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Online instruction can be a cumbersome experience for someone that is new to the field. A tip is to find a forum where you can talk with fellow instructors to share thoughts and resources. An excellent one is the International Society for Technology and Education, also known as ISTE. They are the premier non-profit organization serving educators and education leaders committed to empowering connected learners in a connected world. URL: https://www.iste.org  

A sub-group is the Special Interest Group of Online Learners (SIGOL). URL: www.iste.org/sigol‎ SIGOL supports educators involved with computer-based communications and distance learning models through various venues for sharing research, international connections and training opportunities.

What word do you visualize when individual student needs?

John Ebersole of Forbes magazine made some excellent points when discussing the six commonly heard myths that are often used to denigrate this form of instruction.

•Myth #1:  Online learning will reduce the need for faculty. Nothing could be further from the truth. From surveys and interviews, we have come to know that the number one reason for student success, in a classroom or online, is a caring instructor. Also, online institutions are much more strict about limiting class size than traditional schools, usually setting a maximum of 20 to 25 per section. Thus, there is the need for more, not fewer, qualified instructors. Faculty are also in demand to build new  courses, revise old ones, and create the learning assessments for which there is growing need. Not surprisingly, a recent Inside HigherEd/Babson survey reveals that faculty at institutions with more extensive online offerings are more positive about online learning than those who have little or no such involvement.

• Myth # 2:  All online courses are the same.  Again, not true.  Those institutions with restricted budgets may use formats that are little more than text-heavy electronic correspondence courses.  However, on the other end of the spectrum are courses that rival a Hollywood production in their use of color, graphics, animation and simulations. Capstone assessments can test a student’s ability to apply concepts and make decisions based on their learning. These are not cheap, but they are engaging, effective, and growing in use.

•Myth # 3:  The quality of outcomes is less for an online student than for one who has received the same instruction in a classroom. Research over many decades has shown that the outcomes for those studying at a distance do not differ from those in a classroom. As much as our egos might wish otherwise, students don’t have to sit at our feet to learn. In fact, there has been such consistency of finding in this regard that the phrase “no significant difference” has become the expected hypothesis in making comparisons.

•Myth # 4: “Online” instruction is synonymous with “for profit” institutions. While it is true that many proprietary colleges and universities use online methods to deliver instruction, not all do. It is equally the case that a majority of nonprofit academic institutions are also delivering instruction online, including entire degrees. This myth has been perpetuated, undoubtedly, by the much greater publicity and advertising conducted by for-profit institutions.

•Myth #5: Credentials earned online are not accepted by employers. Over the past several years, Excelsior College and the Zogby organization have conducted nationwide surveys of employers and hiring officials to determine their perceptions of online certificates and degrees. The results of the survey in 2011 revealed that nearly two-thirds of those familiar with online education believe that a degree earned online is a credible as one earned through a traditional campus-based  program. Respondents stated the most important factors in determining the credibility of an online degree were the accreditation of the institution awarding the degree and the quality of its graduates.

•Myth #6: You don’t know if the person doing the work is the person receiving the credit. As pointed out by WCET, a partner to the Western Interstate Commission for Higher Education, student authentication is a complex and frequently misrepresented issue and one that is not unique to online education providers.

So, if you are thinking about changing the delivery method of a course to online or starting a new program online. Here are some talking points to prepare when beginning this discussion with your team. First, design the course so that a fixed point in time and location is not needed. This will permit a course to include students located in multiple locations and the instructor can run and manage the course from any location. This is because the asynchronous element allows students to work according to their own schedule.

Students in this modality must be able to master self-directed learning. “In its broadest meaning, ’self-directed learning’ describes a process by which individuals take the initiative, with our without the assistance of others, in diagnosing their learning needs, formulating learning goals, identify human and material resources for learning, choosing and implement appropriate learning strategies, and evaluating learning outcomes” (Knowles, 1975, p. 18). Faculty can personalize interactions and learning experiences by responding to student needs and decisions of learning paths within the course.

Modeling an Online Course