Jeanne Green

I feel the biggest challenges with online courses is the student's ability to have solid Internet access and computer proficiency. I have seen these types of barriers that do impact on success with learning. Effective communication, being skillful with being the facilitator and learning activities for enragement are key to building a community in an asynchronous course. I like the use of blogs, wikis and video recordings for assignments. I feel that even though the course may require more time and creativity if I don't set a due date, students tend to fall behind and need to finish the course… >>>

Even though my courses are 'assigned' for a certain format such as asynchronous (there are other sections that are synchronous and blended), I do add an optional component with synchronous learning in terms of study sessions for the difficult, challenging concepts so I can communicate in real time with student's questions. I get positive feedback, achieve higher level of retention of content with learning assessment activities and higher exam scores. I'm a proponent for mixed methodology with online courses based on content, student characteristics and more.

My courses I currently teach are mandated to be asynchronous by the college (there are other sections of the same course that are synchronous or blended so students have a choice ). So to compensate for the challenging, difficult concepts I hold study sessions and offer different days and times for students as it is optional, but have high attendance and positive feedback.  This also leads to a question and answer session. Students come enter or exit the study session (usually 2 hours) as they wish.

Instructional design provides a solid foundation with 'how' the course is developed so it provides a variety of formats with assessment activities, learning opportunities and evaluation methods. Solid ideas with including media such as text, audio, sound effects, graphics, pictures, animations, etc. to enhance reinforcement of the content and engagement of the learner so learning participation is higher.

The course syllabus is the foundation component of the course with setting expectations, grading, learning activities, etc.  Students need a 'road map' of those expectations aligned weekly, by modules, etc. Along with self checks with learning, there needs to a connection to the learning objectives and course competencies.

Components or teaching strategies from the traditional classroom can be converted to the online classroom. It is a matter of ability of the instructor to design it to be student-centered with interactivity and deciding if synchronous, asynchronous or a blended version is best fit fo the learners. Goals is engagement, active learning, application and retention of knowledge gained.

The 'best' course is all about the design of it so that it is student-centered, stimulates critical thinking and has a high level of interaction so  motivating students to be active learners vs. passive ones

Critical thinking is reflecting and evaluating the 'gray areas' of a concept as to potential possiblities for a problem or concept for the many 'correct' answers within the key concept.  PBL is teaching the mind 'how to think' at a higher level while being open to the various perspectives of a concept

Strategie for active learning requires high standards with targeted feedback for further engagement at the level expected to meet competency. The end result is that the student knows 'how' to apply knowledge, not just with memorizing a fact or concept.

Ownership of learning by the student plays a key role in their success; being self-directed with learning is beneficial with active learning through self-reflection of a concept and helps to build a sense of community within the class. This requires planning 'up front' with a well designed, well structured online course and understanding of the features of a LMS that 'invites' enagement of the learners.