By this I mean ..... Every time that I respond to a student, I end the email with a special note telling them how important their success in my course means to me. I also advise them that I am always available 24/7 and that I support all of their efforts 100%.

The course indicated that instructor should not give students their phone number. I disagree with this. I give my cell number to my online students. This eliminates problems especially when they are taking proctored exams.

The course indicated that feedback is the most essential skill for an online instructor. I have found over the years that feedback should be made within 48 hours after the end of the grading week. What is you policy on when you provide this feedback?? My policy is within 48 hours.

Synchronous learning is real time. It is defined as a group of individuals learning at the same time as they work toward a common goal or outcome. It occurs at the same time, but not in the same place. I like to teach real time using chats/seminars. I usually try to do this at least once a week for an hour in my online classes.

The course discuss screen capture. I have used PrintScreen and Snipping Tool to capture what is on the screen. Which of these do you prefer?? I prefer to use the snipping tool because it allows me to cut out just the part I need.

The course stated that the basic stakeholders are: students, institution, and teaching and professional community. Are there other stakeholders like the community, investors in the university, etc, ??

The feedback try to positive and specific and detail. The feedback should be related to the learning objectives. I like to include the rubric in my feedback to students. The feedback should discuss ways to improve the assignment.

Universities now have student learning outcomes. Scaffolding is the building of knowledge and skills based on prior knowledge to create a new individual knowledge structure. Students learning outcomes from a required previous course will help us build new knowledge.

The creation and testing process is a cyclical and ongoing process. Also this a is a required process. I have taught some online courses in which the course has not been changed by the course developer in 5 years.

I would argue that the best way to engage students is through the Socratic method. Indeed, students will certainly do the minimum if allowed. This is why, in order to engage them, I respond to their posts by using their name in my response, so that the student knows that I am speaking to them and not to the class as a whole. Additionally, I finish my post by asking a follow-up question that hopefully will prompt an ongoing conversation. Another trick that I often use is to email the student to let them know that I responded to their post and to hint that they ought to respond. Scott

The virtual presence is indeed challenging in that students are unable to "see" the instructor. One way to deal with this is to be a constant presence online, letting the students know that you are around if needed. Moreover, verbiage is important. For example, if a discussion board goes off track and students are being disrespectful to each other, the instructor can really establish a presence if he steps in and recalibrates the discussion. Using firm but respectful language can achieve this end. Another way to project presence is to be sure to enforce the rules of the course, thereby showing to the students that you are serious about class rules.

It is important to encourage all students to participate in the online forums and to elaborate on brief remarks. Sometimes, it helps to ask follow up questions to keep the student engaged and inspire more critical thinking.

Just as the EL 102 lesson mentioned, I also do not agree with synchronous discussion. When I was in grad school, I took a Communication course and it was only online. We participated in synchronous chats through Yahoo Messenger and there were a total of 5 students in the class. There was 1 student that outperformed everyone else and brought down the morale of the class. There were also international students that could not keep up with the content. I realize this had something to do with the instructor's teaching style, but I have to say it was the worst class I ever had, and ever since, I have had a negative view about synchronous discussion. Has anyone had a positive experience with synchronous discussion?

Not all students, especially those who are mature and have been out of formal education for a while, are receptive to feedback. This is where I believe the skill of the instructor is often emphasized: knowing what methods to use and setting the standards and expectations.

I think the best evaluation method is the use of questions. Asking questions will provide me with areas I need to improve in my course.

The three most important items would be setting clear objectives, facilitating substantive discussion work, and providing feedback that will allow the student to improve.

I have found that there is at least one student in every class (and often more than one) who will post all 3 of their required posts within a 10 minute time slot. This defeats the purpose of a 'discussion'. I've dubbed them the 'post and run' students. Since the school doesn't allow me to implement a rule of spreading the posts out, how do you encourage the students to return and read the replies?

During this quarter, my students have two weeks to complete a module. I find that this time frame does not work for me. My students do not submit their work until the end of the two weeks. Therefore, I feel like I am always behind the eight ball when it comes to responding to them. I also believe that this abundance of time effects the learning process.

It is easy, or at least sounds so, that something as simple as mentally being prepared can contribute to the success of a course. Granted, there are those instructors out there, many of which teach on-line courses as extra-work or income aside from their full-time obligations. Also, sometimes this work is taken from the perspective of "just go through the motions" type of mentality. Mentally preparing, with interest and intent, and many other factors, would make for great research initiatives.

I like the use of rubrics in the evaluation of student work. I learned a lot more about peer and self evals here as well. Does everyone else use these heavily?