Proven Strategies for Motivating Students, Establishing Expectations, and Building Community Online
Introduction
A survey conducted by the Babson
Survey Research Group regarding online learning showed that the number
of students enrolled in one or more online courses was nearly 7 million
in 2011. This was more than a half million increase over 2010. At the
college level, 32 percent of students are taking at least one online
course.
As online education literally explodes, the issue facing the
education system is that teaching online is not the same as teaching
face to face. If you’re a teacher, be it home school, public school,
Bible study teacher, or someone who teaches a special skill or subject,
you know this.
The question for many people wishing to transition to teaching in a
virtual classroom is a very simple one: How do I do an effective job of
teaching online?
That’s the question this course is designed to answer. In this
course, University of Phoenix Advanced Certified Online Instructor David
Lantz walks you through the teaching strategies being used by the best
online college instructors to teach in an asynchronous online course.
Lesson Materials
A total of 17 video lessons divided between 3 course modules
constitute the core of the learning materials. These videos are
recorded power point presentations converted to video designed to
emphasize key learning objectives. Additionally, each module is
accompanied by an ebook (PDF) designed to round out the video
presentations. Each module is introduced and concluded by a video of
the course creator, David Lantz.
A fourth module, Next Steps, concludes the course, and offers several other resources the student may wish to take advantage of.
Depending on the pace of the online learner, one should plan to spend about four hours going through the materials.
Course Organization
The course is divided into three modules. The first module, Creating a
Culture of Self- Discipline Online, is designed to help you learn how
to motivate your students to develop the self-discipline required to
learn in the online environment. This module is, in turn subdivided
into three parts.
·
Learning Modality and Student Motivation
·
Establishing Participation Expectations
·
Building an Online Community
The second module, Managing the Online Classroom, recognizes that
online facilitation involves three basic areas of focus: organizational,
social, and intellectual. The instructor, therefore, should see his or
her role as being that as a facilitator of online learning, rather than
simply the “Sage on the Stage.” This module is also subdivided into
three parts.
·
Socratic Teaching: How to Teach by Asking Questions
·
It’s ALL About What you Say and How You Say It
·
Online Interaction: Best Practices
The third module, Preparing to Teach in the Flipped Classroom,
examines the trend of having the student access the “lecture” via
video/online instruction created by the instructor or another educator
before coming to a face to face class. The role of the classroom teacher
changes from Lecturer to Mentor. Rather than spending time teaching in
class, the instructor uses learning-based activities. Doing this
effectively requires the teacher to put a lot of effort into his/her
course preparation up front. This module delivers the following three
sessions:
·
Enabling Your Students to Learn 24/7/365
·
Creating Your On Demand Unidirectional Materials
·
Exploring an Asynchronous Learning Management Classroom.
Why Take This Course
The explosion in online learning requires educators who know how to
teach online. Key research findings about student learning in the
online classroom underscore the importance of having instructors who can
manage the online classroom to insure that students learn. Online
facilitation involves three basic areas of focus: organizational,
social, and intellectual. How to Teach in the Online Classroom 24/7/365
covers all three of these aspects of online instruction to prepare you
to teach online.
About David Lantz
Hello, my name is David Lantz. I’ve been teaching online at the
college level since 2004. I was voted Faculty of the Year by the first
graduating class of the Indianapolis Campus of the University of
Phoenix. In May of 2012, I was awarded that school’s Advanced
Facilitator Certification. In addition to teaching online for
University of Phoenix, I teach for 3 other schools on such subjects as
statistics, economics, ecommerce, and public relations. Five years ago,
I set about the process of showing others how to teach online. I
worked with my first pilot group of 8 students over a four week period
to demonstrate best practice techniques for online, asynchronous
teaching. With Udemy’s powerful online course delivery system, I now
have a way to take what we did in that prototype class and demonstrate
the art of online instruction via video and downloadable text
instruction.
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