Best Practices for Online Training and Support for Online Instructors

2019 ◽  
pp. 378-396
Author(s):  
Beatrice Adera ◽  
Michelle Fisher
Keyword(s):  
Best Practices ◽  
Online Education ◽  
Rapid Expansion ◽  
Online Course ◽  
Course Development ◽  
Online Instructors ◽  
Online Course Development ◽  
Student Demand ◽  
Training And Support

The educational landscape in the past decade has seen exponential growth in online education with online enrollments in many graduate programs outpacing traditional enrollments. This rapid expansion has been attributed to increased student demand, declining budgets, recruitment and retention efforts. A study conducted by Babson College's Arthur M. Blank Center for Entrepreneurship reported that approximately 33.5% of college students completed at least one online course before graduation. The authors also reported that 70.8% of Chief Academic Officers (CAOs) reported that expansion of online course offerings was critical to the long-term strategic plan for their universities. Despite the growth in online enrollment, many institutions find online course development to be a costly, labor-intensive process. This chapter provides an overview of the different components of a quality online course and examines best practices for training and supporting online instructors through the course development and delivery process.

scholarly journals Online Education: Issues, Challenges and Implications

2013 ◽  
Vol 16 (3) ◽  
pp. 53-67
Author(s):  
OLATUNJI, Michael Olalekan
Keyword(s):  
Online Education ◽  
Knowledge Creation ◽  
New World ◽  
Higher Learning ◽  
Online Course ◽  
Negative Consequences ◽  
Digital Revolution ◽  
Institutions Of Higher Learning ◽  
Student Demand ◽  
Made In

Swenson (2007) observed that “in the space of one brief decade, the internet has changed our world and most of us with it”. He remarked further that our ways of doing things are different now as a result of digital revolution in education. To be successful therefore in a 21st century world, in which knowledge is generated at an ever increasing pace, requires that learning be made an ongoing process of skill development and knowledge creation. Online education programs are a reflection of this new world as they offer education without borders (Levine & Sun, 2003). Online education has experienced dramatic expansion while institutions of higher learning continue to increase online course offerings in an effort to satisfy student demand (Capra, 2011). However, Capra submitted further that, while this growth is impressive, it is not without unintended negative consequences. As a result of the increasing import of online education over the years, attempt is made in this paper to examine some of the negative consequences inherent in this innovative form of education which one sees as issues and challenges. The paper also discusses the implications of the identified issues and challenges with strategic suggestions made as to the way forward

Strategies for Online Course Development to Promote Student Success

2014 ◽  
pp. 152-164 ◽  
Author(s):  
Kaye Shelton ◽  
Diane Mason ◽  
Cindy Cummings
Keyword(s):  
Student Success ◽  
Online Teaching ◽  
Course Design ◽  
Authentic Learning ◽  
Project Based Learning ◽  
Online Course ◽  
Course Development ◽  
Online Course Design ◽  
Online Student ◽  
Online Course Development

In spite of online teaching having existed for almost two decades, many courses still mirror the traditional objectivist classroom. However, the literature clearly validates that a different approach must be taken for online course design that includes a pedagogical shift to constructivist methods that encourage transference of learning such as mastery learning, problem-based and project-based learning, authentic learning and assessment, and collaboration. This chapter presents elements of constructivist course design for increased online student engagement that can support online student success.

Preparing Part-Time Instructors for Success in Online Course Development and Teaching

2019 ◽  
pp. 250-297
Author(s):  
Dan Piedra
Keyword(s):  
Continuing Education ◽  
Course Design ◽  
Online Courses ◽  
Learning Experience ◽  
Real Life ◽  
Online Course ◽  
Course Development ◽  
Education Theory ◽  
Part Time ◽  
Online Course Development

Part-time instructors are at the heart of each continuing education operation throughout the world. They bring a wealth of industry experience which adds real-life undertones to classes. However, many lack foundational training in areas of instructional strategies and adult education theory, learning management systems (LMS) and their use in online courses, and course design and development. This chapter will provide an overview of how McMaster University's Centre for Continuing Education has addressed all three of the above areas with a view towards better equipping their part-time instructors in providing a better-quality learning experience. Central to the above is the use of online training and a thorough and highly structured approach to online course development.

Building Quality Online Courses

2018 ◽  
pp. 309-331
Author(s):  
Veronica Outlaw ◽  
Margaret L. Rice ◽  
Vivian H. Wright
Keyword(s):  
Learning Styles ◽  
Online Courses ◽  
Online Course ◽  
Course Development ◽  
Instructional Designers ◽  
Design Development ◽  
Proposed Model ◽  
Online Course Development ◽  
And Training

The authors have personally experienced the burdens of creating online courses without the assistance of trained instructional designers. Many faculty are employed in conditions where they develop online courses without the proper knowledge and training of many essential aspects that should accompany the development of an online course (e.g., design, development, learning styles, copyright, design principles, accessibility, incorporating technology, and technical skills) (Singleton et al., 2013; Speck, 2000; Wickersham et al., 2007). The authors propose and describe the use of a detailed online course development and delivery model (Outlaw & Rice, 2015) that was created to provide distance education units with a systematic approach to course development. The proposed model nourishes the partnerships between faculty and designers to improve the quality of online courses, while providing the support faculty need to successfully create online courses. The authors discuss a model that provides consistency in efforts to create efficient workflows to develop online courses.

Preparing Part-Time Instructors for Success in Online Course Development and Teaching

2021 ◽  
pp. 554-598
Author(s):  
Dan Piedra
Keyword(s):  
Continuing Education ◽  
Course Design ◽  
Online Courses ◽  
Learning Experience ◽  
Real Life ◽  
Online Course ◽  
Course Development ◽  
Education Theory ◽  
Part Time ◽  
Online Course Development

Part-time instructors are at the heart of each continuing education operation throughout the world. They bring a wealth of industry experience which adds real-life undertones to classes. However, many lack foundational training in areas of instructional strategies and adult education theory, learning management systems (LMS) and their use in online courses, and course design and development. This chapter will provide an overview of how McMaster University's Centre for Continuing Education has addressed all three of the above areas with a view towards better equipping their part-time instructors in providing a better-quality learning experience. Central to the above is the use of online training and a thorough and highly structured approach to online course development.

Curriculum and Online Course Development Framework

2021 ◽  
pp. 223-251
Author(s):  
Piti G. Kanjanapongpaisal ◽  
Florence Wolfe Sharp
Keyword(s):  
Online Instruction ◽  
Online Course ◽  
Online Curriculum ◽  
Development Framework ◽  
The World ◽  
Online Course Development ◽  
Key Issues ◽  
Solid Foundation ◽  
Development Phases

The online pivot necessitated by the COVID-19 pandemic of 2020 has placed online instruction in the spotlight. While schools and universities around the world quickly moved classes online and kept students learning, it became apparent that most institutions and instructors lacked a solid foundation in creating online curriculum. Recognizing that online instruction is here for the long-term, building skills in creating and managing the online curriculum is essential. This chapter covers the history and foundations of curriculum, explores key issues and opportunities for educators just getting started with online learning, and recommends foundational practices for developing effective online curriculum. The approach takes a practical perspective, stepping through the curriculum development phases and concluding with a look at some of the challenges curriculum developers and instructors face.

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