When transitioning a course from a face to face environment to an online environment, it is essential that the course captures all of the necessary information the student needs to effectively learn the material, while structuring the content and layout of the material in a way that keeps the student engaged and interested in the content. This takes some planning and preparation. The course material must be clear as the student cannot rely on facial cues or in class questions to clarify the content. At times, depending on the complexity of the material, it may be easier and more effective for the teaching and learning of the material for the entire course to be re-tooled into an online course.

I enjoy being the "Guide on the Side". From my first course teaching online, I quickly adopted this as a best practice philosophy. As the online students rarely post their photos, the instructor is working with a faceless group. No verbal cues or clues to assess whether or not the student is "getting it". In guiding the student through the course, you learn about the student, their issues, concerns, and questions. The student can learn at their own pace, and as the instructor, you learn how to assist each student in maximizing their understanding of the course material.

As most of us were taught in a "ground" classroom where the teacher and all of the students were physically present daily, the online classroom presents new challenges to the "seasoned" instructor and to many students. I have had students who are grandparents just learning how to use the computer, and students who are adept at technology, but have never experienced online classes. For these students to be effective in their studies, patience from the instructor is needed, The transition to this newer learning environment can take time. Because time is a critical factor in online teaching, the instructor must be able to incorporate both "real-time" learning experiences, as well as "self-paced" learning experiences. While both are valuable learning environments, the student must be able to understand how they best learn, and the instructor must be able to clearly communicate the information so that effective learning can take place.

Technology tools used in the virtual classroom are essential for the student's learning. As students are not in the "ground" class, there is the need to have a way or ways in which the student can effectively interact with the instructor and the other students in the class. As technology has advanced, these various tools assist the student as well as the instructor in effectively sharing their thoughts with the class. With students selecting their learning vehicle as the online environment, the instructor must be able to communicate the course information in a variety of ways that will allow the student to incorporate and understand the information.

I am curious what the rule is on linking to YouTube videos to enhance instruction, some say it is a copyright violation.

Hello. What are some ways instructors can incorporate grading rubrics into feedback in order to effectively show students areas of strengths and weaknesses?

I've taught for several schools, and multiple topics outside of schools such as welding, diving, sailing, etc. While this experience has shown me that it is not possible or feasible to have every course or module follow the same patterns, I have experienced feedback from students expressing appreciation that courses within the same set follow similar frameworks. The challenge comes in with contemporary degree paths, do ALL courses utilize the same template initially, do we split out Gen-Ed from the 'core' courses and allow each it's own template, or does each course get it's own in it's entirety? Trip Bauer

In economics, researchers use working papers as a method of improving the quality of their research. Do you feel that students should submit previously submitted papers for an assignment? and if you do allow these previously submitted assignments, what are additional requirements that you enforce?

Each facilitator should set aside time for unexpected student behavior and for unexpected events that affects the class room. Do you have a minimum amount of time that you require yourself to provide to students? If you do what are the reasons you fail to provide that minimum amount of time per week or per unit for each student?

IM (Instant Messaging) and live chats permit immediate and direct response to student questions. Consider allowing substantial time for IM throughout the week to reduce the frustration of waiting for an instructor's reply. Consider using IM to "hunt" students and ask for their feedback on how they are doing... You send an email to initiate the discussion for students whom you believe are in danger of being high risk. Request a meeting in live chat so that the student can hear your voice.

Is it possible to use outside videos as youtube as a reference in any of my online classes?

I begin my course with my bio, an open forum called Community where students introduced themselves to one another, and an email called First Contact. I request that students (within their level of comfort) provide information on themselves and on their expectations about the course. Basic information on their family life, work schedules, and their level of shyness is one source of identifying areas that could become a future concern.

When I first began teaching, it was on ground and I quickly became comfortable in a style that worked well for me. My retention was high, students were involved and humor was a big part of getting students past the fear of math. However, when I got online I quickly found humor does not work as well and needed to modify a style I had used for many years. Has anyone else found a specific thing they needed to modify or remove, once they went to the online arena after teaching on ground? I look forward to your responses. Thanks! Karen "kam" Maiorano

I enjoyed reading this function, as I have always done this and thought I was alone. In my classes I promote community and try to motivate students to figure things out with classmates in my math classes. In my first term classes, in the last week, I ask that everyone share the next class they are going into so they go into the upcoming course already having a classmate to work on things with. How have you all been "Social Directors"? Karen "kam" Maiorano

I know in all of my instruction the course is already laid out for me, however it is still important [during chats] to ensure that I am organizing my content. Since the chat is a limited amount of time, it is imperative that I get the main points covered while still allowing time for the students to be involved in the conversation. I am curious to know how everyone else organizes their time to ensure the content that must be covered for the week is covered. Thanks for your insights! Karen "kam" Maiorano

Hi All! When I first started teaching we only had text chats, now we are all using voice and many are moving to video chats. I am not thrilled about getting dressed to sit in front of my computer and I also believe this may be a distraction for some, while others may not have the technical ability to be involved in a video chat. What are your thoughts on the possibility of being required to do video chats? Karen "kam" Maiorano

As a math instructor I often feel that students are not always honest in regards to their test taking. Unfortunately, I have seen students who cannot explain a concept or work through classroom examples only to earn a perfect score on an exam. I have often thought having tests taken at a testing center or certified by someone that the person is taking the test would minimize the ability to be less than honest on this assignment. When I was taking my Masters online math courses, I was required to take my tests in front of someone who certified it was me. Do you think this would be a good idea for all online students? Do you think it would better validate online degrees to businesses who currently do not feel an online degree is as valid as a traditional one? Karen "kam" Maiorano

When it comes to our [the instructor] being part of the conversation in the discussion board, how much is too much? I teach math and when a student asks how to work a problem, I may explain how the concept is worked or I may refer them back to the book, then sharing a problem and asking for the students to post the next step towards a solution or the full step by step. Does anyone believe this is a good start to creating an environment of teaching students how to be self reliant or should I be offering more? Karen "kam" Maiorano

This is still something that is an elusive item, as every school has different requirements. I personally believe that being in a classroom at least every other day is sufficient, however many schools expect you in class daily at least 5 days a week. I find myself out there alone many times, because students are not present that often due to their busy schedules. Does anyone else feel that being in the classroom 4 times a week is sufficient? Please share why or why not. Karen "kam" Maiorano

I have heard many discussions regarding using proper grammar and spelling in feedback. I am of the belief that they should be done properly and do take points off when spelling or grammar are incorrect, as I believe we are preparing our students for the work world where the written word should be properly used. Are you of the belief that incorrect spelling &/or grammar should, or should not, be penalized in the online forums? I look forward to your thoughts. Karen "kam" Maiorano