1. As it relates to modifying course content, I find myself editing and modifying something each term. I make more major modifications every other term. The time needed for major modifications allows me to test over at least 2 terms how well the the students respond, and the effectiveness of the modification as it relates to the learning objectives. I've recently began to record video clips of myself each week discussing a few highlights from the materiel, important weekly announcements, and general encouragement. The students seem to engage well with new approach. 2. As it relates to student engagement, I find that detailed responses to e-mails, discussion questions/boards, etc. seem to "bring in" the student. It is a personal touch that allows the student to feel important and that the instructor considers their thoughts and progress in the class. I also believe that the detailed responses allow the students to learn a bit more regarding the class material based on practical notes that may not be included in the textbook or lectures.

Recently I worked with a faculty member to move away from a week 1, 2, 3, layout to creating modules by the course objectives and let students guide themselves. Too radical too soon. It might work with an older audience instead of those right out of high school.

The use of virtualization should be considered for more than online courses. Needs for which there is not a real or synchronous opportunity can be met using virualization. For example, student teaching can be role played using Second Life(secondlife.com). Such role playing should be facilitated by the instructor providing purposeful structure less the student game their way through the experience.

I learned early on that guidance in the online environment is important, specifically that of program manager. When teaching a new course, I experienced a situation where the publisher did not match the correct textbook with the homework and test questions during certain weeks of the course. This caused a serious issue in guiding the students through the course. My main goal was to keep the students focused since in the online environment, the student is primarily responsible for learning the material and completing assignments. However, once I was able to determine the root of the issue, I was diligent in communicating feverishly with the students during that semester to keep the class focused and on course. Prior to the beginning of the next semester, I made serious adjustments to resolve the issue. However, in the midst of the problem, communication was key in order to keep the class moving. Hence, guidance is important in the online environment.

Hi Dr. Kelly Wilkinson, 1. The very first factor to consider what the learning objective/outcome is and what technology tools will the drive the students to be able to achieve that objective. The instructor must be able to identify how the course material can be clearly demonstrated and easily learned by the type of students enrolled in the specific course. By stating ‘Type’, I mean the student's technological literacy level . 2. The importance of matching appropriate tool function with the appropriate teaching techniques must be highly weighted. If the instructor cannot facilitate the learning outcomes by his/her technique, then that is not the proper tool to offer. 3. Finally, I feel that there must be extended Technical Support offered to both the instructor and the students. The instructor should be ready and willing to address any technical questions asked by his/her students. The technology tool should never become a roadblock to the instructor, not the student. Technology requirements for certain tools must consistently be updated, changed, etc. It is extremely important to require students’ feedback after use of technology tools used. I come across a whole new student body every 5 weeks. Once a module ends and I normally have to make at least 1 course edit depending on the tool.

What are some ways you can help students to participate when they are shy and the classroom is dominated by students who are noisy?

If you have students who are not able to meet the minimum requirements for the course, what are some strategies you can use to help prepare them?

Communication in the courses are very important. You really want to set the tone and make sure that the students are aware that if you need help that the instructor is present in the course. This can happen with continuous feedback.

Time management is a big thing not just for the students but the instructors as well. As an instructor I am still finding it very hard to get this time management down to a science. I will say that I have to do one thing at a time to fill like I accomplish a task. I do stress the importance of time management and even workload management to my students but I have to remember these lessons for myself as well

Good Afternoon All! Many of the online platforms used for education include features in the gradebook to help us identify and manage certain points, trends and perhaps students. Do you use these tools? What are some of the parameters that you have set up? I know I"m not using the information anywhere near the capability that it has so I welcome any suggestions of things you have done that have helped you be more effective in outreach to the at risk students and how you've used the information to update your course (or your approach to teaching the course). Thank you! Kim

Hi there, Here's a great video I like to share at the start of all of my online courses. It helps students understand how much time they really have when they are feeling overwhelmed. Watch Video Inspirational Video - "The Value of Time" Duration: (2:53) User: eyeshadowmaniac - Added: 12/9/13 You would be surprised with what you can get done in small batches: I then also give them a template of a weekly time management sheet that includes all of the items they need to complete for the course each week (the content varies by course, obviously, so, each one requires its own template. Enjoy! Kim

Our school is new to online training. I personally have over 15 years of experience with on-ground instruction in the audio arts. Most of our students are artist with not much of a previous education. In a classroom setting I can personally "face to face" hold a student accountable for underperforming as a student. Sometimes it is as simple as a pep talk to get them motivated/focused to complete the material. Now being online and distant from the particular student. Is there any advice for holding the student accountable or creating motivation other then just failing them from the subject?

I find that many online students (my own students or personal friends in online classes) choose the online learning environment because of the flexibility offered to appease their life situation and/or learning style. However, I have found that a few students seem to find that online learning is the "path of least resistance" in gaining their education. For example, my students normally start the term with very vague or insufficient responses in the discussion form (i.e. "I agree" or "Great Post"). Each week I emphasize that proper discussion constitutes an answer of agreement or disagreement in conjunction with some type of analysis to defend their own position. I provide responses each week that serve as examples of what is expected, and have at times referred students to review certain past posts that resemble what is acceptable. Some students improve, and others remain the same. How do other online instructors handle this type of challenge?

Technology in the online classroom is massively important in this age. Every instructor must consider the subject matter of the class, how best to instruct the students based on the subject matter using the appropriate technology, and MAXIMIZE the process based on the technology. Excellent tools are available, but at times, instructors can fail to make the most of what is available. The answer is not always finding another tool so much as it is to maximize what you already have at your disposal.

I was unsure of where to post this question. I completed the course yesterday and I have not seen the certificate or where to print it out? Thank you for your help.

I try to be exact in what I plan to do to help student and thank the advisor for their hard work.

The 3 most important things when providing feedback to students include detailing exactly what they got right or wrong, give praises, and grammatical feedback. Always give the sandwich technigue

The three most important things that I think are most important in teaching online is 1) communication: because it's not face to face, it is imperative that the lines of communication stays open. 2) build a community and family together so that they can stay encouraged and have a sense of pride 3) bringing real life situations to the classroom so that students can relate our weekly topics to the outside world

When I come up with personal discussions from our weekly topics, I try to bring real world situations to the classroom so that students can relate the topics to real life. For example, 1 of my week's topic is autoimmune diseases. I made a topic of what celebrities have autoimmune diseases. Something interesting and exciting for them. What are some ways that you get your students excited about work?

Early on instructors identify issues with students. Some have problems articulating or completing assignments. I find it is important to connect with the student and provide advice on how to improve. I find in the first week of forums and assignments, I can identify these issues. It is best to address short comings right away.