I am considering video tapes to support examples of psychiatric diagnoses and associated patient behaviors. I am concerned about the time element but the examples what I want the student to know and do. Help!

I attended an online forum where the facilitator spoke of the need to be truly asynchronous. The gentleman went really far with his argument...proposing the elimination of set due dates and late policies. It is interesting noting how fellow instructors "virtually" bristled at his presentation. For me, the instructors definitely displayed an authoritarian and need to control the learning environment model with their dissent. I make this claim because schools like New Charter and emergence of even courses like this one display the power of an asynchronous environment. Moreover, the beauty of teaching on-ground is the synchronous nature of the old classroom. Yet, from my new experiences in online asynchronous teaching, an intimacy or new attachment develops between instructor and students. Could it be the students experience learning in a psychologically, more personal way?

So far, the presentation is covering tools an experienced online instructor knows. What is interesting for me is varying degrees of allowing the online instructor to "edit" the course. The schools interested in engaging the student population offer an approach resembling preaching to the choir. However, other institutions which benefit from instructor input draw a line in the sand between the instructor and course developer. In addition, I like using blogs and wikis.In particular, wikis reveal the specific class members's working characteristics. If one student gets started, imitation follows. Which leads to my question: I generally do not assign grades to wikis (as an individual assignment. What are your feelings about it? Also, if anyone has a good wilki assignment they are will share the basic information, I would love to know.

I have never been a fan of peer review. I cannot help but wonder about privacy issues. Depending on the topic of the assignment it could cause problems for students in the future because of student comments later.

According to the video clip I watched about different types of students in the classroom, it is the instructor's responsibility to manage the his/her classroom. Below is what the video clip said; Learners will bring with them into the e-learning environment, behavioral traits inherent to their personality profiles. While the behaviors are no different from those they exhibit in the traditional classroom, the arena in which these behaviors are manifested is indeed quite different. In the traditional classroom, you can observe and immediately modify or correct undesirable behaviors.

According to the video clip I watched, managing your presence in an e-learning environment obe has to do the following: • Initiate, lead, monitor, and manage synchronous discussion sessions. • Oversee team projects. • Participate in asynchronous discussion forums by offering your response to the discussion question and sharing with all participants a summary of their contributions. • Answer student queries and provide informative and constructive feedback in a timely manner. A 24- hour turnaround time is generally acceptable

According to this training, one of the most common course structures includes modules and lessons. These two topics cannot be ignored in a successfully online course facilitation. In addition, course management system (CMS) cannot be taken lightly either. A CMS is a system through which courses can be delivered in an online environment, and student(s)performance can be measured accurately. Emmanuel

I have found that with online instruction, students may not always reach out to you, but they are very appreciative when you reach out to them. I have been amazed at what some of my students have shared with me when I have called them. It is very easy for us to assume that if they didn't submit an assignment, that they were just "too busy" when in reality there may have been something that happened or is happening as to why they are not participating. Having that converstation with the student and ensuring them that you are there to support them does wonders. I have seen students do a complete turn-around after speaking with them.

Students are no different then any other and they will rise to level of expectations you provide. about 20% of a class will do excellent work without much intervention from the instructor. About 60% will do what you expect them to do and will (like water in physics) go to the lowest energy point and due the minimum to get by if not encouraged by the instructor. About 20% will do the minimum or below the minimum no matter how much encouragement is provided. This means that effort to reach those who are willing to engage is critical. Off course each class has its own academic culture and the percentages are not fixed. David

This module was in particularly helpful for me. In the first few weeks of a class, it's very important for me to identify the behavior and types of engagement exhibited by different participants. Learning so specifically about the habits and behaviors of noisy participants, quiet participants, etc., as discussed in the module, has better equipped me to more efficiently facilitate the on-going discussion in a way that's equitable and engaging to all.

Why is it that much more imperative to have to recalibrate the transfer from F2F to online?

It is challenging to guide the student on line, especially if they are pressed for time and busy in their real lives. How does the facilitator engage when the student chooses to do the minimum? I know that it is at their expense but it also detracts mental energies away from the facilitator that could be given elsewhere.

I just finished up my first semester online for my master and actually enjoyed it. The only thing I thought that was interesting was that we had to post and respond to other students posts for each assignment and make sure that there was dialogue. I enjoyed that because it was the closest thing that I was going to get regarding class connection.

I find that using technology is beneficial yet frustrating as it is browser dependent on the person posting, especially if its online and the browsers are not compatible.

It seems to me that a synchronous environment in the online setting may be beneficial. This might help reduce procrastination and provide a more "classroom" like environment for students. However, this sort of seems like it would defeat the purpose of online courses? Where is the happy medium?

My philosophy of teaching on-line is to provide an environment where students understand the objectives of the course and are able to interact and participate with each other and myself to share and learn the concepts of the material covered. I provide discussion questions that the students can discuss and add their perspective. I encourage students to work on assignments and projects together however they must turn in their own individual work and take exams and quizzes independently. I believe the collaboration of ideas between students and I will enhance the course material.

Do you find it time consuming to create your own multimedia content (i.e. video, podcast and etc) for your lessons? How long does it take you to prepare such material? And do you find the time spend creating such content make a significant difference compare to the plain text with hyperlinks and other individuals' videos?

Some students always include information that is superfluous to the assignment in order to appear as though they are going above and beyond so-to-speak when they are in fact performing data dump. Does anyone believe that this is to mask their own ability to succintly or in some cases correctly answer assignments

Does a traditional education come with more rigor and do online learners themselves believe that they are receiving a comparable education?

Is there a value to having group projects during online learning?