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• W30509198 abstract "Abstract As with traditional instruction, there are three critical evaluation points in Web-based instruction---course startup, course progression, and course ending. Using a flight metaphor, this article provides 20 guiding principles for these three critical junctures: Preparing for takeoff--Principles 1-10; Airborne--Principles 11-19; and Coming in for a landing--Principle 20. Introduction Growing numbers of professionals who cannot take a hiatus or commute to a campus want education, and educators have a responsibility to provide for their needs (Ryan, as cited in Hons, 2002, para. 5). Although many students who take online courses regard themselves as independent learners and would prefer to work individually (Collier & Morse, 1999), students' reliance on the instructor is more intense in Web-based courses than in face-to-face teaching (Almeda & Rose, 2000). As with traditional instruction, there are three critical evaluation points in Web-based instruction--course startup, course progression, and course ending. Using a flight metaphor in this article, I provide 20 guiding principles for these three critical junctures: Preparing for takeoff--Principles 1-10; Airborne--Principles 11-19; and Coming in for a landing--Principle 20. Preparing for takeoff Principle 1: Have a public Web-page (non-password protected and external to actual class site) via which students can access general course information prior to course startup. On this public Web page, you may wish to include links to classroom protocols, the course syllabus, and the course timeline and calendar of due dates. Principle 2: Identify sources of technological support for faculty and students. Figure out where to go for technical help for both you and the students prior to the first day of class. Establish clear protocols with the students regarding how to request technical assistance. Have the students check with another student, the class at large, and/or the help desk prior to asking you to provide assistance. Make a point to clearly establish your role as the content expert, rather than as a technology expert. Include direct links to these resources (e.g., help desk) on your public course introduction page and on every page of your course. Principle 3: Identify library resources and resource personnel. The addition of technology into the learning environment enhances information retrieval and offers the librarian a new entree into the classroom curriculum (Simpson, 1996, para. 2). If your institution provides library instruction classes for faculty and/or students, schedule a library information session for your class with a reference librarian as an optional face-to-face seminar. Principle 4: Develop assessments that are congruent with course goals. Use a simple course planning grid to match course activities and assessments with planned course objectives. If a particular assessment doesn't match with a specific course objective in the grid, then consider deleting that activity from the syllabus. Principle 5: Solicit student feedback prior to course takeoff. Evaluate students before the course begins through student self-evaluations, self-assessment questionnaires, and readiness assessments. Require students to do a global self-assessment of their readiness for course participation. Principle 6: Decide upon your role in the class discussion. Brown (2002) provides the following typology for possible faculty roles in classroom discussion: * Community leader--creates a friendly environment, cheers strong contributions, and nudges reluctant contributors. * Discussion leader--poses questions, moves toward higher [critical] thinking skills, encourages students to question each other, and provides mini-summaries. * Manager--enforces rules and guidelines, provides meaningful and frequent feedback, monitors student involvement, and keeps the workspace clutter free. …" @default.
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• W30509198 date "2004-12-22" @default.
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• W30509198 title "Preparing to Teach Online" @default.
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