Students with disabilities are drawn to online courses for many of the same reasons as everyone else, but it’s often the anonymity that makes learning
In the online classroom, faculty work hard to engage their distance learners and build a strong sense of academic community in the electronic setting. Screencasting can be an effective and easy way to do this. Screencasting allows you to take a digital video of what you are doing on your computer desktop, and most screencasting tools allow you to narrate your video while recording. The possible uses for screencasting are endless; these include providing course orientations, delivering instructional lectures, providing feedback, and encouraging student sharing.
Andrea Henne, dean of online and distributed learning in the San Diego Community College District, recommends creating online courses composed of modules—discrete, self-contained learning experiences—and uses a course development method that specifies what to include in each module.
In an online learning environment, it’s easy for students to feel isolated or unsure of themselves, particularly if they’re adult students who’ve been away from
Although the online classroom environment provides tremendous flexibility of time and place of study, establishing and communicating a course pace and pattern of work can aid both instructor and student, and alleviate confusion of course operation.
The initial design of your course will have a big impact on how much time and effort will be required to update it in the future. Here are some tips from the University of Michigan School of Nursing to consider as you create your course to accommodate future changes:
I have always enjoyed teaching in the classroom environment. There is something special about watching a student’s eyes light up as a new concept changes perceptions. When I first taught in the online environment, I wondered how I would communicate with students without seeing them in person. Would they get my assignments? Would they understand the requirements? Could they produce the level of work I expected? Could we overcome the potential miscommunications of the written word?
The cliché that you only get one chance to make a first impression is especially true when you teach online. Each item you post—email, discussion message, announcement, etc.—must be created with much thought, and none is more important than the first post to your class.
Online instruction invariably requires more time for logistics than does face-to-face instruction due to interaction needs, extraneous cognitive load (mental effort needed to attend to non-content-related course elements), and poor self regulation by students.
Despite numerous studies that show that students prefer instant messaging to email, initiating communication with students via IM is not necessarily the best way to go, according to the editors of The Edutech Report.
