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Featuring content from A MAGNA PUBLICATION 10 Principles of Effective Online Teaching: Best Practices in Distance Education

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Featuring content from

A MAGNA PUBLICATION

10 Principles of EffectiveOnline Teaching:Best Practices in

Distance Education

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2 10 Principles of Effective Online Teaching: Best Practices in Distance Education • www.FacultyFocus.com

10 Principles of Effective Online Teaching:Best Practices in Distance Education

In the traditional college classroom today, faculty and students arrive with a certain set ofexpectations, shaped largely by past experiences. And although students may need the occa-sional (or perhaps frequent) reminder of what’s required of them, there’s usually somethingvery familiar about the experience for both faculty and students alike.

In the online classroom, an entirely new set of variables enters the equation. It’s a little liketrying to drive in a foreign country. You know how to drive, just like you know how to teach,but it sure is hard to get the hang of driving on the left side of the road, you’re not quite surehow far a kilometer is, and darn it if those road signs aren’t all in Japanese.

This special report explains the “rules of the road” for online teaching and learning andfeatures a series of columns that first appeared in the Distance Education Report’s “Betweenthe Clicks,” a popular column by Dr. Lawrence C. Ragan, Director of Instructional Design andDevelopment for Penn State’s World Campus.

The articles contained in the report will help you establish online instructor best practices andexpectations, and include the following principles of effective online teaching:

• Show Up and Teach• Practice Proactive Course Management Strategies• Establish Patterns of Course Activities• Plan for the Unplanned• Response Requested and Expected• Think Before You Write• Help Maintain Forward Progress• Safe and Secure• Quality Counts• (Double) Click a Mile on My Connection

These principles, developed at Penn State’s World Campus, outline the core behaviors of thesuccessful online instructor, and help to define parameters around the investment of time onpart of the instructor. In his articles, Ragan identifies potential barriers and limitations toonline learning, and specific strategies to assist instructors in achieving the performanceexpectations.

Christopher HillEditor

Distance Education Report

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Table of Contents

Establishing Online Instructor Performance Best Practices and Expectations ..............................................................4

Principles of Effective Online Teaching: #1 Show up and Teach ..................................................................................5

Principles of Effective Online Teaching: #2 Practice Proactive Course Management Strategies ....................................7

Principles of Effective Online Teaching: #3 Establish Patterns of Course Activities ......................................................9

Principles of Effective Online Teaching: #4 Plan for the Unplanned............................................................................11

Principles of Effective Online Teaching: #5 Response Requested and Expected ..........................................................13

Principles of Effective Online Teaching: #6 Think Before You Write ........................................................................15

Principles of Effective Online Teaching: #7 Help Maintain Forward Progress ............................................................17

Principles of Effective Online Teaching: #8 Safe and Secures ....................................................................................19

Principles of Effective Online Teaching: #9 Quality Counts ........................................................................................21

Principles of Effective Online Teaching: #10 (Double) Click a Mile on My Connection ..............................................23

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4 10 Principles of Effective Online Teaching: Best Practices in Distance Education • www.FacultyFocus.com

Iwas recently invited to conduct aMagna online seminar based on aresearch project identifying strate-

gies to help faculty manage the onlineworkload. Apparently this topic hit anerve of concern for faculty, supportstaff and administrators alike. Theresponse to the presentationsuggested this was an important areafor further exploration and develop-ment. The presentation generatedmany more questions than I was ableto address during the program.

Helping faculty learn to survive andeven thrive online is critical if we areto realize the potential of this newlearning space. This column will bemy attempt to tease out the mostcritical of the questions I received, toreflect and respond, and to share myinsights on a variety of topics. I hopeyou will find it informative andhelpful.

Communicating expectationsDuring the presentation, I made

reference to a strategy that an institu-tion can employ to help faculty savetime online. I referred to a documentcreated at the World Campus as the“10 commandments” of faculty per-formance. Simply put, it is the articu-lation of what our organizationexpects from our online instructors inorder to ensure a quality teaching andlearning experience. Although thismay initially sound like a “heavyhanded” approach—faculty being told

how to perform—I would offeranother interpretation.

When we step into a physical

classroom we are stepping into atime-tested model with well-definedoperating parameters. There is a classschedule and syllabus that tells mewhen to meet with my class, for howlong, and even the room location.There are a set of familiar tools suchas a chalkboard, a podium andseating for the students. There is alsoan inherited protocol of classroom ex-perience—I am the teacher and youare the student. We both roughly un-derstand the dynamics of the interac-tions of this arrangement. Myresponsibility as the course instructor

is to show up in the designatedlocation, and conduct the course tothe best of my ability through to suc-cessful completion for the students.The responsibility of the learner is tomeet the criteria for satisfactorycourse completion as measured by theinstructor.

The asynchronous online classroomhas little or no similarity to theclassroom experience. There may beno “class schedule,” no meeting roomor physical location, and, certainly inthe asynchronous classroom, nodefined timeframe for operation. Eventhe dynamics between teacher andstudent is challenged because onlinewe can all appear to “be equal.”Other than a vague sense of responsi-bility to “teach the course,” the in-structor has little definition of thesenew and often ill-defined operatingparameters. The course instructor isleft on their own to figure out whatconstitutes a successful learningexperience.

Many years ago I was in a facultymeeting and we were discussing theissue of defining instructor perform-ance. I was soft-selling the idea ofdefining these behaviors for fear ofinsulting our faculty. One seniorfaculty, well versed in the domain ofonline education, responded to myapproach by saying, “if you don’t tellus what is expected, how will weknow what to do to succeed?” Hispoint was well taken. Although weassume that faculty know somethingof the face-to-face learning setting, wecannot assume that knowledge trans-lates to the online classroom. It is ourresponsibility to provide the instructorwith the best definition of successfulperformance for their success and thesuccess of their students.

Clearly defining and communicatingthe expected performance behaviorsfor online instructors saves facultytime because it eliminates uncertainty

Establishing Online InstructorPerformance Best Practices andExpectations

By Lawrence C. Ragan, PhD.

PAGE 5!

One senior faculty, well

versed in the domain of online

education, responded to my

approach by saying, “if you

don’t tell us what is expected,

how will we know what to do

to succeed?” His point was

well taken.

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about roles and responsibilities.These suggested guidelines, based onbest practices gathered through expe-rience, serve as a benchmark forfaculty to gauge their online courseactivities and manage their onlineworkload. The intent of the “OnlineInstructor Performance Best Practicesand Expectations” (or “10Commandments”) documentgenerated by the World Campus isnot meant to be all-inclusive butrather to define a baseline of onlineperformance.

In recent discussions around thistopic we acknowledged this is anevolving document based on whatwe and our faculty have experiencedin our online activities. My intent insharing this document more broadlyis to test our basic assumptions andrefine our thinking. I welcome inputand insights into this document andknow that it will evolve and changeover time. Additionally, each institu-tion or organization must review andconsider how these expectations areinterpreted within the operatingcontext of their own online program.

The approach I will take over thenext several columns will be toexpand on the 10 principles outlinedin the document, providing arationale, identification of barriersand limitations, and specific strate-gies to assist instructors in achievingthe performance expectations.

Dr. Lawrence C. Ragan is theDirector of Instructional Design andDevelopment for Penn State’s WorldCampus. !

In the previous article, I introducedthe need to effectively define andcommunicate for instructors what

it is expected in the online classroom.This is based on the premise that, formany instructors, the online teachingand learning environment is differentfrom the face-to-face educationalsetting. Often, instructors teach in theface-to-face setting the way they weretaught. That is, they use similar in-structional strategies as instructors asthose they engaged in as learners.

This can be a good thing if they ex-perienced sound instructional strate-gies during their formative years.Most would agree however, that ourown learning came in educationalsettings that were sometimes less thanoptimal. So, many instructors end uprepeating the same mistakes as theirprofessors. Now, overlay the newdynamics of the online classroom.

What we know about teaching in theclassroom, good or bad, may nottranslate well online with somewhatcomplicated technologies, new socialorders, and media-rich resources.Without express guidance on what isexpected of the online instructor, theyare left to “figure it out,” leading tofrustrated students and probably aless than desirable teaching experi-ence.

The “10 principles” of online in-struction were developed by PennState’s World Campus to specificallydefine the performance expectationsof the online instructor. Thisdocument attempts to create an ex-pectation of the core behaviors of thesuccessful online instructor, andserves to clear the air on how the in-structor can be most effective inteaching their online course. Theseexpectations establish a minimum set

of activities for online instructors, andhelp to define parameters around theinvestment of time on part of the in-structor.

During a recent online faculty de-velopment program we engaged in thequestion of quality of performance bythe online instructor. One individualexpressed their understanding that theonline instructor should be availableto the students 24/7. I raised aconcern about this approach with theparticipants because I feared thisbelief would inhibit good instructorsfrom getting involved in teachingonline. It was clear that, althoughwell intended, asking the online in-structor to be available, that is online,all the time was setting them up forfailure and frustration. We do notexpect that dedication from the face-

10 Principles of Effective Online Teaching: Best Practices in Distance Education • www.FacultyFocus.com

PAGE 6!

FROM PAGE 4

Principles of Effective Online Teaching:#1 Show up and Teach

By Lawrence C. Ragan, PhD.

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to-face instructor, and nor should weexpect that of our online instructors.

Principle #1: Show Up and Teach“Students in an online course rely

on the instructor to follow the estab-lished course schedule and to deliverthe course within the scheduled timeframe. The online instructor isexpected to make schedule adjust-ments as needed to manage specialcircumstances.”

This may seem like an unnecessarystatement of the obvious. The onlineinstructor is expected to conduct theclass from beginning to end and tomake adjustments when necessary inorder for the student to complete thelearning experience. However, thenecessity of this statement is borne ofthe misimpression that the onlineclass “teaches itself.” Since most ofthe course is already authored anddesigned for online delivery, the in-structor may believe they simply needto serve as the proverbial “guide onthe side” as the students navigate thelearning system.

Additional evidence of this beliefwas expressed early on in the devel-opment of online learning, whensome educators expressed concernthat the online class could be “selftaught” and reduce the need for theinstructor. Although there are coursesdesigned as self-instructed modules,this is not the predominant model forthe effective online classroom. Therole of the instructor is actually moreimportant than ever before. Thestudents are looking to the instructorto serve as the guide, facilitator and“teacher” and the need for them to doso is pronounced because of the lackof face-to-face interactions.

One commonly held belief aboutthe learning design and developmentof the online classroom is that thecore teaching material, resources, andinstructional strategies need to be inplace prior to the start of the class. In

general, this is true. Whereas in theface-to-face classroom the instructormay craft the learning as the classunfolds, the online classroomgenerally requires more preparationand development time before theevent begins. If you think of the timeit takes in both the face-to-face andonline classroom as roughly equal,you begin to realize one differencebetween the two modalities is a shiftin the time and energy it takes todevelop and deliver. More time maybe spent prior to delivery of theonline classroom with more energy inteaching once the class has begun.This approach creates a more stableand usually more enjoyable teachingexperience for the instructor becausethey are not continuing to createcourse material while also providinginstruction. This approach howeveralso depends on the instructor beingan active participant in the onlineclassroom managing the learning at adistance.

Of all the responsibilities of theonline instructor, the role as“teacher,” however that is defined, isthe most critical. For many, the designand development of the learningspace prior to delivery can be a liber-ating experience. For once, moreattention is placed on interacting withthe students around the coursecontent than worrying about the gen-eration of tomorrow’s slide presenta-tion or handout materials. Faculty arefree to concentrate on responding tostudent inquiries regarding the coursecontent, addressing particularlydifficult subject matter or discussingrelevant topics in discussion spaces.Many faculty respond that they enjoythis aspect of online learning morethan face-to-face because they can bemore efficient and more equally reachall students.

The online classroom does howeverhave a slight drawback in this area aswell. That is, the instructor is requiredto “attend” to the classroom dynamics

and manage the learning experiencemore than in the face-to-faceclassroom. Students may come todepend on the instructor as theirprimary link to the course anddemand more time and attention indi-vidually since that attention is only aclick away. One strategy oftenemployed by experienced instructorsis the use of a “frequently askedquestions” section and well developedsyllabus that addresses many of thecourse dynamics most likely togenerate student inquiries.

The Role of the LMSMost learning management systems

provide a rich array of tools that assistthe faculty in attending to the detailsof course management. For example,reporting functions such assummaries of student online activity,participation in discussion groups andcompletion of course assignments caneasily be generated and tracked. It isto the advantage of the online instruc-tor to become familiar and competentwith the learning management systemin order to take full advantage of thiscapability.

Ultimately it is the role of the in-structor to oversee the course frombeginning to end. Not “showing upfor class” in the online environmentleads to confused and frustratedlearners. The online classroomrequires diligent attention to courseprogress. The face-to-face classroomprovides a defined set of parametersincluding time and location for bothinstructor and learner. The onlineclassroom does as well--the parame-ters simply need to be communicatedand managed for a successful learningexperience for both the instructor andthe student.

Dr. Lawrence C. Ragan is theDirector of Instructional Design andDevelopment for Penn State’s WorldCampus. !

10 Principles of Effective Online Teaching: Best Practices in Distance Education • www.FacultyFocus.com

FROM PAGE 5

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In the previous article, I discussedthe first expectation of instructorsteaching online as “Show Up and

Teach.” The primary point of thissimple statement was to explicitlydefine the anticipation that the in-structor actively participate in all di-mensions of the online classroom.Most importantly however, “Show Upand Teach” was designed to counterthe misperception that, once created,the online classroom can manageitself.

Since, in most cases, the coursecontent has been created and storedin the learning management system,some instructors may believe thattheir role of providing the coursecontent is complete and thereforetheir role as instructors in the onlineexperience is complete. Just as weexpect in the face-to-face classroom,the online instructor is required to bevisible and active in leading thelearning experience. The second ex-pectation in the list describes the typeof active participation required in theonline classroom and speaks to theneed for class oversight andmanagement.

Principle # 2: PracticeProactive Course ManagementStrategies

The online instructor can helpcreate a successful learning experi-ence by practicing proactive coursemanagement strategies. These strate-

gies include, but are not limited to,monitoring assignment submissions,communicating and remindingstudents of missed and/or upcomingdeadlines, and making course

progress adjustments where andwhen necessary.

NOTE: The term “course manage-ment” can encompass many dimen-sions of the educational experience.For example, managing studentrosters, assigning team structures,grading assignments and submittinggrades and taking discipline actioncan all be part of “course manage-ment.” For the purposes of thisarticle, “course management” is usedto refer to those activities directlyrelated to the teaching and learningactivities involved in the onlinecourse.

Now I wholly expect this expecta-tion to raise a few eyebrows and evendraw a knee-jerk reaction of “I expectmy students to monitor their ownprogress in the course, just like in my

face-to-face classroom, if they failthey fail and it’s their own fault!” Inmost cases, online instructors use thesame philosophy toward managingthe educational activities and partici-pation as employed in the face-to-face classroom. The level of oversightand management of the educationalactivities is fundamentally a personalchoice and reflects an individual phi-losophy as well as the practical limi-tations presented by the educationalsetting. The degree of course man-agement must be balanced with thetime and energy available anddemands of the course structure. It isalso dependent upon the age and ex-perience of both the instructor andthe learner.

Initially, a different level of coursemanagement by the online instructormay be required. This instructionaloversight is necessary because theonline classroom presents a signifi-cant shift in the understanding ofroles and responsibilities on part ofboth the instructor and the student.Also, the degree of course manage-ment will evolve and become moreefficient with experience. The instruc-tor will learn how to clearly defineand communicate student expecta-tions as well as define and communi-cate their own performancestandards. With a new course, newinstructor and perhaps new students,it will be necessary to monitor andrespond to student activity (or lackthereof) more proactively. Throughtrial and error, the instructor willdevelop a sense of where and whento insert course management strate-gies that lead to the best learningoutcomes for the students positively.

The challenge for the online in-structor is to find the degree of inter-action and intervention that workswith the dynamics of their onlineclassroom. The goal is to structurethe course management strategies so

10 Principles of Effective Online Teaching: Best Practices in Distance Education • www.FacultyFocus.com

Principles of Effective OnlineTeaching: #2 Practice ProactiveCourse Management Strategies

By Lawrence C. Ragan

PAGE 8!

With a new course, new

instructor and perhaps new

students, it will be necessary

to monitor and respond to

student activity (or lack

thereof) more proactively.

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that the online learner is able tocontrol their own learning experi-ence. As may be expected, the moreactively managed classroom willplace more demands of time andenergy on the instructor. The expecta-tion that the instructor teach as wellas manage the online classroom canplace additional responsibilities ontoan already busy online instructor. Ifthe instructor is busy with sendingreminders to individual studentsregarding missed class assignmentsor project completion dates they maynot be spending time responding toinquiries and interactions aroundcourse content. After the course hasbeen taught a time or two, it may behelpful to reflect on the time spentteaching the online class, the instruc-tor may reveal “time drains” ofclassroom management that detractfrom the primary role of providinginstruction.

There is an additional dimensionof this performance expectation thatrelates to the number of studentsenrolled in the course. Low-enrollingcourses (under 40 students) enable ahigher degree of instructor oversightdue to the student-teacher ratio. It issimply easier to monitor the activitiesof 40 students than 400. Thesecourses are typically designed formore interaction and dialoguebetween course participants.Monitoring and managing studentperformance (or lack thereof) mayhappen by simply reviewing theposting log or activity records in thelearning management system. Aquick follow-up email can remind thestudent of the required class assign-ment, or missed homework.

In medium to large enrollmentcourses, a different approach tocourse management may be required.Typically the course activity monitor-ing tools within the learning manage-

ment system can serve to identifystudents not keeping pace with thecourse. An automated response maybe programmed to remind those indi-viduals of missed assignments. Thegeneral course announcement toolcan be used to remind all students ofimportant deadlines or upcomingcourse events. If the large enrollingcourse has multiple discussionspaces, other creative solutions maybe required to monitor studentparticipation.

The Key to SuccessRegardless of the size of course en-

rollments, the key to a successfulteaching and learning experience forboth the learner and instructor iscommunication. Clearly defining andcommunicating the expectations willaddress the uncertainly of what roleand responsibility is required of eachparticipant. The efficiency and effec-tiveness of this communication willevolve with experience. Chances areit will not be perfect the first, secondor maybe even third offering.Refining the course management is acontinual “work in progress” thatrequires a commitment on part of theinstructor to carefully monitor, adjust

and improve the communications ofexpectations to the learners.

With proper design, management,tracking and adjustments, the man-agement of the learning activities ofthe online classroom can lead to arewarding learning experience for allcourse participants. The goal is toempower the online learner to takeresponsibility for managing their ownlearning experience and free the in-structor to concentrate their time andenergy on crafting a truly engagedlearning experience. Watching andlearning from others, using studentfeedback, analyzing evaluation dataand frequently asked questions canprovide insights into where and howto improve the learning experience.Some are of the belief that the toolsand capabilities of the onlineclassroom can lead to a richer andmore equitable learning experiencethan the face-to-face classroombecause we can provide communica-tions to all participants. Certainly theopportunity exists to structure alearning experience rich in interac-tion, student-managed and focusedon addressing the needs of thestudents in attaining the courselearning outcomes.

Dr. Lawrence C. Ragan is theDirector of Instructional Design andDevelopment for Penn State’s WorldCampus. !

FROM PAGE 7

The goal is to empower the

online learner to take

responsibility for managing

their own learning experience

and free the instructor to

concentrate their time and

energy on crafting a truly

engaged learning experience.

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910 Principles of Effective Online Teaching: Best Practices in Distance Education • www.FacultyFocus.com

So far in this series we’vedefined several fundamental“principles” of teaching in the

online classroom. Number 1: “ShowUp and Teach" expressed the expecta-tion that the instructor, although notrequired to be physically present in alocation, be an active presence as theteacher in the online classroom.Number 2: “Practice Proactive CourseManagement Strategies," stressed theimportance of instructor engagementin the online classroom and taking aproactive role in managing thelearning activities in the virtuallearning space. This article focuseson one aspect of the online classroomthat benefits both the learner and theinstructor, that of establishing thepace and sequence of learning eventsand activities.

Principle # 3: EstablishPatterns of Course Activities

“Although the online classroom en-vironment provides tremendous flexi-bility of time and place of study,establishing and communicating acourse pace and pattern of work canaid both instructor and student andalleviate confusion of courseoperation. For the student, an estab-lished pattern of course activitiesallows for planning and managementof other non-course activities aroundtheir e-learning activities. For the in-structor, establishing and communi-cating a course schedule and pattern

of work serves to define the bound-aries between the online class activi-ties and the rest of life.”

The Seemingly “Timeless”Classroom

In the beginning, the onlineclassroom was seen as havingtremendous advantage over a fixed-time course format. The “answer” forthose busy adults who wanted tocontinue their education withoutleaving home, work and theircommunity was touted as “study atyour convenience, anytime and anyplace!” Who could disagree with theconcept of getting an advanceddegree without leaving home orneeding to take a leave-of-absencefrom the workplace? As a matter of

fact, some of the early marketingmaterials spoke to the ease of accesswith phrases such as, “your degree isjust a click away!” and “earn yourdegree on your terms!”

For the traditional-age collegestudent the draw to take a course thatdid not require attending classes at8:00 am Monday morning also hadgreat appeal. It seemed that everyonecould find a reason to like the flexi-bility of study based on one’spersonal schedule and needs. As itturns out, the potential of the“timeless” classroom was slightlyoversold for the majority of onlinecoursework. Although there are ex-ceptions, most online courses followa defined schedule of operation fromstart to finish.

One of the most challengingaspects of designing an onlineclassroom is working without theconfines of time and location.Although this may have great initialappeal to both learner and instructor,the reality of this lack of operatingparameters becomes quickly evident.Courses without time and locationoperating parameters can becomemanagement challenges for busystudents participating in online classactivities while still balancing thedemands of work and family life. Forthe instructor, the lack of time andlocation constraints can cause ablending of class and non-class activ-ities. Establishing a pattern of courseactivity and communicating thissequence to the learner enables thelearner to develop a plan of study toaddress the requirements of thecourse. This course schedule andpattern also aids the instructor tocontain the course-related activitiesto an appropriate duration andworkload.

Learner BenefitsIn many ways, the operation of the

Principles of Effective OnlineTeaching: #3 Establish Patternsof Course Activities

By Lawrence C. Ragan, PhD.

PAGE 10!

One of the most challenging

aspects of designing an online

classroom is working without

the confines of time and

location. Although this may

have great initial appeal to

both learner and instructor, the

reality of this lack of operating

parameters becomes quickly

evident.

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on-line classroom resembles the face-to-face format more than it does theindependent learning model of thecorrespondence distance educationclass. There are set start- and end-dates. Tasks need to be completed andassignments submitted within definedtimeframes. In some cases, an actualsynchronous event such as a chatsession, teleconference or webinarstyle meeting may be required. The in-dividual learner may progress throughthe course material and take self-checkquizzes on their own but there are fre-quently group projects, presentations,and discussion forums requiring ahigh degree of team-work andcooperation.

The challenge for the online learneris to establish the discipline and timemanagement skills to keep paced withthe requirements of the onlineclassroom. Some research hassuggested, at least anecdotally, thattraditional aged learners and youngermay be more challenged in the onlineclassroom because they have notdeveloped these core skills.

A course with a predictable patternof operation and sequence of eventsprovides the online learner with thestructure they need to succeed. An in-structional design model with consis-tent pacing and course activitiesallows the learner more control overtheir online learning experience. Forexample, if lessons begin and end onconsistent days and assignments aredue on a regular schedule the learnercan plan other life activities aroundthese aspects of their online course.Where the course structure deviatesfrom an established pattern, early noti-fication and reminders are helpful inorder to aid the learner in making thenecessary adjustments.

Instructor BenefitsAn unforeseen challenge for the

online instructor is knowing when the

class day is “over.” The temptation toreach out and be available to theonline learner all the time is hard toresist when the laptop and wirelesscomputers make accessing the courseso easy. The very advantages of flexi-bility and freedom of choice regardingwhere and when to conduct the courseturns into a trap that makes the in-structor feel the online classroomdemands constant and ready access.The results can be an exhausted andoverwhelmed instructor, even whenclass size is manageable. As in theface-to-face classroom, online instruc-tors need to establish defined and rea-sonable work periods wherecourse-related activities occur. Thesework timeframes help to confinecourse work to a time frame separatefrom other life activities (such asfamily time and vacations!).

Defining and communicating thesework patterns also aids the learner inunderstanding that the instructor “hasa life.” Although instructors are opento receiving emails and course com-munications at all hours of the dayand night, the learner quickly comesto realize that the instructors’ response(except in cases of dire emergencies,of course) will be confined to adefined timeframe. Both learner andinstructor fall into a comfortablerhythm of class-related activities. Onewell-seasoned online instructor I knowshared with me that his students knowexactly when he is available and whenhe is not and they behave accordingly.

The Key to SuccessA few simple strategies for applying

the principle of establishing a patternof course activities include:

1.Establish and maintain a predica-ble course pattern of course-related activities. This may includesuch activities as “opening” newlessons, due dates and times forassignments, schedules for syn-chronous activities and self-assess-ment and online quizzes/exams.

2.Use the syllabus or course infor-mation page to communicate theschedule of course-related activi-ties.

3.Use a dynamic communicationsmethod such as group email or thegeneral class announcement pagesto inform the class of unplannedchanges to the course activityschedule. If possible, describe whythe change has occurred.

4.Provide the instructor “workschedule” informing students ofthe time constraints of your courserelated activities. These may alsobe posted to the syllabus orwelcome letter.

SummaryThe many advantages of “anytime,

anyplace” education can also presentchallenges for both learner and in-structor in time management andoperation. Establishing and maintain-ing a predictable pattern of coursestudies can serve the learner byproviding a foundation for planningother life activities. For the instructor,a defined schedule of class activitiescan serve to prevent the class from in-terfering with other responsibilitiesand balance the expectations oflearners who may desire 24/7 accessto their “virtual teacher.”

Dr. Lawrence C. Ragan is theDirector of Instructional Design andDevelopment for Penn State’s WorldCampus. !

FROM PAGE 9

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The 10 principles of online in-structor performance have thusfar focused on proactive strate-

gies that ensure the instructor isvisible and active in the onlineclassroom. Somewhat predictably,this article addresses the need tocommunicate changes to the estab-lished pattern of course activities.

Principle # 4: Plan for theUnplanned

Online learners look to the instruc-tor as their main source of course in-formation and progress. If aninstructor will be unable to log intothe course for more than fourbusiness days (e.g., during profes-sional travel), the instructor is askedto give one week's notice to thestudents. In emergency cases, in-structors are asked to notify studentsas soon as possible if they will needto be away from the course and whenthey will provide additional courseoperation information.

Creatures of HabitOne of the touted advantages of the

online learning space is the flexibilityit allows the instructor and thelearner. Because in an asynchronousonline course there are no fixedmeetings times or locations, the timeof instruction or study is at the dis-cretion of the participant. Althoughall class participants appreciate thiseducational freedom, it is often a re-

quirement for those who must traveland have a desire to continue the ed-ucational activities. The predictabilityand accountability of establishedpatterns of course activities allowboth the instructor and student the

ability to plan and manage thelearning sequence. Changes to thesepatterns can confuse and frustrate thelearner when not appropriatelyinformed.

In the online classroom, the in-structor may be the primary linkbetween the learner and the educa-tional institution. Established course-related patterns reduce stress andfrustration on the part of the learnerbecause they provide predictablepatterns of activities. When thesepatterns change, either by planned orunplanned circumstances, that all-important predictability is inter-rupted. Communicating changes to

the established patterns with theonline learner serves to reduce thestress and anxiety of patternadjustments.

Life HappensThe good news and bad news of in-

structing in an online course is thatthere are fewer technology-relatedexcuses for not being able tocontinue the course operation. Travel,either local, nationally, or interna-tionally does not typically detercourse activities because a reliableinternet connection is often an“internet café” away. With a littlepreplanning, course operation cancontinue without much adjustmentor interruption. The bad news isthere is little room for “downtime”for the online instructor! This speaksto the need to consider the pacing ofthe learning events during the time ofcourse design. Carefully consider thecycle of course activities in relation tothe length and duration of therequired student activities, a.k.a.homework, so that the pace is com-fortable and doable for both learnerand instructor.

Even in the best-designed coursehowever, “life happens.” Little andlarge surprises can impact the paceand pattern of the course operation.If travel schedules and special eventsare known prior to the courseoffering, consider these events whendesigning the course syllabus. Forthose other small or not-so-smalloccasions when “life happens,”having and communicating a strategyfor informing the students of thesechanges can go a long way to main-taining course continuity. In manycases the interruptions may be briefand simply change the due date of anassignment or limit instructor accessfor a few days. These types of courseadjustments are easily communicatedto the students via the announcement

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Principles of Effective OnlineTeaching: #4 Plan for theUnplanned

By Lawrence C. Ragan, PhD.

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Established course-related

patterns reduce stress and

frustration on the part of the

learner because they provide

predictable patterns of

activities.

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page or whatever “all class” commu-nication tool is used in the course.

It is not necessary (unless youwant to) to share with the studentswhat event has caused the courseoperation adjustment. Simplyinforming the students of the changewith a definite “resume function”date will allow the student to adjusttheir course responsibilities accord-ingly. For example, when anunplanned event or travel may limityour ability to maintain course partic-ipation, simply stating that, “Due toan unexpected change in scheduleplans I will be unavailable for thenext two days for ENG 101. Due tomy schedule change, the Lesson 4 as-signment, Loop Design Schematic,should be completed and submittedby Friday June 20th.”

There are times when life happenslarger than a simple date change orschedule adjustment. In these casesyou may be unable to communicatewith the class members. Planning forthese events can be more challeng-ing. If there is a teaching or gradassistant supporting the coursedelivery, they may be able to step inand pick up the course communica-tions. In other cases, an effectivestrategy may be to provide thestudents an “emergency contact”such as a departmental staff assistantor colleague who has agreed to serveas a point of contact for the students.Keeping in mind that in many casesthe distant student cannot “wanderaround the halls” seeking informa-tion on the interruption to the courseactivities.

Learner BenefitsKnowing how changes to the

defined schedule of course eventswill be communicated greatly reducesthe stress for the online learner whenchanges occur. An email, course an-nouncement page posting or phone

message describing the interruptionand when the course activities willresume, alleviates the anxiety of thelearner whose primary contact isthrough the course instructor.Informing the students at thebeginning of the course, for examplethrough a brief statement in the

course syllabus, enables them tomanage their activities accordingly.Additionally, providing contact infor-mation regarding more long term or“larger” emergencies situations canalso serve to reduce student anxiety.

Instructor BenefitsHaving a prescribed strategy for

managing and communicatingunplanned schedule changes canreduce the “panic” reaction on thepart of the instructor. Clearly commu-nicating to the students the methodyou will use (email, text messaging,course postings etc…) to announcecourse changes provides you and thestudents a predictable method ofhandling such events. Having a“back-up” plan for managing largercourse interruptions can reduce your

concern should something more sig-nificant happen.

The Key to SuccessA few simple strategies for applying

the principle of establishing a patternof course activities include:

1.Develop and plan a communica-tions strategy for managing briefand more significant interrup-tions to the course operation.

2.Communicate to students howcourse interruption informationwill be communicated.

3.Clearly define for the studentsthe nature of the interruption, theanticipated duration, any impactsto course operation or activities,and when you expect to resumecourse participation. It is up toyour discretion to define thereason for the interruption.

4.Arrange with a departmental staffassistant, graduate or teachingassistant or colleague a plan formanaging for larger/longercourse interruptions.

SummaryFor the online learner, the instruc-

tor may serve as the primary point ofcontact with their online learning ac-tivities. When that service is inter-rupted, confusion and anxiety mayarise. Having thought through com-munications strategies for both shortterm and long term scenarios enablesall class participants to manage thosetimes when schedules change, courseadjustments need to be made, and“life happens.”

Dr. Lawrence C. Ragan is theDirector of Instructional Design andDevelopment for Penn State’s WorldCampus. !

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FROM PAGE 11

Having thought through

communications strategies for

both short term and long term

scenarios enables all class

participants to manage those

times when schedules change,

course adjustments need to be

made, and “life happens.”

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The “10 principles” of online in-structor performance have thusfar focused on proactive strate-

gies that ensure the instructor isvisible and active in the onlineclassroom. This article discusses a“reasonable” time frame for instruc-tors in responding to student inquiries.

Principle # 5: ResponseRequested and Expected

Timely instructor feedback isessential for the online learner in orderto manage their learning experience.Instructors are expected to providefeedback to student inquiries withinone business day. If the instructorcannot provide a detailed responsewithin one business day, the instructoris asked to respond to the studentwithin one business day to note whena more detailed response will beprovided.

Expecting a Response NOWMuch of our academic and personal

lives now include some dimension ofinformation technology. It has becomethe expectation that we all have, anduse, email accounts and instantmessaging systems for connectingwith our children. We are quick touse web searches for informationgathering before setting out for avacation or purchasing a large ticketitem. The impact of these communica-tion and information tools is at firstsubtle but quickly becomes integral to

how we do our work and play. Withthe speed of our modems and penetra-tion of broadband access, we havecome to count on an immediate andready response to our inquiries andcommunications. We become annoyedat the web site that takes too long toload or the colleague or familymember that takes to long to respondto our email. It’s as though someoneslipped a little note under our doormarked “urgent reply requested” whenwe receive an email requiring aresponse. Each email seems to bemarked “urgent!”

Whether we agree or not on theamount of time we expect until we geta response, we have developed indi-vidual “norms” for how long it shouldtake before we send a second “gentlereminder” message or, finally in frus-tration, pick up the phone and attempta response via the old fashion person-to-person voice method! Don’t youhate it when your inquiry goes unan-swered within our expected timeframe?

A delay in the response rate for theonline learner is complicated by thefact that further progress in theiracademic work may hinge on the in-structor’s reply or feedback to an ideaor question. In the case of the truedistance online learner, this delay ofresponse is multiplied by the lack ofcontact with the learning institution.The learner is less able to stop by theinstructor’s office or even to check in

with the departmental office to seekresolution to an issue. In most of theresearch examining student satisfac-tion with the online learning environ-ment, connectedness to the instructoris frequently cited as the mostrewarding and potentially most frus-trating aspect of learner satisfaction.

A Reasonable ResponseTimeframe

The challenge for the online instruc-tor is defining a reasonable timeframefor responding to student inquiries, as-signments, or discussion postings. Aninstructor once stated that they fullyintended to be active and responsiveto their learners by checking into thecourse “at least once a week!”Needless to say, this response ratewould be unacceptable to most partici-pants when the entire online learningexperience may be only 14 or 15weeks long! In a course with a shorterduration, this rate or response wouldprove detrimental to student progress.

Left to individual instructor discre-tion, a “reasonable” responsetimeframe may vary from 24 to 72hours. Depending on the nature of thecourse, content domain, expectationsof the audience, course duration, andthe support system provided, thisrange may be considered acceptable.Industry standards suggest a reason-able response timeframe of onebusiness day (24 hours) during theweek and 48 hours over a weekend.This window of response enables boththe instructor and learner to establisha rhythm of interaction that supportslearner progress and is manageable forthe instructor. It also implies that theinstructor is attending to the courseactivities at least once per weekday,and at least once over the weekend.

Without clearly defined guidelinesand expectations, instructors are left todetermine their own standards leadingto wider variations between courses. Ifthe online learner is participating in

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Principles of Effective OnlineTeaching: #5 ResponseRequested and Expected

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several online courses, this can lead tofrustration and aggravation as thestudent accommodates each instruc-tor’s rate of response. A programmaticor institutional standard allows a moreconsistent expectation for both the in-structor and learner.

Setting the Expectation TooHigh

Some instructors view the rate ofresponse as a measure of the qualityof their instruction. The quicker theyrespond, the higher they perceive thequality. Although this is an admirablegoal, it can also set up unreasonableexpectations on the part of theirlearners. The old adage of “theshortest time of response becomes thelongest expected” can set unreason-able expectations on part of thelearner. An often-told story to illustratethis point is of the instructor who,working late one evening, respondedimmediately to a student’s inquiry at2:00 am. The student, of course, waspretty impressed, thinking, “thisteacher’s available 24/7.” After severalhours of interaction, the instructorquit working. The student, continuingto send in assignments, assumedsomething had happened to the in-structor when they stopped respond-ing at 4:00 am. Finally in a panic, thestudent called the instructor at hometo make sure nothing terrible hadhappened!

Establishing and communicating aplan for responding to course inquiriescan alleviate much of the confusionand aggravation for all course partici-pants. This plan of response mayinclude the normal course “hours” forwhen the learner may expect aresponse, a method of “emergencycontact information,” and theintended timeframe in which thestudent may expect a response. Thisway, the student is not left wondering

why, after 4 hours, they still did nothear from their instructor. Thisapproach also defines the responsibili-ties for the instructor and prevents theimpression that they must be available24/7.

Learner BenefitsFor the online learner, knowing the

defined response timeframe of the in-structor enables them to plan andsequence their learning experience. Ifthe timeframe described will notsuffice in a given situation the studentmay wish to seek alternative contactwith the instructor. A well articulatedresponse plan or protocol alsobalances the unreasonable expecta-tions that the instructor is available24/7 and will respond immediately toevery inquiry. The online learner mustrespect the need for the instructor toseparate the course activities fromother work and family responsibilities.

Instructor BenefitsBy providing a defined acceptable

window of response the instructor canplan their course-related activities, andcontrol the expectations that theyrespond immediately to every inquiry.A one-business day/two-day weekendrule allows the instructor the freedomof managing their course work. It alsoprovides an incentive to check andmonitor course level activities on adaily basis. Included in their responseplan may be a description for thestudent of the type of information theycan expect a response to, and thenature and timeline of the response. Inorder to reduce frivolous inquires, theinstructor may indicate, for example,that the student should first consultthe course syllabus for the informationprior to sending the instructor aninquiry.

The Key to SuccessA few simple strategies for applying

the principle of establishing a pattern

of course activities include:1. Clearly understand program or in-

stitutional expectations for instruc-tor response rates to studentinquiries, lesson assignmentfeedback or discussion postings.

2. Clearly describe for the learnerwhat they may expect by way ofresponse time. The instructor mayalso wish to define the course“operating hours” and otherspecial time-related coursefeatures. For example, posting anotice that Monday eveningbetween 6:00 and 8:00 pm EST theinstructor will be available on IMfor course-related consulting.

3. Monitor student inquiriescarefully. If similar inquiries arereceived on an aspect of thecourse operation or content, itmay suggest a refinement in theinstructions, adjustment to thecontent, or additional clarification.

SummaryFor the online learner, timely

feedback from the instructor to astudent inquiry serves as a vital linkbetween learner and learning system.Establishing and communicating aresponse rate expectation caneliminate the guessing and frustrationof not receiving an immediateresponse. Excessive delays, forexample longer than 72 hours, mayinhibit student progress in the courseand will most definitely lead tostudent dissatisfaction with theirlearning system.

Dr. Lawrence C. Ragan is theDirector of Instructional Design andDevelopment for Penn State’s WorldCampus. !

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As our series on the principles ofeffective online teachingcontinues, this article intro-

duces the importance of careful andthoughtful communications from theonline instructor to the class partici-pants.

Principle # 6: Think Before YouWrite

Feedback on assignments is mosthelpful to students when clear andconcise language is used to explain thedegree to which relevant courseoutcomes have been met. Even whenstudent questions are vague, instruc-tors are encouraged to stimulate adialog that will help students under-stand and communicate their needs.

The Whole PackageThe promise of online learning has

created tremendous excitement andenergy because of the richness of themedia, the ability to serve learnersanytime and anyplace, and the con-venience of learning within thecontext of our daily lives. Withincreased broadband connections, theimmediacy of “connection” via syn-chronous and asynchronous technolo-gies creates a feeling of almost instantcommunity. One of the most challeng-ing dimensions however of the onlineclassroom remains the aspect ofhuman interactions. As it turns out,the technology is often not a limita-tion. The delicate and intricate art andscience of human-to-human communi-

cations continues to prove a criticalpiece of the success of the onlineteaching and learning experience.

In today’s online classroom, student-to-student and student-to-instructor in-teractions remain an importantcomponent of the learning experience.Increasingly studies report that this isa vitally important feature of successfor the online learner. These interac-tions, conducted largely via text char-acters on a screen, may be deliveredthrough static messages such as in-structions embedded in a lesson or di-rections on completing an assignment,or as dynamic messages delivered viachat windows, emails, or textmessaging. Regardless of the format ofthe messages, they each share apotential common delivery flaw, theyare presented without the rich set ofverbal or visual cues provided in aface-to-face exchange.

A “Simple” Text Message SentIt is widely accepted that the spoken

word is not the only message sent orreceived during a face-to-face commu-nications exchange. Subtle or not-so-subtle messages are alsocommunicated via voice intonations,facial expressions or body language. Itturns out that what we hear is contex-tualized in how it is presented creatinga complex system of meaning. In theonline classroom, dependent largelyon the written word, the expression ofideas, opinions, humor, criticisms orpraise represents a “simpler” form of

communications stripped of othervisual cues. This leaves text messagesdelivered open for a degree more of in-terpretation or misinterpretation by thereceiver. Although we have an increas-ingly rich set of media-based commu-nications tools such as voice deliveredvia podcasts or audio messages oreven video, the vast majority ofdialogue between sender and receiveris primarily text-based. Add to thistext-based communications system thepotential global reach of onlinelearning and the cultural aspects ofcommunications quickly becomes afactor for these online exchanges.

Most experienced online instructorscan relay a variety of stories illustrat-ing the frustration of a dialogue with astudent that went awry due to a misin-terpretation or misunderstanding ofthe intended message. These “commu-nication lessons” temper the instruc-tor’s next response and, through trialand error, the online instructorimproves these messages to removeroom for misinterpretation or misun-derstanding. Even then, it is always in-teresting to experience the misuse orconfusion of what appears to be a“perfectly clear” message or instruc-tions. When these messages areintended for delivery to the entireclass, the value of clear and concisetext is magnified!

Taking Advantage of theFormat

There are several advantages asyn-chronous communications providesthat can help in addressing the deficitsof delivering text-based messages.With forethought and planning, theseadvantages can turn what appears tobe a limitation into a positivedimension of online communications.The most obvious is that, due to theasynchronous nature of the onlinecourse, time for crafting and reflectingon a response is more available thanthe immediacy needed in the face-to-

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Principles of Effective OnlineTeaching: #6 Think BeforeYou Write

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face classroom. Another advantageallows instructors to reuse a single,well-crafted response to the more “pre-dictable” questions or challenges thatmight arise in the course. Frequently acollection of these responses can beamassed and accessed on an assign-ment-by-assignment basis.Additionally, these messages can beimproved over time based on their ef-fectiveness. To avoid seeming“canned,” the instructor can freshenup the response with a personalreference or specific point based on anindividual’s post. Various writers fromCicero to Pascal have been creditedwith the quote “if I’d had more time Iwould have written a shorter letter.”The online classroom provides theluxury of that time to craft theeffective and short, concise message.

Special care is called for whencrafting feedback to a student. Thesubtleties of humor, for example, orthe use of colloquialisms canchallenge the receiver to interpret thecorrect meaning of the instructor’smessage. Simple, clear and direct(tactful and polite of course) responseswill be of more help to the learnerthan witty sayings or sarcasticcomments that may work in a face-to-face exchange but do not translatewell to the online environment. Theonline instructor is also encouraged toengage the learner where possible, ina dialogue expanding and exposing thestudent’s struggles before providingfeedback.

The global nature of the onlineclassroom exacerbates the communi-cations difficulties for students not ofthe same geographic location. Notonly can message points be lost ormisinterpreted, but also the style ofwriting can confuse, offend, ormislead the learner. The instructorwho takes pride in the “intellectualrigor” of face-to-face debate in anonline course, needs to articulate the

appropriate parameters of that samediscussion in the online forum. Thiscan be done through a thorough de-scription of the rules for engagementand perhaps example of acceptableand unacceptable language in theexercise instructions.

The Role of NetiquetteAs in any set of interactions, under-

standing and adhering to the rules ofdialogue and interactions is critical foreffective communications. This is eventruer for online exchanges. Somemight suggest that we have not yet, asa society, agreed upon a common setof norms for online communications.Many of the rules applied are contex-tual to the particulars of the onlinecommunications forum. Onlineetiquette rules may be provided asgeneral guidelines at the start of thecourse, or in situations where specialrules apply clearly defined. It is alsothe responsibility of the instructor andhold participants accountable to a setof engagement rules.

Although this may seem like “extrawork” for the online instructor, institu-tional policies defining appropriateonline communications behavior mayalready be available. Of course the in-structor is also to be held accountablefor adhering to and applying standardsof behavior in the online classroom.Over time, the example set by theonline instructor establishes the ac-ceptable and unacceptable behaviorsfor the rest of the class participants.

Learner BenefitsClearly defined communications,

whether pre-written or provided spon-taneously, serve to improve thelearning efficiency by removing doubt,confusion, or questions that detractfrom the learning task. Learnersbenefit from a well-crafted assignmentfeedback that has been developed andrefined over time by getting the bestresponse possible. They will spendless time trying to decipher or

interpret the message or instructionsand more time engaged in the lessonactivity. In addition, language that isclear and concise aids the globallearner by removing barriers of under-standing local or contextualizedlanguage.

Instructor BenefitsFor the instructor, the time allotted

in many asynchronous learning onlineexperiences provides the ability tocraft a well-thought-out response ordelve deeper into the student inquiryin order to better understand theproblem. Developing a set of preparedresponses to common instructionalproblems improves the instructionalefficiency, enables the use of “best”responses, and allows the instructortime to further develop supportingmaterials that aid student learning.

The Key to SuccessA few simple strategies for applying

the principle of establishing a patternof course activities include:

1.View student difficulties with as-signments or course activities asan opportunity to refine andimprove communications.

2.Establish and communicate theetiquette expectations for thecourse exchanges. Also establish aprotocol for holding students ac-countable for adhering to the com-munications expectations.

3.Establish a “frequently askedquestions” document thataddresses potential areas ofstudent confusion or inquires.

4.Establish a database of responsesthat may be used as feedback tostudent assignments. Refine andimprove this database based onexperience of the responses effec-tiveness.

SummaryOf all the dimensions of the online

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The 10 principles of online in-structor performance have thusfar focused on proactive strate-

gies that ensure the instructor is visibleand active in the online classroom.Returning assignment and exam gradesin a timely manner enables the studentto stay on track and make positiveprogress in their studies is the subjectof number 7.

Principle #7: Help MaintainForward Progress

Students in the online classroom relyon the timely return of assignment andexam grades in order to maintainprogress in their studies. The instructoris asked to facilitate this process bysubmitting grades of all digitallyformatted assignments and exams tostudents within two business days ofreceipt. Proctored exams should begraded and submitted to studentsand/or appropriate administrativesystems (whatever is appropriate)within five business days of the com-pletion.

Monitoring ProgressIn the face-to-face classroom,

students are able to monitor theirprogress in the course through subtleand not-so subtle strategies. The in-structor typically establishes aprocedure and precedent for how as-signments are graded and returned andannounces when the grades will beposted to the most recent quiz orexam. If this information is withheldfrom the students, the constantinquiries and questions may be enoughto stimulate completion of the task onthe part of the instructor. Additionally,the students have immediate and readyaccess to the instructor via after-classdiscussions, office hours, or casual en-counters in the departmental office.Each of these techniques serves toinform the savvy student as to theirprogress in the course and allow themto adjust their course workload appro-priately.

The online classroom is at a bit of adisadvantage due to the lack of thesesubtle or not-so subtle cues forstudents monitoring their courseprogress. Although the student cansend a communication requestingfeedback to the instructor, the messagecan just as easily be ignored. Casual or

random meetings between instructorand student separated by geographicaldistance or time zones differences areobviously less likely to happen online.The online student is more dependentupon the instructor to post or commu-nicate graded progress through othermore formal techniques.

In many cases, course assignmentsare inter-related or sequential innature, for example writing assign-ments constructed over the duration ofthe course and culminating in the finalwriting project. Quizzes and exams, arich learning opportunity for “learningwhat and how to learn,” can beeffective for providing correctivefeedback to students as they progressthrough the course. In some cases, ad-ditional progress in the course requiresfeedback and completion of the firstassignment or test score before subse-quent work can proceed. Timelyfeedback in both these cases enablesthe student to take corrective measuresif necessary in order to successfullycomplete the course.

classroom, interactions between classparticipants remains a critical andchallenging factor of success.Developing and continuouslyimproving the static messages cangreatly improve the online experiencefor both student and instructor.

Establishing and adhering to a set ofrules for communications behaviorcan reduce the occurrence of misun-derstanding or confusion. Finally,taking full advantage of the uniquefeatures of the online classroomincluding time to reflect and well-crafted responses, can lead to a more

satisfying teaching and learning expe-rience for all class participants.

Dr. Lawrence C. Ragan is theDirector of Instructional Design andDevelopment for Penn State’s WorldCampus. !

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Principles of Effective Online Teaching:#7 Help Maintain Forward Progress

By Lawrence C. Ragan, PhD.

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The Key to Forward MovementThe instructor plays a critical role in

informing the students of theirprogress on assignments and quizzesor exams. An expectation of a two-business day turn-around ensures thestudent receives the informationnecessary to maintain positive forwardprogress. Once the student has elec-tronically submitted the assignment forgrading, it is essential that the instruc-tor review the submission and respondwithin a reasonable period of time. Insome institutions this time frame maybe specified by policy or culturalpractices. Whatever the definedtimeframe may be, the communicationto the students of when they mayexpect a response enables them tomonitor and plan their course activityand if necessary, take corrective action.

Initial Instructional DesignConsiderations

An important design construct in thecreation of any educational experienceis the alignment between the courselearning objectives and the assessmentstrategies. Alignment refers to theproper relationship between the natureof the learning objectives and the typeof student performance (a.k.a. assign-ment or evaluation) that adequatelymeasures student the degree of studentsuccess. Do the measurement tech-niques/strategies match-up to whatwas described as the desired learninggoal for the student? Considering thatmatch-up from the beginning canalleviate some of the potential for over-design of the assessment strategies thatput undo burden on the instructor andthe student!

This particular performance expecta-tion is the most likely to raise concernsfrom faculty who feel the two-day turnaround is unreasonable or unattainabledue to a number of variables includingthe number students in the course, thenature of the content, and the com-

plexity of the assignments. Thesevariables may directly impact the in-structor’s ability to turn aroundstudent grades in a short time frame. Ifit is understood from the beginning ofcourse design that the assessment andevaluation strategies require signifi-cantly more processing time, alterna-tive techniques may be considered. Atthe very least, the course author candetermine the pacing and nature of theevaluation and assessment techniquesthat may limit the negative impact onthe learners.

There will always be situationsrequiring assessment techniques thatcannot be returned in the specifiedtime frame. Where and when theseoccur, communications to the onlinelearner as to when they can expect aresponse can serve to minimize thedegree a delay may impede studentprogress.

Learner Benefits1.Assignment and exam feedback

provide enables the student tomonitor progress and adjust courseactivities if necessary.

2.Ready feedback also serves tomaintain a communication linkbetween the student and course in-structor.

Instructor Benefits1.Planning for timely feedback of as-

signment and exam grades servesto establish milestones (a.k.a.deadlines) for course instructors.

2.Considering strategies forproviding immediate feedback canprovide a mechanism for control-ling the use of assessment strate-gies to those critical to the courseand in support of the learning ob-jectives.

3.Providing timely feedback enablesstudents to self-monitor courseprogress.

Timely feedback is generally consid-ered a “customer service” bestpractice.

The Key to SuccessA few simple strategies for applying

the expectation of a two-business dayresponse to assignment or quiz andexams grades.

1.Clearly define assessment strate-gies for determining studentachievement of course and modulelevel objectives at the time ofcourse design.

2.Seek additional input from col-leagues, instructional designersand/or students on the alignmentof the stated course objectives withthe student assignments andquiz/exam assessment strategies.

3.Determine if institutional policy,standards, or cultural practicesexist that need to be consideredwhen designing or delivering anonline course.

4.Consider communications strate-gies that explicitly define theexpected turn around time forfeedback. If the anticipated turn-around time is greater thannormal, consider providingstudents partial feedback in orderto maintain forward coursemomentum.

SummaryEstablishing a protocol of providing

student feedback/grades on electroni-cally submitted assignments or examsensures student progress on course ac-tivities. A two-business day turn-around or other institutionally definedtime frame ensures that students haveready access to course progress data.The alignment of the assignment andexam strategies to the stated courseand module objectives can greatlyreduce stress or tension of “overdesigning” measurement techniques.

Dr. Lawrence C. Ragan is the Directorof Instructional Design andDevelopment for Penn State’s WorldCampus. !

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As our series on the principles ofeffective online teachingcontinues, we look to the need

for the instructor to use institutionallysupported communications tools asthe primary method of communicatingwith students in the course.

Principle # 8: Safe and SecureIt is highly recommended that all

course-related communicationbetween the instructor and the studentoccur within institutionally supportedand maintained communicationsystems. Preferably this communica-tions will occur within or be managedby the learning management system.

Not the same old address book!Before the advent of email and other

electronically based communicationssystems we had surface mail. An“address” typically referred to aphysical location, street address orpost box where the receiver could belocated with some degree of certainty.We relied on surface mail as ourprimary distribution method for masscommunications. Maintaining an up-to-date list of participants’ streetaddresses and phone numbers wastricky but not overwhelming.Occasionally people did move orchange phone numbers but these werethe exceptions not the rule.

Managing communications withstudents in today’s online environ-ment presents a drastically differentset of management issues. Not only dowe not communicate in the same

“space,” we use multiple tools fordifferent purposes. Students maymaintain one address for social net-working, another for self-publishingand yet a third for maintaining emailcontact. The frequency of accessdepends as well on the nature andpurpose of the communication system.The concept of a permanent addressno longer applies with access to newcommunication accounts merely aclick away. The communication spaceof choice today may not likely be so ina year. While these systems do providetremendous new capabilities in styleand function of how we communicate,they also present a unique challengeto the online course instructor tryingto maintain a current and accuratecontact list for course participants.

More than an inconvenienceIn most online learning spaces, in-

structor-to-student interactions is acritical dimension of the teaching andlearning process. The need for instantand predictable access to class partici-pants is a requirement if the instructoris to see the course through to comple-tion. As the student navigates throughlesson assignments, discussionpostings, and online quizzes or exams,the need for contact with the instruc-tor is integral to success. Not infre-quently student-to-instructorcommunications are required toresolve issues, inquiries or disputesaround various aspects of course com-ponents. In some cases these may beappropriate for all class participants to

view. A student posting to a discus-sion space may serve the purpose ofasking a question others had on theirmind. The instructor is able to addressthe question to all class participantswith a single response. Other issuesmay be more individual in nature andare not appropriate for generalpostings. These issues or concernsmay be addressing student perform-ance, a course adjustment, or the dis-cussion of a grade dispute. In thesecases, using the appropriate communi-cation tool is important to bothparties.

In today’s communication-richInternet, establishing an email accountin one of hundreds of free emailsystems is as simple as filling out anonline application. Typically thesesystems manage the email traffic quiteefficiently as well as providing otherancillary services. The primary disad-vantage of the use of these emailsystems is that the correspondence isstored and managed on a computerserver external to the institution.Additionally, these external systemscan change with some frequencymaking it difficult to track thestudent’s most recent account! Ifstudent-to-instructor correspondenceis managed via these external emailsystems it may be difficult to recreateall communications thread ifnecessary.

Conducting institutionalbusiness

For the purposes of conducting insti-tutional business, such as theoperation of a course, it is advised thatonline course instructors establish theuse of the email function embeddedwithin an institutionally provided andsupported learning managementsystem (LMS). Although the institutionmay support the use of a pop-mailsystems, where the email is pushed tothe clients computer, the trail of email

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communications is harder to trace.The LMS functions as a portal to thelearning content and frequently hoststhe discussion spaces, quizzes andexam features as well as communica-tion systems and class roster. Whenthe student-to-instructor communica-tion takes place within this environ-ment it is easier to track and manageall aspects of the communicationsincluding number and time of posting,original posting and responses.

Most LMS applications enable theinstructor to link email postings fromwithin to an external email tool. Bysetting up this transfer, the instructoris sure to receive the student email ornotification of an email in theirgeneral email tool while maintaining acopy of the communication within theLMS. It is recognized that other modesof communication between instructorsand students (e.g., fax, phone, surfacemail) may also be needed in courses.The instructor is advised to use thesystem most appropriate for the com-munication task at hand.

Establish communicationprotocol early and often

As in many other aspects of con-ducting the online course, setting clearcommunications expectations removesdoubts and “excuse loopholes” andreduces the potential for a misunder-standing. A student response such as“I did send you an email, it must havegotten lost in etherspace!” carries lessweight when the instructor is able tocheck for the exact time and receipt ofthe posting. When both parties knowthat all communications are beingrecorded and tagged, statementsblaming “down systems” or badrouting are less likely to be used as adefense for a late or non-existentresponse.

An often-stated best practice is todefine early in the operation of thecourse the methods by which the in-

structor will accept student input,feedback, assignments, and communi-cations. This may be done at the sametime or in conjunction withExpectation Number 3: EstablishPatterns of Course Activities, wherethe instructor defines their ownresponse behaviors. Using the an-nouncement feature of the LMS orposting a reminder to the discussionspace reinforces the desired communi-cations strategies. One colleaguedescribes how she “trains” herstudents to post questions to thegeneral class list rather than individu-ally to her. She responds to an individ-ual posting by removing anyidentifying information and postingher reply to the general site. This wayall students benefit from thequestion/answer. Usually, she reports,the students quickly pick up on thevalue of posting general questions tothis site creating a more effective andefficient communications method.

Learner benefits1.Using the LMS communication

system serves the student by con-solidating course-related informa-tion into one location making iteasier to track and monitor courseactivities.

2.The student has a record of valida-tion for submitted assignments,correspondence as well as emailthreads and communications.

3.All data is stored on institutionallymanaged systems ensuring confi-dentiality and security.

Instructor benefits1.Using the LMS communication

system serves the instructor byconsolidating course-related infor-mation into one location making iteasier to track and monitorstudent and course activities.

2.The instructor has a record ofstudent submitted assignments,correspondence as well as email

threads and communications. Thisinformation is useful in grade orperformance disputes and resolu-tion of conflicts.

3.All data is stored on institutionallymanaged systems ensuring confi-dentiality and security.

The key to successA few simple strategies for creating

an efficient and effective communica-tions systems within the online course.

1.Clearly define the acceptable com-munications methods to studentsfor all course-related activities.Describe the appropriate methodfor posting general coursequestions as well as personalemails.

2.Define your instructor perform-ance expectations in order toreduce follow-up emails and unre-alistic expectations from students.

3.Set an example of acceptable com-munications methods by respond-ing to general questions in theall-class discussion space quickly.

SummaryEstablishing appropriate communi-

cations methods for the online courseserves students and instructor byensuring a safe and secure environ-ment for course-related activities.Using the institutionally supportedlearning management system providesincreased degrees of security and con-fidentiality and keeps “institutionalbusiness” within the appropriateconfines. Clearly stating communica-tions protocol as well as instructorperformance expectations andadhering to these standards willeliminate confusion and reduceambiguity in course transactions.

Dr. Lawrence C. Ragan is theDirector of Instructional Design andDevelopment for Penn State’s WorldCampus. !

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The 10 principles of online in-struction have thus far focusedon proactive strategies that

ensure the instructor is visible andactive in the online classroom. Number9 introduces the need to pay attentionto and evaluate the quality of thecourse materials and operational envi-ronment as a regular part of coursedesign, development, and delivery.

Principle # 9: Quality CountsHigh-quality course content is

essential for a successful learning ex-perience. For this reason, instructorsshould monitor and address dimen-sions of the course that may impactcourse integrity, including inaccuratecourse content, editing errors,confusing information and instruc-tions, broken links, and other coursedesign issues.

The good and bad newsIn the world of “things online,” we

have come to embrace the idea that wecan all be producers and publishers ofinformation with a few clicks of themouse. Increasingly accessible mediadelivery systems such as YouTube andblogs offer tremendous power for in-formation distribution unrivaled in ourpublishing history. The low barrier-to-entry media production devices suchas iPod recorders, digital video toolslike FlipVideo, and cell phones enableus to record an event and publish toYouTube, iTunesU, or a public blogalmost instantaneously.

Another complementary develop-

ment impacting information and mediadelivery is the changing nature of theInternet itself. The advent of Web-based environments that enabledynamic content modification is a farcry from the static html-based Internetwe all knew and loved only five shortyears ago. Not only can we create anddistribute our thoughts, media, andresources more easily than ever beforebut we can also access and modify thatinformation on the fly!

As powerful as these two develop-ments are, they introduce a newchallenge for both the online instructorand learner. The very power instilledby these emerging technologies and ca-pabilities of instant delivery andupdating threatens the qualitystandards of the course materials in theonline classroom. For example, in amore static Web-based environment, atechnical editor may review text priorto posting. Likewise, a colleague or de-partment head may review the coursecontent for accuracy and pedagogicalsoundness. This is done to ensure thecourse had some level of “qualityassurance” prior to being delivered tothe online student. The challengefacing today’s instructor and learner isthat the speed of delivery may outpaceour ability to ensure a level oftechnical or pedagogical accuracy andquality.

The role of quality assuranceIf the goal of the institution is to

provide a quality experience, consider-ation must be given to the strategies

and methods for a reasonable level ofquality assurance. Most onlineprograms would support the belief thatstudents who experience less-than-ac-ceptable quality standards within theirlearning experience will elect not tocontinue with that program because itreflects poorly on their degree. In the“wide open” world of onlineeducation, increasingly transparentlearning environments are becomingthe norm rather than the exception.Maintaining processes, procedures, orsystems that enable the dynamic gen-eration of course-related content whilemaintaining adherence to institutionalquality standards remains a challengeto all online programs.

Certainly where institutionalresources are brought to bear on thedesign, development, and delivery ofthe online learning program, resourcesto conduct a quality check may bestaffed at a higher level and processesinstituted to ensure the course meetsinstitutional standards. The qualitycheck is a bit more difficult for theonline course designed, developed, anddelivered by the individual facultymember or in small teams. However,with some creative thought, pre-planning and preparation, the qualityassurance of the online learning eventcan be preserved.

Quality assurance domainsOne method of addressing course

quality and integrity would be toconsider strategies for each of the threecomponent parts of the online learningevent, content accuracy, instructionaldesign, and overall systems perform-ance. This makes the task of qualityassurance more manageable andrealistic. It may be that not all of thesedomains need to be addressed at thesame time, but rather phased in overseveral offerings. Also, if resources toassist in the quality-assurance process

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are limited, a bit of creativity is calledfor in order to assure that the coursehas been reviewed by a “second set ofeyes.”

Content accuracy, perhaps the mostcritical and visible dimension of courseintegrity, needs to be checked prior tothe first course delivery. This includescourse content prepared well inadvance of the first delivery and lesssubject to regular updates. This infor-mation tends to be more static innature and may include text files, slidepresentations, and audio and videomaterial. Requesting that a colleagueor graduate student review thematerials for accuracy can be a quickway of ensuring that the first interac-tion the learner has with the course isa quality experience. If errors aredetected during course delivery, everyattempt should be made to correct theinformation or, if that is not possible,to draw attention to the error and alertthe students to the issue. Anothercreative strategy to ensure contentaccuracy and editing is to let thestudents know that input is welcomeon errors they may encounter.

Issues regarding the quality of the in-structional design can be a bit morechallenging to identify until the coursehas been offered one or more times. Ifinstructional design services areavailable, asking for a pedagogicalreview of the course by an experienceddesigner or another online educatormay help to target potential designflaws. Additionally, using the studentinput from a mid- and post-coursesurvey can yield valuable informationon how to improve the design qualityof the online course. Since manyonline courses face some revisionoffering to offering, the most recent in-structor typically knows what workedand to what degree it worked.Requesting feedback from the instruc-tors of a course regarding the pedagog-ical effectiveness of the online course

is a great way to gather additionalinput for improvements. Finally, thequality of the overall systems perform-ance plays an important role in the ef-fectiveness of the learner’s experience.This may include checking the per-formance of navigation buttons,embedded links, and instructions. If acourse learning management system isused, then many of these features mayalready be accounted for through thefeatures of the system. Requesting acolleague or staff assistant or even afamily member to access your courseto test the system functionality is agood way to assess the coursereadiness. Asking the young ones inthe house to see if they can “break”the course will quickly reveal systemfunctionality gaps.

Learner benefits1.An online learning experience that

has been thoroughly tested andreviewed for quality acrossmultiple domains will inherentlylead to better learner outcomes.

2.Involving the learner in the qualityassurance process will providedirect user-evidence of course ef-fectiveness.

Instructor benefits1.Instituting quality assurance

processes is a critical step in thedesign, development, and deliveryof the online experience resultingin increased user satisfaction andattention to the learning outcomes.

2.Quality assurance processes willdramatically reduce the timerequired to address systemsfailures, unclear instruction, andpotential user frustration.

3.Input from colleagues and usersgreatly enhances the overall coursedesign and delivery resulting in amore robust and higher qualityteaching and learning experience.

The key to successFollowing a few simple strategies for

ensuring the quality of the onlinecourse can lead to a more efficient andeffective learning system and a qualitylearner experience.

1.Plan and implement methods toaddress the quality assurance ofcourse content, instructionaldesign, and overall systems per-formance. Be creative in locatingresources to serve in the qualityassurance process.

2.Seeking and addressing course im-provement input validates the in-structors desire to craft the highestquality learning experiencepossible. Keeping an open mind tothis input, whether used or not,sends a message that indeed,quality matters in the onlinecourse!

SummaryEstablishing strategies for addressing

the quality of the online learning expe-rience from inception through todelivery is critical to ensure learnerand instructor success. Consideringseveral aspects of the online learningexperience, such as content resources,instructional design strategies, andsystems performance is one way ofbreaking the task into manageablechunks. Building relationships withcolleagues, either local or from otherinstitutions, is a great way to “shedsome light” on your course and gatherimprovement suggestions. The learnersare typically a willing and ready sourceof user input. Devising methods forgathering user input through mid- andend-of-course surveys, discussionforums, or random questionnaires caninform and affect the overall coursesuccess.

Dr. Lawrence C. Ragan is the Directorof Instructional Design andDevelopment for Penn State’s WorldCampus. !

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As we wrap-up the 10 principlesof online instruction series,let’s review the list as it stands

to date:1: Show Up and Teach2: Practice Proactive Course

Management Strategies3: Establish Patterns of Course

Activities4: Plan for the Unplanned5: Response Requested and

Expected6: Think Before You Write7: Help Maintain Forward Progress8: Safe and Secure9: Quality Counts

This final statement rounds out the“top 10” by establishing the expecta-tion that the online instructor ade-quately understands the onlinelearning platform available to theonline learner. This expectation hastwo primary intents. The first is thatthe instructor is able to functionallyoperate at the same level as thestudents taking the course. Thesecond outcome of this expectation isthat when the instructor experiencesthe performance and function of thedelivery system from the students’perspective, appropriate adjustmentscan be made to the design of thelearning system, if required.

Principle #10: (Double) Click aMile on My Connection

The online instructor needs

immediate and predicable access tothe same technology as is requiredfor student participation. Onlinecourse delivery requires access tohigh-speed Internet access (DSL,cable modem, or satellite).Instructors should access thecomplete description of the technicalrequirements for their program inorder to ensure compliance. Theonline instructor is also expected toexperience each functional dimensionof the online course in order to assesssystems functionality andperformance.

Required FunctionalityMost online learning systems

require learner access to high-speedbandwidth for optimal systems per-formance and functionality. It hasbecome increasingly difficult toaccess and participate in the media-and interactive-rich learning systemstypically encountered in today’sonline classroom. With the advent ofsocially constructed social andlearning spaces, such as collaborativeauthoring documents and media richpublication systems, as well as virtuallearning spaces such as Second Lifeand Croquet, a broadband connec-tion, in many cases, is a requirementof participation. Today’s onlinelearner recognizes this requirementas a cost of the advantage of the“anytime/anyplace” educational op-portunity.

In order for the instructor to ade-quately participate in these learningsystems, they too must haveimmediate and ready access tobroadband capability. The “timeless-ness” nature of the online classroomcreates an opportunity foranytime/anyplace teaching as well aslearning. Classroom activities are nolonger confined to a fixed class-meeting time frame. For the asyn-chronous online activities, theinstructor may interact with theirstudents on a continual basis fromearly in the morning through the lateevening hours. Many instructors ap-preciated and embrace the freedomthis allows for time management overthe duration of the course offering.Conceptually at least, the totalamount of time required to instructthe course would be equal to that ofthe face-to-face but is distributed overa longer period of time. Thisdimension of the online classroomcreates an expectation that the in-structor has a similar technologicalplatform and bandwidth as thestudents.

The technology requirementsposted by the institution as a require-ment of participation for the learnercan serve as a guide for the online in-structor as well. Typically these re-quirements state the technologyplatform and connection rate foroptimal systems performance. If theinstructor determines that theiroperating platform is significantlydifferent than what is required of thelearner, alternative arrangements maybe necessary. For example, if the in-structor does not have access tobroadband connection, identifyingother access locations such as locallibraries, Internet cafes, or educa-tional facilities may serve asaccess sites.

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Principles of Effective OnlineTeaching: #10 (Double) Click aMile on My Connection

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The Student ViewIt has been said that the best way

to learn a concept is to try and teachit! This axiom also applies to under-standing the impact of the design anddevelopment of the learning systemthrough the eyes of the learner. In atraditional classroom, the margin oferror for how the “system” functionsis considerably more controlled. Theroom layout, light switches, desksand chairs and white/chalk boardstend to function in the expectedmanner when we use them. In theonline classroom, the features of thesystem can behave in one manner forthe course “editor” or author andquite another for the student. Forexample, setting up team spaces forprojects, drop boxes or discussionboards can appear to the courseeditor as a simple task of employingthe feature. Until a frustrated studentrequests help, the instructor may notrealize that the permissions were notproperly assigned while setting upthis feature. Many learning manage-ment systems have a “student view”option that causes the system toperform as it would for a student.This feature is invaluable for identify-ing the systems performance from astudent’s perspective.

Increasingly course authors are en-couraged to create and embed multi-media elements to enrich the learnerexperience. The course author mayembed an image file, which whilesmall in visual size, may be large indata size causing the page to load ata painfully slow pace. If the instruc-tor reviews all pages prior to coursedelivery, these types of performancedeficiencies will become evident andsteps can be taken to improvesystems operation. It is also advisableto check links, discussion forumspostings, and drop box and quizfunctionality. By performing all of the

systems “tests” prior to the learners,small issues can quickly be remediedbefore causing undo student frustra-tion and an endless string of supportcalls or emails.

Learner Benefits1. The instructor is able to partici-

pate at the same level or higherin carrying out the responsibili-ties of providing course instruc-tion.

2. Viewing the online coursethrough the “eyes of the learner”the instructor can monitorsystems performance and proac-tively address outstanding issues.

Instructor Benefits1. The instructor is optimally posi-

tioned to serve the instructionalneeds of the students.

2. The instructor is better able toaddress questions of systemsfunctionality and has an appreci-ation for the impact of perform-ance learner.

The Key to SuccessFollowing a few simple strategies

for ensuring systems performancecan lead to a more efficient andeffective learning system and mostimportantly, a quality learner experi-ence.

1.Access and monitor institution-ally stated technology platformrequirements. Seek to match orexceed these requirements inorder to ensure instructor per-formance.

2.If the instructor determines thatthey are not able to match thestated systems requirements, al-ternative approaches may berequired including identifyinganother course instructor,providing alternative methods ofaccess and upgrading systemscomponents.

3.Prior to course delivery “pilot

test” the course system. This mayinclude inviting colleagues,students or family members toaccess and use the varioussystem features.

4.Monitor student feedback forsystems performance trends thatcan be adjusted or modified inorder to improve performance.

SummaryAs with many aspects of the online

classroom, the technological infra-structure plays a critical role in deter-mining student and instructorsatisfaction. Ensuring that the onlineinstructor has the same or highersystem configuration maintains theirability to meet the instructional needsof the class participants. Devisingmethods for testing all elements ofthe course prior to delivery serves theinstructor by reducing potential areasof error that generate student frustra-tion and complaints. This strategyalso serves to ensure a quality onlinelearning experience by removingpotential problem areas before theyimpact the learner.

Dr. Lawrence C. Ragan is theDirector of Instructional Design andDevelopment for Penn State’s WorldCampus. !

Reference:The “10 principles” of online in-

structors featured in this report weredeveloped by Penn State’s WorldCampus to specifically define the an-ticipated teaching and classroommanagement behaviors of the onlineinstructor. The document attempts tocreate an expectation of the corebehaviors of the successful online in-structor. These expectations establisha minimum set of activities for onlineinstructors. It also helps to define pa-rameters around the investment oftime on part of the instructor.

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