Strategies for engaging student participation and designing a course unit for online instruction is similar to but more critical than F2F instruction. 

Online instructors, as do F2F teachers, have many roles: instructor, social director, program manager, and technical assistant. A high degree of interaction between the instructor and student, student to student, and student to instructor best helps students meet learning outcomes. 

My goal is to create an environment that supports both synchronous and asynchronous learning as middle school students need teacher-directed instruction as well as multiple degrees of instruction because of their varied experiences (constructivist theory). Each should be challenged a little above their level of comprehension so that all (the struggling and the advanced) are continually learning (i.e., personalized learning). 

Understanding the functions of technology tools is as essential for planning for learning outcomes. 

Facilitation is the best teaching style because it provides students a "process" for achieiving learning outcomes. Teaching styles include: authority, demonstrator, facilitator, expert, or deligator. Most teachers have a style that encompasses more than one of the forementioned teaching styles; however, elements of the facilator teaching style should be incorporated by all. 

Closing the loop can be considered the most important instructional strategy because it allows for continued evaluation of and implemention of improvements of delivered instruction. Multiple methods for learning objective assessment and evaluation should be employed. 

Assessments (formative, summative, peer, and self) should be designed with the learning objectives in mind. The assignment, test, project, etc. that are assessed should be graded based on a rubric that details the objectives and criteria, and rankings of the learning objectives. Students should be afforded an opportunity to edit and receive feedback prior to the final exam or project. Peer and Self-evaluation help in overall learning as it provides reflection opportunities and promotes agency. Finally, instructor feedback is helpful to the learning process when it is learning objectives-based, individualized, and positively stated. 

Offering students varied forms of communication that is dynamic and interactive facilitiates good learning environments for almost all online students. Specifically, an electronic course syllabus should be packed with information extending beyond the basic information; modules, assignments, tests, grading and due dates; to include links to resources (videos, instructions, instructor email, etc) and a disclaimer to students that due to the dynamic nature, the information in the syllabus is subject to change. Scaffolding and communication should be as varied as the syllabus. A strong virtual learning environment teacher offers several avenues for students to access for learning opportunities (I2S, S2I,… >>>

It is helpful to develop one learning objective database to use for multiple modules. 

I took notes on how to work with troubled learners and how to mitigate some of my frustrations (i.e., excessive emails, excuses, and begging for extensions) by updating my e-classroom policies. Also, I will incorporate an FAQ section for each lesson to minimize student questions via email. 

Netiquette must be learned and taught! The manner in with we faciliate instruction has to be for the benefit of the class. Critical course content should be discussed in an asynchronous environment where everyone has an opportunity to review the course material and adequate time to think about a response to the teacher-directed question. The asynchronous discussion serves as a mechanism of reflection, critical thinking, and learning. Synchronous discussion is best one-on-one as it is in real time and may not be relevant to all learners. Instructor feedback should be encouraging and positively stated so to preserve the disgnity of… >>>