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• W232570110 abstract "Abstract Online instructors can benefit from the experience of being students in the online environment. Without the student's perspective, they risk overlooking the nuances of the online learning experience. In this personal case study, the author transforms her experiences as an online student into her 'best practices' as an online instructor. She recommends this approach as effective professional development for online instructors. Introduction In 1997, the President's committee of advisors reported that teachers were unprepared to effectively integrate technologies into teaching and recommended emphasizing teachers' professional development (President's Committee of Advisors on Science and Technology, 1997, p. 17). A goal of the Office of Educational Technology is that, All teachers will use technology effectively to help students achieve high academic standards (Education, 1999). However, teachers require more than access to technology to be effective. Effective use of technology in education is a combined issue of design, instructor preparation, student selection and communicative practices (Hara, 2000, p. 559). Many instructional attributes are similar in online and traditional environments (Hitch & Hirsch, 2001). However, few studies have examined the limitations and pervasive problems faced by students in distance learning (Hara, 2000, p. 574). Studies conducted on students' perspectives, concerns, fears and sources of stress have implicated that instructors are responsible for students' success in the online environment (Cannon, Umble, Steckler, & Shay, 2001, p. 58, Hitch & Hirsch, 2001). In one study, (Hitch & Hirsch, 2001), teachers learning to instruct online were required to take the course online, emulating the student environment. Their `front line' experiences provided continuing education they described as just as as reading journal articles (Hitch & Hirsch, 2001, p. 18). They transformed their experiences, tips and tricks into their own best practices. In this personal case study, I illustrate how this can be accomplished. Personal Case Study I have experienced the online learning environment as an instructor and as an online university student for three years. Currently, I am a doctoral student at Walden University. More than 90% of course work is online. I have also completed numerous online professional development courses. As a corporate educator at Misys Healthcare Systems, I have been responsible for training 1200 employees around the world, using online resources. Experiences as an online student, both personal and anecdotal, have formulated my best in three aspects of online instruction: Communications, Pedagogy and Technology Logistics. Communications Instructors cannot `see' what frustrates students in the online environment (Schrum & Benson, 2000, p. 9). Online students experience stress due to communication breakdowns, feelings of isolation and technical difficulties (Hara, 2000, p. 557, Heinich, Molenda, Russell, & Smaldino, 2002, p. 301). Students have stated that poor interactions with faculty and poor or late feedback on student works inhibit online instruction (Cannon et al., 2001, p. 55). Online instructors can remove these barriers. Alleviate students' perceptions of isolation. Estimates vary on the impact of isolation in the online environment (Heinich et al., 2002, p. 301, Hara, 2000, p. 558). In traditional educational institutions, responsibility for interpersonal communication falls on the students. In the online environment, the instructor can create such opportunities (Wilson & Whitelock, 1998). As an online student, I found it difficult to execute projects and participate in discussions without knowing my classmates. As an instructor, I use personal web pages and introductory group activities to identify common interests and responsibilities. …" @default.
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• W232570110 title "Online Perspectives: From Participant to Practitioner" @default.
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