5.3 Enhancing online instruction in higher education: professional  (Page 5/5)

Focus on the person. Foster a sense of belonging and value by letting students know how important their input and contributions are to the learning community. Communicate routinely about the design of the online course and how it is an ongoing process that will improve with their participation and feedback. Finally, engage students in meaningful and thoughtful conversations about course content. This is especially important because online courses can promote isolation unless the instructor encourages participation.

Establish norms. Online courses are a new experience for many students. While the norms for an online course are similar to those of a face-to-face course, the instructor must be sensitive to the dynamics of what is taking place. The way students interact online, without being able to visually read facial and/or body language, can significantly affect their satisfaction, retention, and learning. Some key norms include support and respect — where members are encouraged to participate and contribute individually and collectively, everyone’s opinions are valued, and all students have a responsibility for learning.

Begin relationship building. All classes should begin with a relationship-building activity. This activity should be designed to share something personal, seeking the common interests that build connections among students. Initially, students can be asked to post information on the discussion board describing what they do, their interests, their hobbies, what they like to read, trips they have taken, and their aspirations.

Develop rigor. Students should be provided with some thought-provoking questions that challenge their thinking and help them begin to stretch their learning. Video clips can be used to stimulate conversation on the discussion board, followed by thought-provoking questions.

Conclusion

The strategies highlighted in this paper are part of an ongoing effort to improve classroom teaching, while equipping faculty and students with the technology tools they need to ensure that their classroom experience is meaningful and applicable to a changing educational environment. The professional development components listed have been very helpful in establishing a foundation for creating a quality learning community. As a result, we have had a significant increase in faculty participating in professional development activities and the use of varying technologies that have greatly enhanced the teaching and learning that has been taking place in the classrooms. The qualities of an effective online instructor have also been an exceptional resource for enhancing the quality of teaching provided for a range for students who have varying abilities regarding the use of technology. As we continue into the future, we expect that each of the qualities of an effective online instructor will improve significantly due to the ongoing emphasis and sharing as a learning community. However, the critical piece that needs to be continually reinforced is to build a strong shared leadership component within the college which ensures that the motivation and inspiration for professional development and personal growth comes from within the organization and drives what takes place in the future. That will be the critical piece that defines the long term sustainability of these efforts.

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