos are made available ―for on-
provides specific 74details regarding the different modalities used for its video
streaming courses:  

  V Video Streaming   –   Courses delivered over the Web via streaming digital
 video and may be supplemented by additional Web activity,
activity, projects or exams.

  LV Face to Face/VS-Origination   – 
–  Class
 Class meetings are recorded for subsequent
 video streaming over the Web.

72 University of Central Florida. ―Online@UCF

― Online@UCF Course Search.‖
Search.‖ Op.cit  
73
 University
October of Central
25, 2007. Op.cit Florida
  Center for Distributed Learning. ―Distributed Learning: Scope and Policies.‖
74 Ibid.  

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  RV ReducedSeatTime/Video Stream    –   Courses include streaming video

delivered over the Web that substitutes for some classroom meetings.

Interactive Television Delivery Courses

 The integration of interactive television (ITV) into courses has occurred across a
75
number of UCF campuses and instructional centers.  
 These courses are synchronous, live televised courses delivered via 2-way
compressed video on T1 lines, in which the faculty member teaches to a
face-to-face student group in the live (L) section and to remote (T) sections
at area campuses and instructional centers. Students at the remote sites can
interact with the faculty member and students at the other sites via the
interactive two-way audio and video system.

 The university provides specific details regarding the different modalities used for its
 video streaming courses:76 

  T 2-Way Interactive TV    –   Courses delivered via live two-way interactive
television to selected locations. Class meetings are at a remote site from the
instructor.

  L Face to Face/ITV-Origination   – 
–  Courses
  Courses delivered via live two-way interactive
television to selected locations. Class meetings are at the origination site with
the instructor.

  MT ReduceSeatTime/Mixed /ITV Recv    –   An M class with class meetings

conducted via 2-way interactive television. Class meetings are at a remote site
from the instructor.

  ML ReduceSeatTime/Mixed/ITV-LO   –   An M class with class meetings

conducted via 2-way interactive television. Class meetings are at the
origination site with the instructor.

75 Ibid.  
76 Ibid .

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3.2: Effective Practices of Sloan Consortium Award-Winning Professors

In 2008, the Sloan Consortium recognized three online instructors for their use of
effective practices in online education. In th this
is sub-section, we profile award
recipients and discuss how their practices in online education have been found to be
exemplary.

Content Area Vocabulary Digital Stories  

 This online faculty development practice, created by Susan Wegmann at the

University of Central Florida, is designed to improve instructors‘ use of technology in
the online classroom. Wegmann ―asks teachers to develop digital stories that focus
on their content
content area vocabulary,‖ and ―to use potentially unfamiliar technology
programs to help them connect with their technology-native  students.‖ She
provides additional details:77 

Since many of my online college students are technology immigrants and

unfamiliar with the technology that their own students are using, I developed
a digital story activity that ―forces‖ them to use video, audio, and storytelling.
 After showing them several digital stories I have created, I ask them to
choose 5 vocabulary words from their high school content area and create a
story that encompasses these words. Then they must use [Microsoft]
PhotoStory to create a digital story, complete with pictures, music, and their
own voice. Afterwards, they upload it to Teachertube.com 78  and post the
URL to our discussion boards, where they will receive peer reviews.

 Wegmann‘s course is a notable example of online faculty development, as it allows

instructors of online courses – 
courses  –  who
 who might not be fully literate in the latest technology
 –   to
to competently integrate technology into their courses, thus decreasing the potential
gulf in technological savvy between students and their instructors.

 Engaging Students through Electronic Peer Review

Dr. Ed Gehringer, of North Carolina State University, was recognized by the Sloan
Consortium for developing Expertiza, a ―platform to support the peer review
process‖ that includes ―a variety of activities which use student-generated
student -generated content to
79
enhance the learning process.‖   In this sense, Gehringer‘s platform is very much in
line with Bill Pelz‘s first principle –  letting
 letting the students do most of the work.

77  The
The Sloan Consortium.
Consortium. ―Content
―Content Area Vocabulary Stories.‖ See <http://www.sloan-c.org/node/1162>
Vocabulary Digital Stories.‖
78 Teachertube.com is a free website dedicated to providing space online for teachers to share instructional videos.
79  The
The Sloan Consortium.
Consortium. ―Engaging
―Engaging Students Through Electronic PeerPeer Review.‖ See <http://www.sloan-
c.org/node/1063>

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 The Expertiza platform is described in detail on the

the Sloan Consortium website:80 

Expertiza enables students to use … peer review for a variety of purposes,

including researching lecture material (i.e., finding links related to each
lecture), annotating on-line lecture notes, writing research papers, reviewing
papers from the literature, making up homework problems, making up
machine-scorable questions, and weekly reviews of student contributions in a
seminar course. Using the Expertiza platform to support the peer review
process thus allows a variety of activities which use student-generated
content to enhance the learning process.

One particularly notable example is enabling students to build resources through

electronic peer review. Students select tasks, submit individually designed learning
objects or papers, and review work submitted by their peers; working together helps
them learn to improve their skills
skil ls and each others‘ learning experiences. Performing
more authentic tasks which resemble real-world responsibilities also enhances the
learning experience, as does giving students the experience of preparing and
presenting their ideas for a peer audience. This system is used to produce student-
generated learning objects; depending on learning needs, these learning objects can be
built from scratch, or subsequent student cohorts can improve the work of their
predecessors.

 While implementation of the Expertiza platform currently is only possible through

North Carolina State University‘s intranet, there are plans in place to make it available
for download. Regardless of the specific technology used, Gehringer has
operationalized Pelz‘s first principle by utilizing
utilizing a platform that forces students to
engage heavily in the learning process through frequent interaction, peer review, and
content generation.

Using the “HyFlex” Course and Design Process 81 

 The final award given for effective practices by the Sloan Consortium in 2008 went to
Dr. Brian Beatty of San Francisco State University. Beatty developed a coucourse
rse design
called ―Hyflex,‖ which ―provides a flexible participation policy for students.‖ The
Hyflex course is described in detail on the Sloan Consortium website: 82 

HyFlex (hybrid + flexibility) course design provides a hybrid format for face-
to-face and online students and adds a flexible participation policy for
students. Students may choose to attend face-to-face synchronous class
sessions or complete course learning activities online without attending class
in person. In a HyFlex course, the instructor provides instructional structure,

80 Ibid.  
81
 The Sloan Consortium.
 The Cons>ortium. ―Using the ‗HyFlex‘ Course and
c.org/node/1159
c.org/node/1159> and Design Process.‖
Process.‖ See <http://www.sloan-
<http://www.sloan-
82 Ibid.  

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content, and activities to meet the needs of students participating both in

class and online. These are not necessarily completely separated sets of
activities, and are typically not the same activities for both types of student
participation, but must be equivalent sets of activities selected so that student
learning can be effective in either participation format. No matter which
participation format is chosen, teaching and learning activities should:

  Be presented effectively (and professionally)

  Engage learners with generative learning activities
  Use authentic assessment to evaluate student learning  

 The decision to adopt a HyFlex course design should include the consideration of
factors such as how the course promotes learner choice in the course participation
modes on a regular basis, whether the course design provides equivalent learning
activities in each participation mode, whether the course design is reusable, and
 whether it is technologically accessible to students.
students.83 

 The recommendations guiding instructors‘ final decision to develop a course in the

HyFlex format do not differ from the best practice strategies for course planning
discussed previously in this report. Specifically, the HyFlex course d
design
esign should be
developed in conjunction with the following course planning elements to create an
effective learning environment:84 

  Identify learning goals

  Develop instructional objectives
  Identify/create content
  Select instructional activities
  Create clear instructions
  Prepare learning supports (documents, course site)

Combined with careful attention to these planning strategies, the HyFlex course
design is a good way to provide students with learning choice and time flexibility,
 while at the same time allowing institutions to provide high
high-quality
-quality online education
 without devoting ―the time, energy, and resources to build a completely separate and
comprehensive online
online degree program.‖85 

83
 Ibid. 
84 Quoted verbatim from: Ibid. 
85 Ibid.  

© 2009 The Hanover Research Council  – Academy Administration Practice 34 

 

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Note
 This brief was written to fulfill the specific request of an individual member of The
Hanover Research Council. As such, it may not satisfy the needs of all members.
members. We
encourage any and all members who have additional questions about this topic  –   or
any other – 
other –  to
 to contact us.

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e. There are no warranties which
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© 2009 The Hanover Research Council  – Academy Administration Practice 35