Some students do not feel that onlikne classes is good for every subject. How can I decrease their fear of taking any subject online, especially Math.

Have anyone came across one learning style in the online classes? I was just having a discussion with some of my co-workers and wanted others opinion.

I think online and adjunct instructors are in the same slot. Because both are not really on campus that much and have limited access to other faculty members. What can you do to closed the gap?

How effective is a instructor online verus face to face contact? I am considering teaching online and want some feedback.

Instructors should support the learning experience with media like: audio and/or video clips containing focused information, such as background information, this offers the student the ability to learn at their pace.

A good online facilitator allows the instructor to utilize many technology tools but no matter how many tools are used communication is the most important of them. Different techniques can be utilized but in the end the student needs to understand what they are required to do for a course and instructors need to understand what the student is submitting.

These types of learning are both useful in the online platform. The synchronous learning engages all students so that comments and feedback are experienced from each other as well as the facilitator in real time. This allows for more spontaneous questioning. Asynchronous of course allows more flexibility for both facilitator and student.

Communication through email and or discussions are great but sometimes with a student who is at-risk a phone call could make all the difference. I have had some students flounder in the class until I got them on the phone to encourage them and make them realize that there is someone on other end who wants to see them succeed. Sometimes a student wants to do something to better themselves but they lack the confidence, for one reason or another, to see them through.

I love technology and its uses in the class room. In the online platform the large variety of choices is good and bad. The good is that depending on what is chosen it appeals to a large variety of students. The bad is that there are a lot of diverse students and it is sometimes hard to isolate which method works best for them individually.

With my school that is requiring this training the classes are designed and reused (in my opinion to long) by the school and faculty development team. The framework means nothing to me as faculty have no say so once the course is developed.

I am of the opinion that evaluations are the most valuable feedback an online instructor can receive. Of course, not all evaluation will be patting the instructor on the back. Some evaluation will definitely highlight the instructor's weakness. These are the evaluations that are more valuable. I welcome evaluation that helps me to better myself at delivering the information to the students with maximum impact.

I am a firm believer that feedback should start with a praise and then to constructive criticism with a positive tone. Negativity only breeds contempt with the learning community and then resentment. From an instructor's point of view, there is tremendous gratification when the student accepts the feedback and use it to elevate themselves. I really think it is important to keep the assessment process positive and fair.

I teach Accounting For Managers online and the effect of scaffolding cannot be underestimated in this subject matter. Grasping the basic concepts of debits and credits is very critical for students for them to move on to the next chapter. Scaffolding shows the importance of the foundation of the course. In accounting, as with technology, and medicine and a host of discipline etc. we would not expect a student to start their first course by performing advanced work. Learning the necessary skills such as beginning with terminology, helps provide a student with a foundation of information that they will need in order to advance in the industry. If scaffolding is not carefully considered and the courses arranged in the proper order a student will not have the necessary background to be successful.

I have been teaching at the university level in the classroom in excess of 13 years and August 2013 will mark my one year anniversary teaching online. What I have discovered during the past year teaching online, and what I learn from this course is that presentation of course materials in a concise and consistent manner is a very effective tool, in addition to the depth of the information to be presented to the student. Since the end result is to get student to learn, online instructor must be at all time cognizant not to overwhelm the learning community. Providing supplemental material is critical but there certainly is a fine line when determining the correct amount of information-the length is important, too long and you will loose the attention of the student.

There have been several confusions as to how online instructors should be evaluated to determine instructional effectiveness. Among the reason is the fact that students are not fully participating on such evaluations. Should institutions make student/instructor evaluation mandatory and as a part of their grade for the course?

Instructors have started to include YouTube technology among their teaching tools to enhance student learning. Is YouTube technology becoming very relevant in online education, why?

Of the problems listed with maintaining students I think that a heavy workload is the most challenging to deal with. From personal experience the workload should be inline with the material that will be learned, relativity of the material and the credits earned. The courses that I have taken have all been reasonable with the exception of one. It was a World Literature course and the per- reading assignments and course reading assignments alone were discouraging. Prior to the start of the course I re-enrolled into a different global course that was more manageable. Because this course was a general studies class I could not justify the hours that would be involved in being successful.

I have found that dependent students are the most difficult to engage. These students, I feel, tend to lack confidence so they tend to look for one-on-one help. During online discussions they seem to stay away from the "meat" of the subject to avoid making an error. Their replies can be vague. As an online instructor it is imperative to follow up with an engaging and direct question that initiates engagement.

In a classroom students and instructors have several ways to communicate as this module points out. Online we can lose the voice tone and expressions that help people connect and learn. I feel that because of this we need to be more in tune with discussions and take additional steps to engage and lead the class. Staying involved and attentive are a good beginning but posting questions that initiate thinking and research is what draws the student into learning. Students love to provide information that is accurate and helpful to others in the class. The best evidence I personally have of this is my own online music class. Never having taken music I enjoyed reading the posts of those students that had experience and the follow up questions of the instructor. I would research those topics and become involved and educated.

I believe that one of the key components of a successful online student is communication with the instructor. This module discusses building a relationship and I know from my own experience as an online student I felt more involved when the Instructor was engaging and responsive. I find with students my management of the course is easier and more successful the more involved I am. Students respond better and remain responsible to their assignments when they sense my presence. This is easier to manage and provides for a higher quality of education.