It is imperative that the on-line usage work properly otherwise the on-line student easily gets frustrated. They get turned off on the course and the material presented.

Chat sessions appear to provide avenue for student and faculty interaction and to reduce e-mail traffic. However, most students do not bother attending the chat sessions. How could this medium be used for effective communication given the perceived short coming.

I create a technology tea room forum for students to ask any question or post material related to the course

Based upon the past 40 years of research on learning/cognitive styles, listed below are the major types/categories. With all of these learning styles, how can a teacher accommodate them given a typical, heterogenous online classroom...what's teacher to do? - Converger; diverger; assimilator; accommodator (Kolb’s LSI) - Concrete sequential; abstract random; abstract sequential; concrete random (Gregorc’s learning style topography) - Leveling/Sharpening cognitive styles (Klein) - Impulsive/Reflective cognitive styles (Kagan) - Visual/Haptic (Lowenfeld & Brittain) - Sensory/intuitive; visual/verbal; active/reflective; sequential/global (Felder & Silverman four-dimension model) - Grasha-Reichmann Student Learning Style Scales - Activists; reflectors; pragmatists; theorists (Honey & Mumford's learning styles) - Analytic/non-analytic; conceptualizing (Messick) - Canfield Learning Styles Inventory - Verbalizer-Visualizer learning styles - Field dependent/field independent (Witkin’s cognitive styles) - Visual, aural, kinesthetic (Dunn & Dunn) The complete inventory can be reviewed here: Coffield, F., Moseley, D., Hall, E., & Ecclestone, K. (2004). Learning styles and pedagogy in post-16 learning. Learning Skills and Research Centre, London. Retrieved from http://www.leerbeleving.nl/wp-content/uploads/2011/09/learning-styles.pdf

This class emphasized the import ant points to providing quality learning.

Hello All, I have found over the years that peer editing and assessments have been valuable tools in the learning process. Once students get over their initial reluctance, I have found that they are often more critical than I am with each others' work product. That being said, when they get their own work back, they often have a better feel for where they need to improve, not only because they got their corrected work back, but also because they know what errors to avoid. It has been both a challenge and a thrill to see the students go through the peer assessment process. Scott

In F2F classroom situations, interaction between the students is much easier than it is online. Getting students to fully participate in group projects or discussions can take a lot of prodding. What techniques or actions can be taken to promote interaction?

It's important to look at assessment as evaluation and not simply assigning a grade. This is why grade feedback is so important. I get comments from students all the time that thank me for the feedback on their assignments as this is how they learn. I've also found that when there is good feedback students are less likely to complain about their grade. Has anyone else had this experience?

One of the issues that I encounter in every online class is getting students motivated to engage in the asynchronous environment. This would certainly cut down on late assignments and help to increase discussion and participation in the forums and on the boards. What techniques have you used to motivate students? What seems to be most successful?

I teach a research methods course, SPSS. I've found that synchronous demonstrations of how to set up and do an analysis in SPSS is the most effective method because students can ask questions and let you know if they are understanding. However, this is not always possible so a screen capture demonstration would be a good way to provide an illustration on a number of different types of analyses. I'd be interested in hearing how others have used screen capture and if there are any tutorials on setting one up.

It is essential that the teacher take the lead in controlling the online environment. Providing specific guidelines and rules to the students at the beginning of the class through the course syllabus, class announcements, emails, and online chat sessions is critical. Also, being alert at all times to the class climate is key to maintaining a learning environment that encourages success in each student.

It is important on day 1 of the class to make each student feel as if their participation through discussions, ideas, and opinions really matter to you as the instructor and to the rest of the class. Being a vital part of the group definitely encourages participation!

I believe that it is important to project a personal touch with each student. Making each student feel that they are important and their opinions matter are a priority for me on day one of a class. I feel like one of the most vital things I can do for my students is to give them the self-confidence they need to succeed!

Potential online instructors should be required to take an orientation quiz to see if they are ready, technically and otherwise, to teach an online course. There is a huge difference in being an online instructor and an on-campus instructor. The time commitment is much more stringent in online classes.

A variation of skill assessments adds a set of dynamics to the course. These dynamics assist in engaging the student and in many cases re-engaging the student. Many students that take online courses would be considered a non-traditional student. These students can easily discouraged when taking traditional assessments. The challenge that we have as educators is overcoming this insecurity of our students and helping them inspite of themselves.

Having taken an online course before, I felt more engaged in the online class when my instructor responded to a post that I had written. Even the smallest response from the instructor made me feel a part of the class. When i saw other students posts commented on and not mine, it made me feel less a part of the class. My plan is to try to respond to as many students even in the smallest way to let them know that I hear them and notice and acknowledge their participation and hard work.

I've found that I'm most effective in all aspects of my life when I block off time for specific tasks -- doing so allows me to complete many tasks a day. This semester's ground schedule isn't conducive to doing so, so I've been having a tough time achieving balance -- my writing and exercising have been suffering the most, unfortunately, as they get juggled to the bottom of my list in favor of school obligations. Next semester promises to be better. Does anyone else find the blocking schedule effective?

There are many technologies that truly enhance online learning. We can convey and receive information from students with ease at any time, from any place in the world. The freedom that this allows both student and instructor is great.

I remember the first time that I heard this expression and thought how succinctly it stated the obvious direction of successful education. Guiding speaks to student interaction and involvement. Guiding id supported by technology - great combination.

Synchronous or asynchronous are both important in the online classroom. That's what AIU provides with the chats. It's nice when what we're already doing is an approved practice.