Did the title grab you? I think about dog training when I evaluate a course. What are the learning outcomes? How often do I discuss or test the outcomes? If the answer is no or not enough, how are the students supposed to get better? Why would I be critical of outcomes when we did not cover that topic enough for testing? Does your dog learn to shake on the first or second try?

How student feedback is gathered and instructor involvement is critical. I work at two different organizations with different approaches to student feedback. I ask each student what they would change with the class and/or my approach to the class. With those critiques, I had made several adjustments to my teaching style and/or delivery systems. With the other assessment, the students are asked more about the school and an instructor evaluation. If I am "hard" on students, I usually get a lower score... Make it about the outcome not the person....

I constantly reinforce the idea of using the rubric as a checklist before they hand in their homework/project. If the student is able to checklist each of their answers with the appropriate question without double dipping...then they are ok. I have noticed an increase in points total by using this method. Too many times, students skip questions or use a paragraph to answer 2 questions which never really happens. Checklist folks!

Tech is moving at a vigorous pace...how often do you call people? Compared to text or Facebook? Do you tweet?As far as teaching online, do you Youtube? Create content? Relying on the old paradigms is not very progressive. We teach online, shouldn't we fully use the tech? I hear instructors say, "Well, I called..." or "I sent an email..." can you say retention! Old paradigms...get typical results. Online students need more....brick and mortar students need as well but you can see and touch them. How do you do this online? GET CONNECTED! Comments?

I am using YouTube more in my classes as a way to reach students. I give short "how-tos" for Weekly Topics. They can view them privately on their terms. The students seem to be reacting to me better in class, I get more people on the live chats. They are also more willing to reach out when they are having issues. In creating a shell or online course, the content needs to be standardized...I agree, but humanity plays an important role in my opinion. As an online student myself, at times, I feel very alone...how does course creation take this into consideration?

Ensuring instructor presence is vital in ensuring an effective online classroom environment. Students have the tendency to think that Instructors are too BUSY to ask questions or get clarification on subject material, however we can change this by frequent announcement posts, indicating to students that we are available with our posted office hours or live classroom sessions hours. Along with various ways to reach us, by phone/email or even text messages.

In order to effectively manage my online courses I am employ the following strategies: 1)Check administrative emails and respond. 2)Check student emails and respond. 3)Ensure that all grading has been done. 4)Post all announcements and supplemental grading. Doing all of this daily helps me to stay abreast of my responsibilities.

While I understand the theory behind coordinating synchronous and asynchronous learning environments I must confess I am not completely a fan. As I do not want to place the added stress of participating the synchronous environment on the student when part of the selling point is the independence and flexibility of the learning environment.

It must be noted that while the online environment allows both the student and the instructor flexibility in terms of their respective deliverables; it is of tantamount importance that the instructor is seen as actively engaged, and interested in the course as a whole and in each individual student.

Of all the issues one should consider in any online course is instructor readiness. To this end, an instructor needs to make sure that they are technically proficient, have good management and organizational skills and above all patience and the ability to communicate.

When using technology tools in the course, there are several things to consider. First and most importantly would be to consider the audience/student. You shouldn't expect a group of students who are not familiar with advanced technology to be able to use advanced technology tools. Secondly, we should discern which tools are most appropriate for the objective we are trying to achieve. We would not expect a student to use power point in a class that only uses essay writing. Lastly, it is important to determine the ease of access to these tools for all involved.

When giving assignment feedback, I first praise the student for something she did right/well. Then, I direct her to where she went wrong. In addition, I provide guidance on where she can find resources within the course room to help her learn from her mistakes.

The one thing that I constantly try to drive home with my students is that they should never be afraid to reach out to me with questions. I have found that in the online environment, students are far less likely to ask questions. They would rather just take the chance and submit an assignment or test even though they did not fully understand the material. My welcome video lets them know that I am here for them, I was an online student myself at one time, and that communication is key.

I have not yet authored my own online course, but from experience in teaching online I know that there are several things that will be important. First is making sure the course room is user friendly. Students should be able to locate what is expected of them, as well as the learning materials very easily. Secondly, I like to make sure that my courses are not only online information, but that they *teach*. I do this by creating documents and videos as scaffolding tools to assist my students with the assessments. Lastly, communication is important. My contact information is located in several places.

Content created for a face to face class may absolutely be appropriate for online delivery, and often is. The difference however is the way it is organized, delivered, and assessed. These aspects need to be adapted to an online asynchronous learning environment. So its not the information that need to be different, but the way it is delivered.

Online facilitators face a number of unique challenges. They have to deal with technical issues on a regular basis. They have to communicate effectively and clearly (good writer). They have to motivate without the luxury of face to face interaction. They are active participants in a class as well as a facilitator and guide. Due to the unique method of delivery of online education, facilitators must possess many skills to effectively guide students through online learning.

Critical to establishing a pattern of teaching is accessibility. Facilitators need to be available to their students regularly in order for students feel as though they have guidance if they need it. Second, facilitators need to reach out to students who appear to be struggling with the course. Being proactive with student who don't get the pattern immediately need additional guidance until they develop their own process.

First, when considering tools for online classes one must consider the software required to complete tasks. If students need to purchase additional software this could be an obstacle to the process. Second, the tool must achieve the outcomes consistently. If not, other tools should be considered. And third, cost. there are wonderful tools out there, but can you justify their cost. Searching for open source options is a good place to start. If none are sufficient to meeting outcomes, then look for proprietary options.

One method I use for evaluating a course is to review student grades and feedback for the course, this helps me plan for revisions in my next course.

One way to incorporate relative feedback is to use tables to show the part of the assignment, points possible, and points earned with a note. This helps break down the components of the assignment.