Ron Barnette
Valdosta State University
(This information is intended to serve as a helpful 'checklist', as it were, for faculty, student and institutional readiness for quality online instruction, which requires much foresight and preparation in order to insure effective learning. The suggested model is based on several years' experiences in Web-delivered coursework, and reflects research developments in many fields regarding effective learning styles and quality teaching. A related piece on the assessment of learning and the evaluation on online, asynchronous learning can be found here.)
What do want your students to learn and be able to do as a result of this course? Be precise and write down your detailed expectations.
What issues or assignments are typically most difficult for your students? Draw upon your experiences.
How can the Internet help address these difficulties? Research this...you want the web to enable new opportunities not otherwise available--not just for a technological alternative.
Internet assistance should involve:
-Established email discussion list for your class---results: collaboration; reading and writing skills beyond the traditional classroom; great 'equalizer' for student voices; opportunities for individual student-centered 24x7 timetables.
-WWW access---results: student/faculty research; online course materials; publishing student websites; course resources and assistance with problems and topics; questions and answers online, available anyplace, anytime.
Are your students familiar with web? This is critical...make sure your students know and have access to web-browsing computers.
Do they all have email accounts? This is critical...make sure that your class email requirements are clearly understood.
Are your students self-motivated? Time-management is so important in the asynchronous cyberspace medium! Only those students who clearly understand that they need to set aside daily time for email discussion and web-searching and reviewing activities (at times they choose in this asynchronous environment) will be able to maintain quality 'classroom' activities...and this needs to be made clear from the outset.
Do all your students have Internet access? On campus? Off-campus connectivity? Check the available labs, student center computers, on and off-campus computer availability. Research this, and provide this information.
Check out local and available Internet Service Providers (ISP) and prices. What special rates are available, if any? Make this information available for the students. After all, this is their 'onramp' to your class, and all need to know how to get to class!
Are your course goals and outcomes consistent with resources available on the Internet? Know the net resources!! This is critical.
Where are the best academic discipline resources on the Web? Know what's out there! Check with your professional organizations and web-resource experts.
Who can you contact regarding the 'best practices' online? Get linked with a good online discussion list and network the net in your academic area! This is very helpful; all academic disciplines have online sources..get to know them!
What technical support is available to faculty and to students? See and get to know your tech support people...and help them know your needs! You can't operate in a vacuum, no matter how prepared you think you are...involve your local support personnel..and make sure it is in place to assist!
How can you find resources on online learning projects? Search the web..see what's going on.
Who can you contact with similar online teaching interests? Get to know your colleagues across campus...set up an interest group. Check with your national headquarters for your academic discipline..ask them for contacts,etc.
What have your students learned differently in this electronic medium?
What did they find lacking with asynchronous communication?
What were the benefits with asynchronous opportunities?
How do your students compare this medium with the traditional one?
What have you learned from the experience? What did you learn from your students? How will you change the course in the future? This format will be ever-changing!
This is critical, for you will find yourself spending MUCH time with class email and course web-updating! But you, too, can take advantage of the asynchronous world; anyplace, anytime access applies to your time as well as to your students--learn to use it well. You will find that you will save time---yes, SAVE TIME---once you adjust to this new medium!! Besides, it can afford you with more time for personal, one-on-one and small group discussions and dialogue, which enhances your quality time and the learning environment for your students and your work. But you must be prepared to re-think your role---as a guiding participant in the class, and not as a traditional conductor of the classroom. Once re-aligned, this new medium and paradigm will yield much learning success and personal satisfaction.