The best practices in eLearning incorporate methods of
delivery that create successful learning.
While there may be similarities in teaching online with teaching in the
classroom, far too often information from a classroom setting is only uploaded
to the virtual learning platform. The student is left with a course to pursue
on his/her own, with little direction, guidance, or collaborative learning.
Theories of learning may not be addressed in the design of the online course,
creating a gap in the delivery of information and the building of
knowledge. While constructivist-learning
theory gives students the opportunity to approach learning from what concepts
they have already learned, the varied background of students will necessitate
an easily accessible source for them to find answers they need. Online courses for K-12 grades must
reach each of the students and their individual needs. Since eLearning is continuing to grow
in these grades, it is important to have success sooner than later (Cavanaugh
& Blomeyer, 2007). Virtual
schools mostly target the higher grades, 9-12, offering remedial courses and
advanced placement (Cavanaugh, et. al, 2007). Teachers need effective eLearning training and schools
should require this before teachers become online teachers. Yet, it has been estimated that only 1%
of teachers that teach online have been trained as such (Cavanaugh, et. al,
2007). Research has shown that
K-12 online learning can be as effective as traditional classroom teaching
(Cavanaugh, et. al, 2007). The
most successful practices will reach the abilities of all students; those
needing remedial help as well as those in advanced courses.
Effective online teaching will include the principles of effective
classroom teaching that have been identified by Chickering and Gamson (1987)
and include:
1.
Encourage discussion between students and
teachers,
2.
Develop cooperation among classmates,
3.
Encourage active learning,
4.
Provide prompt feedback,
5.
Encourage high expections,
6.
Emphasize time,
7.
Respect diverse learning (Bigatel, et. al,
2012).
However, when a course is taught online, three principles must be
addressed which improve success.
Teachers need to be socially active in the online learning environment;
students should become part of the online learning community, and they must
become fully engaged in the learning activities (Bigatel, et. al, 2012). There are several ways in which a
teacher can connect with the learners in an online learning environment. In a study that analyzed the
effectiveness of online teaching at the Michigan Virtual School, researchers
found that successful teachers were those that went the extra mile to reach and
interact with students, and maintain a presence (DiPietro, Ferdig, Black, &
Preston, 2008). This necessitates
that teachers of online courses be skilled in technology, which often requires
training (DiPietro, et. al, 2008).
The best teachers are those who enjoy technology and are willing to
continue acquiring the skills as new technological advances are made for
effective learning (Bigatel, et. al, 2012). Researchers also found that the Michigan Virtual teachers
acknowledged that online teaching required a twenty-four hours a day
flexibility, being available to answer questions posed by students in a timely
manner, sometimes over the phone (DiPietro, et. al, 2008). Often this virtual, but real presence
is translated into higher motivation from the students, who may have otherwise
dropped out of the online course (DiPietro, et. al, 2008). When teachers are actively engaged with
their online students, they can better identify students that are falling
behind, or accelerating ahead. In
fact, the Florida Virtual School, K-12 program, revised their school motto of
“any time, any place, any path, any pace” with three tracks for successful
completion – accelerated, standard, and extended (Clark, 2001, p. 13). This is an effective strategy, as it
addresses the needs and learning styles of most students. Some students are ready to move at a
faster pace, and yet others need more time. When a class is taught online, students who struggle can
avoid the embarrassment they may experience in the classroom when they cannot
keep up. Teachers can address
these needs privately and students with learning disabilities can better
progress. To meet these demands of
becoming an effective online teacher, the Florida Virtual School, requires new
teachers to attend a seminar and begin teaching online with monitoring and
feedback from a mentor who is teaching the same course (Clark, 2001). In this way, the new teacher is
learning as well as teaching. The
teacher will have experiences not only as the teacher of an online course, but
as one who is learning to navigate the virtual classroom. This is an important step to successful
online teaching for many teachers that have never taught eLearning. Florida Virtual School has incorporated
an assessment tool, where they solicit students’ responses at mid term and the
end of the course (Clark, 2001).
Surveys are embedded as part of the course, and student responses are studied
to improve the overall online experience (Clark, 2001). If learning is to
become a success online or even in the classroom, teachers and educational
institutions must seek feedback from those needing or wanting to learn.
Christa
McAuliffe Academy in Washington state has found success for its K-12 online
learning program since it started in 1995 (Clark, 2001). They developed most of their courses,
but also used those from Plato, NovaNET, and ChildU (Clark, 2001). One of the unique aspects of this
virtual school, is that the students (or parents) choose their own teacher
mentor, which is not usually an option in traditional schools (Clark,
2001). They have found that
synchronous meetings with mentors has facilitated learning and added to their
success (Clark, 2001). Once again,
availability of teachers is important, but also the methods that the teacher
takes to become involved in the learning process have impact. Synchronous meetings can fill the needs
for reaching out to students that may not do so on their own.
Doering,
Hughes, and Scharber described effective online teaching methods for social
studies in K-12 online learning (Cavanaugh, et. al, 2007). Teachers have experience in various
ways, augmenting their lessons in the classroom, utilizing online
activities. Three categories are
identified by Doering, et. al. (2007).
The first being direct instruction from the Internet, such as that
supplied by BrainPOP videos (BrainPOP, 2013). Second is active direct instruction which includes online
courses where students direct their own pace with limited data; and the third
is constructivist instruction where students direct their own pace and data,
securing what information they need to analyze learning (Cavanaugh, et. al,
2007). This study addressed
concerns where learning online could have been enhanced, if the students had been
instructed to use reflective tools available on blogs, such as collaborative
communication, reflective writing, commenting, and co-authoring blogs
(Cavanaugh, et. al, 2007).
Adventure Learning is a learning theory for social studies that takes
advantage of a hybrid online learning environment and provides for
opportunities to connect and explore real world issues (Cavanaugh, et. al,
2007). Students interact
with researchers who travel to a place with a known issue. These excursions are shared online with
students synchronously (LT Media Lab, n.d.). For example, the team of researchers explored a remote area
of the Arctic region, revealing to students online, the culture of this area in
an adventure learning called, GoNorth! 2007 Chukotka (LT Media Lab, n.d.).
References
Bigatel, P., Ragan,
L., Kennan, S., May, J. & Redmond, B.
(2012). The identification
of competencies for online teaching success. Journal of Asynchronous
Learning Networks, 16(1), 59-77. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=82846343&site=eds-live
BrainPOP.
(2013). Social
Studies. Retrieved from www.brainpop.com
Cavanaugh, C., & Blomeyer, R. L. (2007).
What works in K-12 online
learning. Eugene, OR: International Society for
Technology in Education.
Clark, T. (2001). Virtual Schools Trends and Issues. Retrieved from
http://www.wested.org/online_pubs/virtualschools.pdf
DiPietro, M., Ferdig,
R., Black, E., Preston, M. (2010).
Best practices in teaching K-12 online: Lessons learned from Michigan
Virtual School teachers. Journal of Interactive Online Learning, 9(3),
10-35. Retrieved from http://search.ebscohost.com/login.aspx?direct=true&db=ehh&AN=55383105&site=eds-live
L.T. MediaLab. (n.d.). Earth Education. Theory into practice. Retrieved from http://lt.umn.edu/earthducation/theoryIntoPractice.html
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