A typical process for effective teaching is to build relationships with students at the beginning of the school year. As we expect to not be with them in a physical sense; building strong student/teacher relationship through early (and through multi-media) is a concern. Please offer suggestions. 

I was always taught that a course syllabus was a contract between a professor and a student.  A dynamic syllabus sounds like a make-it-up-as-you-go-along kind of contract, which is very unsettling from a student perspective.  Making it linkable is great, but also just a fancy version of a 3-4 page document.  I completely disagree that assignments should be thought of as dynamic or changable as we go along...  A contract is a contract.

I learned tha providing imformative timely feedback is most important in online course. As facilitator we have to be careful of words tht are used to communicating with students.

During this pandemic was perfect example of instructor finding the perfect tool to used, especially in those classes that were never online. I can image it was hard for some professors adjusting jto the change.

I have learned new ways to deal with different types of learners. Learners have to understand they have a professional commitment and have to maintain certain standards in order to achieve their goals.

 One of the most effective ways to begin building an e-learning community is to ask students to post their bio along with the professor posting her. The student lean about each other and their professor and this will help the student feel they belong and not just speaking to the computer screen.

How do you deal with a noisy student?

I think an instructor who is phenomenal in a traditional classroom doesn't necessarily guarantee that this instructor will be a successful on-line instructor.  Knowing the subject matter forwards and backwards does not always mean that the instructor can manipulate the different ways that an on-line class is presented.

I hold weekly chat sessions but since they are not mandatory the participation is minimal. What strategies are being used to get more students to paraticipate in voluntary chats?

I have learned that being present on line teaching is important to the student. To help them feel your presence, to be a real person on line. It is not easy but with a little creativity it is possible. Students love stories of real life experiences in the field. And they want to know we can understand also the difficulties of attending classes in the midst of personal dificulties and how we endured when we attended classes. We have to be real to the student.   

I learned how important Rubrics are in assessing the students work. I think the main thing is do not just through out a topic but make it something that definetly fits the class and the material that has been covered and something the student can use in their field of study. Another is it is important to give feedback that may be helpful for when they may do another for another instructor especially if their work was not done correctly. We want the student to have a positive outcome from this process and nota one they learn to dread.

As a US History instructor, I tend to lean most heavily on summative assessments in my online courses. I use quizzes and exams to assess my students' comprehension and their ability to apply historical learned content to well-crafted written essays. I would also like to employ formative assessments within my courses but believe that might "overload" my students' assessment requirements. Can students handle an array of formative assessments along with summative assessments??

I have noticed while teaching online it is an enviroment that many students are not accustomed with.The enviironment in order to be successful the instructor must participate, guide, present guidelines, and give constructive feedback in a TIMELY mammer

Some assignments may not require any points.  Shoud I give points just for reading, for example, the syllabus?

Now that we have taught for a couple of months online during the pandemic, I disagree with this answer.  It does help because the students can view a clip more than one time for meaning but, online meetings are better for knowing the students really understand the information.

What problems if any instructors had with e-learning from a teachers standpoint?

I'm truly apprecieative of this learning oppurtuity that's being provided by CTE.

I'll do my best to incorporate the soft skills in all of my online coureses.

I am currently training to be an online instructor and I am wondering if some of you could share your methods of engaging the students that do not normally contribute in the discussion forums.  There all always quiet students in the classroom that are harder to engage but I would think it would be even more difficult online.  I am just hoping to get some thoughts on this from more experienced online instructors.

I would love to here how you keep the students engaged in online courses and what you do to reach each student individually.

Online courses are developed with a variety os factors that help the student reach success. They are graded differently than an face to face class. They do determine if the student is understanding the subject matter. With the rubies involved it is a well designed course.