This document provides guidance on effective online learning. It discusses why students like online learning, including flexibility and increased interaction. Five attributes of effective learners are identified: being self-directed, inquisitive, self-aware, risk-taking, and open-minded. Three keys to success in online courses are proper time management, planning, and commitment. Guidelines for quality course design are also presented.

1. EffectiveOnline Learning Ann Calder Rose Online Learning Specialist West Liberty University arose@westliberty.edu WVDE Statewide Technology Conference Charleston, WV August 5, 2009

2. Why Do Students Like Online Learning? can "attend" a course at anytime, from anywhere. enables student-centered teaching approaches. accessible 24 hours a day 7 days a week. attend class when fully awake and attend in increments of convenient time block increases student interaction can actually listen to the comments made by other students and everyone gets a chance to contribute.

3. Exposed to knowledge that can't be learned in books Teaches skills in using technologies Participating online is much less intimidating Appears to be a increased bonding and camaraderie Makes instructors more approachable. Online classrooms also facilitate team learning A diversity of course material Why Do Students Like Online Learning?

6. Three Keys to Success Time- preparation begins long before the course begins. The time it takes to develop an online course varies in accordance with the instructional technologies used to deliver course material. Planning- goes beyond syllabus development. The course author must begin to construct each module and component of the course and do so with regard to the limitations and opportunities of the chosen Learning Management System. CommitmentOnline course development can become overwhelming, and when adequate time is not given, course authors sometimes choose to “cut corners.”

7. PLANNING! PRIOR PROPER PLANNING PREVENTS PITIFUL, POOR RESULTS

8. Guidelines Quality Matters http://www.qualitymatters.org/Rubric.htm Checklist for Evaluating Online Courses http://www.sreb.org/programs/EdTech/pubs/2006Pubs/ChecklistEvaluateOnlieCourses.asp Standards for Quality Online Courses http://www.sreb.org/programs/EdTech/pubs/2006Pubs/StandardsQualityOnlineCourses.asp Checklist based on NEA recommendations http://opi.mt.gov/pdf/AdvPlacement/OLC_Checklist.pdf

9. Effective Learning One thing is clear from the research on the effectiveness of online course: if a course is well designed, the instructor is a good facilitator, and the students are motivated, online courses can be a meaningful and fulfilling learning and teaching experience.

11. Learning Styles The three predominant learning styles are visual, auditory, and tactile/kinesthetic. Broken down further, people learn by: Reading (visual) -- passive Listening (auditory ) -- passive Seeing (visual ) -- passive Speaking (auditory) -- active Doing (Tactile/Kinesthetic) -- active

12. How it all relates to Online Learning In an online class there is a lot of passive learning done through reading text, listening to audio clips, and seeing graphics, but the active "speaking" mode is done very much through writing, email, and chatting. Most people tend to remember best that which they do - practicing the real thing-active learning.. Next, a combination of doing and speaking about what we learn produces a high retention rate, followed by speaking alone.

13. Online Learning The tools of the trade have changed, but the fundamental role of the teacher remains the same. The teacher’s role is still to facilitate the students learning process, to create a context for transforming data into knowledge and to create community, motivation, and support.

14. Syllabus Course description Objectives & Learner Outcomes Prerequisite Skills Approach and Scope Assignments & Due Dates Evaluation Criteria Web Design & Accommodation

15. Backwards Design Wiggins & McTighe (1998) --begin with identifying the desired results and then "work backwards" to develop instruction rather than the traditional approach which is to define what topics need to be covered. Stage 1: Identify desired outcomes and results. Stage 2: Determine what constitutes acceptable evidence of competency in the outcomes and results (assessment). Stage 3: Plan instructional strategies and learning experiences that bring students to these competency levels.

16. http://www.techlearning.com/article/8670

17. Balanced Assessment Assessment FOR Learning vs. Assessment OF Learning http://allthingsassessment.info/ Rick Stiggins http://www.ets.org/Media/Conferences_and_Events/pdf/stiggins.pdf

20. 4. Textbook connections. Create an opportunity to obtain feedback from the students on the chapter through quiz questions. This is a SUMMATIVE assessment FOR learning. 5. Communication within groups. This may utilize discussion forums with original postings and replies of comments/additions. This may be whole class or group. The instructor does not drive the responses. 6. Virtual office hours. Clearly set expectations for yourself and the students; 24/7 is not realistic nor is waiting days.

21. Using the Tools The Internet facilitates: 1. Research 2. Communication and collaboration tools including: bulletin boards emails listservs Websites chat The computer facilitates: self paced tutorials self correcting tests and quizzes tracking student progress generating automatic responses interactive multimedia learning objects such as simulations multimedia tutorials

22. The online communication tools facilitate multiple levels of synchronous and asynchronous communication including: peer to peer one to many many to many many to one small group large group

24. Do all work in a word processor. You can work offline, reducing the risk you’ll be "bumped" off the Internet or otherwise interrupted in the midst of creating a lesson Keep a copy of your work somewhere other than on the institution’s server (a benefit in the case of server crashes….and you can use that work again in a future semester). Grade efficiently. Open a browser window containing a copy of the original assignment and a second browser window containing the student’s work, and your word processor; Learn to use tracking changes in MS Word

27. Plan at least one deliverable due within the first two weeks of class.

29. Effective Formatting of Text Use bold and color (sparingly) to highlight important due dates and other items. In the conference area, respond in color to your students. – Isn’t that a great idea? Avoid underlines, as it makes people think that it is a link. Make sure to provide the complete URL to the sites (students love to printout materials) Avoid using ALL CAPITAL LETTERS, as it is difficult to read and has come to represent yelling in the online world. Use bullets to chunk similar information. When appropriate, include photos and diagrams to illustrate your materials.

30. General Tips Have your course COMPLETE at least TWO WEEKS prior to the start of the term. Ask someone who is not familiar with the course to review for navigation. Ask your best proof readers to do a careful read. But you must first master the art of…

32. Questions or Thoughts? arose@westliberty.edu http://tinyurl.com/WVDEtech2009