LECTURE 10. Online Teaching Methods.

Plan:
Synchronous method.
Asynchronous method. Blended Learning

Online learning is education that takes place over the Internet. It is often
referred to as “elearning” among other terms. However, online learning is just
one type of “distance learning” - the umbrella term for any learning that takes
place across distance and not in a traditional classroom. Distance learning has a
long history and there are several types available today, including: •
Correspondence Courses: conducted through regular mail with little interaction.
• Telecourses: where content is delivered via radio or television broadcast. •
CD-ROM Courses: where the student interacts with static computer content. •
Online Learning: Internet-based courses offered synchronously and/or
asynchronously. • Mobile Learning: by means of devices such as cellular
phones, PDAs and digital audio players (iPods, MP3 players). By far the most
popular approach today is online learning. According to the Sloan Consortium,
online enrollments continue to grow at rates faster than for the broader student
population and institutes of higher education expect the rate of growth to
continue increasing. Some of the key findings: • Over 1.9 million students were
studying online in the fall of 2003. • Schools expect the number of online
students to grow to over 2.6 million by the fall of 2004. • Schools expect online
enrollment growth to accelerate — the expected average growth rate for online
students for 2004 is 24.8%, up from 19.8% in 2003. • The majority of all
schools (53.6%) agree that online education is critical to their long-term
strategy. • A majority of academic leaders believe that online learning quality is
already equal to or superior to face-to-face instruction. (The “no significant
difference” phenomenon.)
Online learning is catalyzing a pedagogical shift in how we teach and
learn. There is a shift away from top-down lecturing and passive students to a
more interactive, collaborative approach in which students and instructor co-
create the learning process. The Instructor’s role is changing from the “sage on
the stage” to “the guide on the side.” Constructivism This point of view
maintains that people actively construct new knowledge as they interact with
their environment. This is a student-centered approach in which students “co-
create” their learning experience. This approach empowers students as active
learners instead of just passive recipients absorbing information and
reproducing it for standardized tests. Derived from the work of Swiss
philosopher, Jean Piaget, constructivism emphasizes: • The learner as a unique
individual. • The relevence of the learner’s background and culture. • Increased
responsibility for learning belongs to the student. • Motivation for learning
comes from successful completion of challenging tasks. • Instructors as
facilitators helping learners develop their own understanding of content. •
Learning is an active, social process. • The dynamic interaction between task,
instructor and learner. Synergy! Constructionism Constructionism asserts that
learning is particularly effective when constructing something for others to
experience. This can be anything from a spoken sentence or an internet posting,
to more complex things like a painting or a presentation. For example, you
might read this page several times and still forget it by tomorrow - but if you
were asked to explain these ideas to someone else in your own words, or
produce a slideshow that explained these concepts, you would gain a deeper
understanding that is more integrated into your own ideas. Collaboration As an
instructor, you focus on the experiences that would best generate learning from
the learner's point of view, rather than just publishing and assessing the
information you think they need to know. Each participant in a course can and
should be a teacher as well as a learner. Your job changes from being the sole
source of knowledge, to being a guide and role model. You connect with
students in ways that address their own learning needs by moderating
discussions and activities in a way that collectively leads students towards the
larger learning goals of the class.
Benefits of Online Teaching and Learning Why online distance learning
and why now? Online distance learning meets the needs of an ever-growing
population of students who cannot or prefer not to participate in traditional
classroom settings. These learners include those unable to attend traditional
classes, who cannot find a particular class at their chosen institution, who live in
remote locations, who work full-time and can only study at or after work, and
those who simply prefer to learn independently. The minimum requirement for
students to participate in an online course is access to a computer, the Internet,
and the motivation to succeed in a non-traditional classroom. Online courses
provide an excellent method of course delivery unbound by time or location
allowing for accessibility to instruction at anytime from anywhere. Learners
find the online environment a convenient way to fit education into their busy
lives. The ability to access a course from any computer with Internet access, 24
hours a day, seven days a week is a tremendous incentive for many of today’s
students. Some of the main advantages of online learning include:
• Convenience: 24/7 access from any online computer; accommodates busy
schedules; no commuting, no searching for parking. • Enhanced Learning:
Research shows increased depth of understanding and retention of course
content; more meaningful discussions; emphasis on writing skills, technology
skills, and life skills like time management, independence, and self-discipline. •
Leveling of the Playing Field: Students can take more time to think and reflect
before communicating; shy students tend to thrive online; anonymity of the
online environment. • Interaction: Increased student-to-teacher and student-to-
student interaction and discussion; a more student-centered learning
environment; less passive listening and more active learning; a greater sense of
connectedness, synergy. • Innovative Teaching: Student-centered approaches;
increased variety and creativity of learning activities; address different learning
styles; changes and improvements can translate to on-ground courses as well •
Improved Administration: Time to examine student work more thoroughly;
ability to document and record online interactions; ability to manage grading
online. • Savings: Accommodate more students; increased student satisfaction =
higher retention and fewer repeats. • Maximize Physical Resources: Lessen
demand on limited campus infrastructure; decrease congestion on campus and
parking lots. • Outreach: Give students options; reach new student markets;
appeal to current students thus increasing enrollments. Online Learning FAQ
Those new to online learning are often unclear about what to expect. Below are
some answers to frequently asked questions about online classes. Is an online
class the same as a self-paced class? Answer: No. While some online classes are
similar to independent study, most online classes are not self-paced classes. The
due dates for documents and class participation reflect those of a "regular"
campus class. Homework, other activities, and online class participation must
be completed by preset dates and times. How much time do I have to spend
online? Answer: You should plan to spend at least the same amount of time you
would spend on a faceto-face class. And probably more, at least at first, as you
get oriented to the online CMS. Do I have to log on to class at a particular time?
Answer: No. You will have deadlines by which to post your work, but when
you complete that work is up to you. You should try to do your work on a daily
basis so as to avoid being overburdened at the end of each unit. Is taking a class
online easier than a "regular" class? Answer: No. The course content in an
online class is usually identical to that of a face-to-face class on the same topic.
Some people think the workload is even more demanding than a regular face-to-
face class in that you have to be a self-directed learner, stay motivated, and stay
on top of your workload independently. It has been shown that the most
successful online students/teachers tend to share the following characteristics: •
Self-motivation/self-starter • Good organization and time-management skills •
Familiar with computers and the Internet • Resourceful and actively seek
answers and solutions to questions and problems What Internet skills would be
helpful in an online class? Answer: The most successful students have the
following Internet skills: • Familiarity with Web browsers and an email
program. • Some familiarity with Web-based interactions such as email,
discussion boards, listservs, and chat rooms. • Proficiency with typing and word
processing. • Experience in successful Internet searches using a variety of
search engines. How is online teaching different from traditional classroom
teaching? Answer: The online model emphasizes an interactive learning
environment, designed to stimulate dialogue between instructor and students
and among students themselves. The online process requires both instructor and
students to take active roles. The instructor will often act as a facilitator,
organizing activities that engage students directly rather than relying too heavily
on lectures and memorization. When and where do classes take place? Answer:
We don't really "meet" in a real-time or physical face-to-face sense. Instead, we
interact regularly through the CMS and via email. Courses take place wherever
your computer is: at home, at work, on the road - anywhere you can connect to
the Internet. Courses are typically organized by week with specific due dates.
The model is primarily asynchronous, which means that within each week you
and your students may log in whenever it is most convenient. Generally,
logging in four to five times per week is necessary to give timely feedback and
interact sufficiently with students. Although communication is primarily
asynchronous, real-time chat is also available. How will I be able to
communicate with my students? Answer: A lot of instructors mistakenly assume
that they'll feel isolated from their online students. To their surprise, most
instructors find that online courses actually provide a high degree of personal
contact, and many say that they get to know their online students much better
than their students in on-ground courses. This is because asynchronous, online
courses offer many more opportunities for reflection, in-depth discussion, and
interaction than traditional courses that meet only once or twice a week. Not
only will you and your students communicate directly, everyone in the class can
be involved in group- and class-level discussions contributing as much and as
often as they want. Far from being an impediment to communication, the online
format facilitates and enhances communication and interaction in ways that
would be impossible in other situations.
Important Questions for New Online Instructors to Consider • How can
you accommodate different learning styles online? • How might you convert the
learning activities you use in the traditional classroom to the online
environment? Is it possible to use your materials “as is” or will you need to
rethink how your material is presented? • Lecturing is the most common method
of presenting content in college classrooms. Why is lecturing a less productive
method of teaching in the online environment? • In the virtual classroom,
lectures are short and few. With this being the case, where are the students
going to get the information they need to obtain the learning objectives? • Are
video, audio, and real-time activities a benefit in a text-based asynchronous
online course? Why or why not? • How will you inform your students of online
expectations and realities and help ensure their success? • What problems can
you anticipate that students might have when beginning your course? How
might you smooth the way for your students? Quiz: Is Online Teaching Right
for Me? The online instructor plays a vital role in developing and maintaining
an effective online learning environment and must possess a unique set of tools
to perform successfully. Some instructors from the traditional classroom
environment will easily adapt to the online model, while others may find the
transition challenging. Reflect on your teaching style, circumstances and
technical skills to see if teaching online is right for you. Questions: Computer
skills • Do you have (or are you willing to obtain) access to a computer and
Internet connection at home and/or at work? • Are you willing to upgrade your
computer equipment or purchase new software if needed? • Do you know how
to use email and access the Web using a browser? • Can you download files
from the Web and save them to your own computer? • Can you attach a
document to an email message?
• Can you cut/copy and paste from one program into another? Experience
in the online learning environment and qualifications • Have you ever taken an
online course as a student (i.e. the ETUDES-NG training course)? • Have you
used Webpages to supplement your on-the ground course or seminar? • Have
you used online quizzes, a discussion board or chat room as part of your
teaching? Attitudes towards teaching and learning in the online environment •
Do you believe that high-quality learning can take place without interacting
with your students face-to-face? • Do you believe lecturing is the best, or only,
method for delivering education in your field? • Do you feel that discussion is
an effective teaching strategy for your subject matter? • Do you believe it is
important to structure activities so that students can learn from each other via
interactivity and collaborative learning? • Do you believe increased learning can
occur when work/life/knowledge experiences are shared among peers? • Do you
think creating a sense of community amongst learners is a priority in your
teaching? Teaching style and habits needed to teach online • Can you dedicate a
significant number of hours per week (any time during the day or night) to
participate in the online teaching process? • Are you willing to log on and
contribute to your online classroom discussions and interact with students
online at least 4 times a week, and ideally more? • Are you able to create
schedules for yourself and stick to them? In other words, are you a self-
disciplined, independent worker? • Are you flexible in dealing with students'
needs (due dates, absences, make-up exams)? • Are you comfortable in
communicating almost entirely through writing (since online courses are text-
only environments)? Training and commitment • Are you willing to invest a
significant amount of time and energy in preparation for teaching your course
online? • Are you willing to spend time rethinking and redesigning your
teaching materials to fit the needs of the online environment? • Are you willing
to invest time in professional development to continue learning new online
teaching and/or technical skills in the future? Feedback: Experience in the
online learning environment and qualifications If you have had first-hand
experience as an online student, you will likely have greater insight into your
own online students' needs and a better understanding of the unique
requirements of the online environment. Experience using the Internet and the
Web to enhance your teaching in the traditional classroom can be a good first
step to teaching entirely online.
 Attitudes towards teaching and learning in the online environment An
online instructor should be able to accept the value of facilitated learning as
equal to the traditional model. If a teacher feels the only way that true learning
can take place is through the traditional means of educating in a classroom, the
person is generally not a good fit for the online paradigm. This is OK, but we
must be honest with ourselves. Both an accelerated learning model and the
online process depend on facilitative techniques for their success. The online
classroom requires new teaching strategies and instructional techniques; you
should not try to recreate the on-ground classroom in the online paradigm. The
person leading a successful online class must be a proponent of facilitative
learning, and have confidence in the system in order to make it work. Teaching
style and habits needed to teach online The online facilitator should be open,
concerned, flexible, and sincere. An online instructor must be able to
compensate for the lack of physical presence in the virtual classroom by
creating a supportive environment where all students feel comfortable
participating and especially where students know that their instructor is
accessible. Failure to do this can alienate the class both from each other and
from the instructor and would make for a very weak learning environment.
Online students are as busy, or busier, than anyone else in today's hurried world.
An online instructor should be willing to give individual attention to students
who may need extra help. Being sensitive, open and flexible is mandatory for
success in the online realm. Seven Principles of Good Teaching Based on
considerable educational research, Chickering and Gamson (1987) outlined
Seven Standards of Good Practice for Undergraduate Education, principles that
have been widely accepted as measures for judging the effectiveness of
classroom teaching. ETUDES-NG incorporates elements in each of the seven
areas, as demonstrated below: Principle 1: Encourage student-faculty contact
Through Private Messages students and faculty can communicate. Among other
things, this allows instructors to be proactive by following up on students who
are not participating in chats, discussions, etc. Students and faculty can also
communicate through the discussion forums. Principle 2: Encourage student
cooperation The same areas of ETUDES-NG that allow for student-faculty
contact can also be used for student-to-student contact. Assignments can be
created to take advantage of this. Furthermore, the discussion forums can help
foster group work and collaboration among students. Consider incorporating
peer reviews, project sharing, and thread-leaders to moderate discussions.
Student collaboration leads to a sense of community and higher learning
outcomes. Principle 3: Encourage active learning Instructors can take advantage
of the rich interactivity on the Web by designing assignments around
appropriate Websites. When students come to these sites, they make choices,
and they learn from their choices. Active learning also takes place when
students work cooperatively. Give students more control, leadership roles, and
options in what assignments to complete. Leave the center stage and transform
yourself into a guide on the side.
Principle 4: Give prompt feedback In ETUDES-NG, students can see
results of their tests and view solutions to graded assignments immediately after
submission. Instructors can and should promptly respond to student questions.
ETUDES-NG allows you to provide both acknowledgement and information
feedback. Principle 5: Emphasize time on task For example, give students
something specific to respond to in each module via the discussions. Build in a
reward system of points for each post and reply to the discussion forums. In
other words, make posting and responding mandatory. Create a structure that
can be followed, broken down week by week or unit by unit, allowing for
acceleration of pace. Principle 6: Communicate high expectations In your
syllabus you should include course goals and performance objectives. You
might include model assignment submissions that can serve as examples for
students to follow. The bottom line is that you must be explicit and clear in
communicating your expectations to students. Principle 7: Respect diverse
talents and ways of learning Create assignments that offer students options.
Giving students choices in their learning experience increases satisfaction and
retention. Consider giving students options as to what format to submit
assignments or projects. For example, they might design a Webpage, write an
essay, or develop a PowerPoint presentation. There is no reason why all
students should submit the exact same homework or participate in one
discussion topic. Variety is the spice of life and your online class; teach to the
various learning styles of your students.

Control questions:
1. What is the most effective method of online teaching?
2. What are the 5 methods of teaching?
3. What are the advantages of online teaching?
4. What are the 10 method of teaching?

Recommended literature:
1. Affouneh, S., & Raba, A. A. (2018). Trends of the recorded
lectures at An-Najah National University from the staff faculty
perspectives. Journal of Educational Research and Reviews, 6(5), 71–79.
2. Alenezi, A. (2012). Faculty members’ perception of e-learning in
higher education in the Kingdom of Saudi Arabia(KSA), Doctoral
dissertation, Texas Tech University
3. Alshangeeti, A., Alsaghier, H., & Nguyen, A. (2009). Faculty
perceptions of attributes affecting the diffusion of online learning in
Saudi Arabia: A quantitative study. In Proceedings of the international
conference on e-learning, 10–24.
4. Alshalawi, A. S. (2019). An Investigation of the Adoption of
Social Media Applications by Faculty Members at a Prominent
University in the Kingdom of Saudi Arabia, Doctoral dissertation, Florida
Institute of Technology University.
5. Allen, M., Bourhis, J., Burrell, N., & Mabry, E. (2002). Comparing
student satisfaction with distance education to traditional classrooms in
higher education: A meta-analysis. The American Journal of Distance
Education, 16(2), 83–97.