Check out the Tomorrow's Professor Blog at:
http://derekbruff.org/blogs/tomprof/
Folks:
The
posting below looks at some of the characteristics of the excellent online
instructor. It is from Chapter One, What Are the Characteristics of Excellent
Online Teaching?, in the book, The Excellent Online Instructor: Strategies for
Professional Development, by Rena M. Palloff and Keith Pratt. Published by
Jossey-Bass: A Wiley Imprint, 989 Market Street, San Francisco, CA 94103-1741 www.josseybass.com. Copyright ? 2011 by John Wiley & Sons,
Inc. All rights reserved. Reprinted with permission.
Regards,
Rick Reis
reis@stanford.edu
What Does The Excellent Online Instructor Look Like?
The growing popularity
of online instruction has brought with it increasing recognition that teaching
online differs from face-to-face teaching. As a result, more attention is being
paid to what constitutes positive educational experiences online and the
characteristics of good online instructors and courses. Organizations such as
Quality Matters have emerged that are designed to evaluate online course design,
and faculty at many institutions are being trained as Quality Matters evaluators
so as to determine the quality of courses being designed by their peers and to
offer suggestions for improvement. In addition, other institutions, such as
California State University?Chico (Rubric for Online Instruction) and the
Illinois Online Network (Quality Online Course Initiative Rubric) have published
course design rubrics that are available online for anyone who wants to evaluate
his or her own course. These can also be used as components of the evaluation of
good course design and
online teaching practice. Like the Quality Matters
rubric, the CSU-Chico rubric focuses primarily on good design elements. The
Illinois Online Network QOCI, however, does look at elements that promote
collaboration between students and interaction between student and instructor.
In one of our previous books (Palloff & Pratt, 2003), we noted that
much of the literature on best practices in online teaching was limited to the
effective use of various technologies. Since that time, however, more attention
has been paid to what constitutes best practice in online instruction. This
aligns closely with our discussion of Graham, Kursat, Byung-Ro, Craner, and
Duffy?s (2001) article linking the Chickering and Gamson (1987) Seven Principles
of Good Practice in Undergraduate Education to online teaching. Graham et al.
note the following seven lessons for online instruction: Instructors should
provide clear guidelines for interaction with students; provide well-designed
discussion assignments to promote cooperation among students; encourage students
to present course projects to one another; provide prompt feedback of two
types?information and acknowledgement; provide assignment deadlines; provide
challenging tasks, sample cases, and praise for high-quality work
to
reinforce high expectations; and allow students to choose project topics.
Based on Weimer?s (2002) work on learner-focused teaching, in order to
achieve all of this, we note that several things need to happen:
The
balance of power needs to change ? The instructor online acts as a learning
facilitator, allowing students to take charge of their own learning process.
The function of content needs to change ? As noted by Carr-Chellman and
Duchastel (2001), good online course design makes learning resources and
instructional activities available to students rather than providing instruction
in the form of a lecture or other means.
The role of the instructor
needs to change ? By establishing active and strong online presence, a topic we
will return to in more depth, the instructor demonstrates his or her expertise
and guides the students in their learning process.
The responsibility
for learning needs to change ? With the instructor acting as guide, resource,
and facilitator, students need to take more responsibility for their own
learning process.
The purpose and process of assessment and evaluation
need to change ? Traditional means of assessment and evaluation need to change ?
traditional means of assessment, such as tests and quizzes, do not always meet
the mark when it comes to this form of learning. Consequently, other forms of
assessment, such as self-assessment and application activities, should be
incorporated to assess student learning and evaluate areas for potential course
improvement (Palloff & Pratt, 2003).
What we have been discussing
here is what good facilitation looks like in an online course. But how does this
translate into the characteristics of the excellent online instructor? And are
the same characteristics required regardless of the level at which the online
course is offered: K?12 through graduate level? An issue-oriented white paper
that was published following a conference on virtual pedagogy (Kircher, 2001)
offered the following characteristics: organized; highly motivated and
enthusiastic; committed to teaching; supports student-centered learning; open to
suggestions; creative; takes risks; manages time well; responsive to learner
needs; disciplined; and is interested in online delivery without expectation of
other rewards. Savery (2005) offers the VOCAL acronym to describe the effective
online instructor. In other words, the effective online instructor is Visible,
Organized, Compassionate, Analytical, and a Leader by example. The Illinois
Online Network (2007) a
dds to the list by noting that good online
instructors have a broad base of life experience in addition to their teaching
credentials; demonstrate openness, concern, flexibility, and sincerity
(characteristics we have consistently equated with online excellence); feel
comfortable communicating in writing (A characteristic also stressed by
Kearsley, n.d.); accept that the facilitated model of teaching is equally
powerful to traditional teaching methods; value critical thinking; and are
experienced and well-trained in online teaching. Kearsley (n.d.) also notes that
having experienced online instruction as a student also helps, something that we
support wholeheartedly. Clearly, it is this last component?well trained in
online instruction?that we will be emphasizing in this book and we contend that
regardless of the educational level of the student enrolled in the online class,
this is the key to excellence. Before we embark on that exploration, however, we
want to delve furthe
r into a few areas that we feel are significant in the
emergence of excellence online?the ability to establish presence, create and
maintain a learning community, and effectively develop and facilitate online
courses.
References
? Chickering, A. W., & Gamson, Z.F.
(1987). Seven principles for good practice in undergraduate education. AAHE
Bulletin, 39(7), 3-6.
? Graham, C., Kursat, C., Byung-Ro, L., Craner,
J., & Duffy. T. M. (2001). Seven principles of effective teaching: A
practical lens for evaluating online courses, The Technology Source (Mar./Apr.
2001). Retrieved from: [http://ts.mivu.org/default.asp?show=article&id=839].
? Illinois Online Network (2007). Pedagogy & learning: What makes a
successful online facilitator? Retrieved from [http://www.ion.uillinois.edu/resources/tutorials/pedagogy/instructorProfile.asp].
? Kearsley. G. (n.d.). Tips for training online instructors. Retrieved
from [http://home.sprynet.com/~gkearsley/OItips.htm.
?
Kircher, J. (2001). What are the essential characteristics of the successful
online teacher and learner? Issue-oriented Dialogue White Paper, Virtual
Pedagogy Conference, UW Oshkosh, July 18, 2001. Retrieved from [http://www.uwsa.edu/ttt/kircher.htm].
? Palloff, R.
M., & Pratt, K. (2003). The virtual student: A profile and guide to working
with online learners. San Francisco: Jossey-Bass.
? Savery, J. (2005).
Be vocal: Characteristics of successful online instructors. Journal of
Interactive Online Learning, 4(2), 141-152. Retrieved from [http://ncolr.org/jiol].
? Weimer, M. G. (2002).
Learner-centered teaching: Five key changes to practice. San Francisco:
Jossey-Bass.
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