As someone who returned to school to obtain my Masters Degree, I see how important it was for me to have work experience in order to apply the concepts learned in the classroom. I went to college initially, fresh out of high school and didn't retain nearly as much as I did when I returned to college as a "seasoned" worker/learner. Now, when you add the ability to achieve a degree completely online, I wonder what will be lost from an interactive perspective. In a class environment, you are able to have immediate, if not always appreciated, feedback from instructors and peers whereas online, unless you are in an active chat session, the feedback may not be as timely or relevant. As a new online instructor, my plan is to tkae the positive aspects of the classroom environment and try to implement them where possible (i.e. scheduling interactive chat sessions, establishing a conference call to review material on a periodic basis, etc.)

Occasionally, one student will attempt to take over the instructor role and correct all the other students. Does anyone have any tips on how to guide this student's overly robust enthusiasm to a more community minded approach without extinguishing their enthusiasm and getting your class back on track? I know a personal email can help - but what specifically could be said. I am open to all ideas. Thank you.

A student raises the question to you: If your final examination is 1) comprehensive, 2) reliable, and 3 valid, why do I need to participate in the discussions or group work?

I feel it important to learn as much as I can about each student on their first day in class. I feel it also helps them to learn something about each other and I really encourage good communication with the instructor and other students.

Today, everything seems to revolve around computers. The idea of gaining an education online seems to fit in with the times. You learn at your pace and gain knowledge you would never have if you worked a full time job and went from work to a school for training. This is the ideal way to learn.

It has been suggested that students who live close to each other be encouraged to meet and discuss class work and possibly projects. Do you consider this totally safe and what would you advise students who may want to try this ?

When we leave the “ground” world of "contact hour" measurement, what other assurances are there to ascertain appropriate course rigor?

I perceived this being one of the most challenging sessions, but after completing this session I learned some great techniques. I guess I thought this way because I am always in front of an auduience. It is great to know that you can engage your learners without being in their presence by implementing a couples of easy stategies.

Because I now student attrition is most important in all school environments I retained some key things to encourge students participation.

It was interesting learning an asynchronus and a synchronus online student. There were excellant stratagies in handle this type of student.

Getting started was a great introduction of this online course. It opened the course with some vital information.

This module covered a lot of good information for getting to the root of why many students fail to participate in the discussions. Of course, thinking the student is only interested in getting by is a main reason for not participating; but this module offered many other valid reasons. As instructors, we can design programs to meet everyone's needs. Carol Silvis

I enjoyed this module because it is always good to obtain new ways of students learning. As an instuctor I'm always in the learning mode so I also think of myself as a student.

I always tell my students that they are here to learn and I am here to teach; and if we have personalities that conflict, then we should not lose focus on our goals. Personality conflicts (teacher/student or student/student) are absolutely devastating. It can shut down the class. We address these problems immediately. The fallout from a conflict between two students can affect 50 other students. Most of them will tolerate the situation, but none of them like it. Our teachers are counseled that a happy class will have a lower attrition rate than an unhappy one. I can't see the fault in that logic.

The names Bergquist and Phillips were referenced twice in Section 3 of EL102. I assume this refers to W. H. Bergquist and S. R. Phillips. They wrote about faculty development and motivation in the 1970s. I know Berqquist published a book in 1992. That means he was at least around for DOS computers. If they are still collaborating, I would like to hear what they have to say about online learning.

This post is in response to Question 1 of Quiz 2. The question is: The primary reason for online students to feel alienated is: A Inadequate knowledge of computer technology B Unavailability of technical support C Absence of face-to-face interaction D Quality of instructor support The correct answer is C. I chose D. I understand that the lack of face-to-face communication is a problem, but it is a problem that the students are aware of before they sign up. Every retention meeting that I have ever attended has always focused on the teachers as the critical element in keeping students in school. Give me a good teacher, and I will have happy students. When the computers go down, a good teacher can teach effectively. When technical support is lacking, a good teacher can teach effectively. When a good teacher is online and does not have face-to-face interaction with the students, a good teacher can still teach effectively. On the other hand, a poor teacher in a traditional school will have lots of face-to-face interaction. And that poor teacher will alienate plenty of students. I stand by my answer in the quiz. Instructor support is the most important factor in education, bar none.

I'm having great trouble understanding why the length of the course is not considered critical. I am referring to the 4th question of the first quiz. "Which of these is not critical to successful online learning? Answer: A Instructor support B E-learning being the student's preferred mode of learning C Readily available technical support D Duration of the course I chose B. I can't see how that is a factor unless the student actually hates the Internet. Even then, I don't see why a student can't learn in an environment that he does not like. As proof, I offer any high school in America. Most students would prefer not to be there, and yet they learn. The correct answer is D which means that the duration of the course is not critical to successful online learning. If the duration of the course is not critical, why not just cut each course in half? On the other hand, why not double the length of the course? I'll tell you why you wouldn't do that. If you cut the course length, you cannot cover the subject in depth, and if you double the length, your enrollment will drop substantially. Our school faces the second problem. Our field offers very high salaries, but it takes a loooong time to graduate a student. We lose students and prospective students because the length of the course is daunting. The students who withdraw are sometimes our best students. They just don't want to face years of schooling. They have the physical and mental tools that are needed. They just don't have the stamina to devote the amount of time necessary when they can go down the road and enroll in a much shorter course. Personally, I can teach anybody who wants to learn, even if E-learning isn't their preferred mode of learning. But I can't teach anybody who loses interest or drive. The duration of the course will always be our most critical factor. Our school meetings revolve around how to graduate students faster. Show me how to cut 20 percent off of our courses, and I will graduate 4 times as many students. Cut it by half, and I will graduate perhaps 15 or 20 times our present graduation rate.

As a first-time online math instructor, I am finding a few differences in strategy when delivering the course material. Having taught math for a number of years in the traditional classroom setting, I know from experience that, for students who struggle, there is much value in the physical presence of the instructor as he/she explains the processes involved in solving some of the more difficult problems. I am wondering if there are any distinct advantages in taking an online math course for a student who struggles in math. Any ideas?

Hi, I am a new online instructor. I will be teaching a Hybrid Course (partial traditional classroom/partial online). Has anyone taught a course of this nature? What are some of the instructor pitfalls to be aware of with this type of a course?

We are considering creating a program where students participate in class both live and in a synchronous on line environment. Our concern is that in class students will have a tendency to gravitate together and on line students will have a tendency to gravitate together. What suggestions do you have that might help us bring these two groups together more and help them feel part of a single program or community?