By: Frank J. Ball Sr. – James Sheridon Ochoa –
Jason Oxley – Justin Hefner
Increasing numbers of online
courses have resulted in an
emphasis toward adult learning.
This has led the instructor to
serve as a facilitator rather than
the distributor of content.
 Shift has moved from Traditional
content centered courses to
learning centered courses.
 Curriculum needs to be
authentic and applicable to realworld problems and build
critical thinking skills.
 New Faculty Entering Online Teaching
 Attend new faculty online tutorials
 Assessing whether online teaching is a good fit
 Assists in consideration of how many aspects there are for
online learning
 Workshops
 Gets faculty acquainted with teaching online including
beginning and intermediate teaching methods involving
technology
 Introduction to classroom
 Established Faculty
 Online blackboards
 Accessing new materials and documentation
 Web-based Questionnaire
 Helps faculty discover their strengths and areas of
opportunity
 Assists faculty in tailoring course design and
presentation
 Course design is an ongoing process
 Covers a list of support options, to include:
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Career related services
Personal counseling
Disability services
Tutoring
Multi-cultural programs
(Note: Some of the most popular student support services offered are
resume building, job listings, and job searching.)
 For non-tech-savvy students:
 Comprehensive online training (Example: University of PhoenixCom/516-Professional Communications)
 Develop user-friendly delivery systems
 Clear and precise expectations and guidelines
 Course balance to prevent student overload
 Caused by attempts to mimic traditional courses
 Quality feedback from the course instructor
 Design should flow between elements
 Elements should be concise
 Fancy is not always better
 Design should focus on content, not
backgrounds
 Do more with less
 Implementation should follow analysis
 Instructors should implement for the
learners
 An instructor should prepare for
implementation properly
 Implementation should conform to a
schedule, e.g., a syllabus, etc.
 Implementation should fit the instruction
topic
 Proper planning helps decrease learner
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confusion and misunderstanding
Planning can help promote andragogy
Organized courses progress learners toward
specific goals
Instructional modules should conform to
academic standards
Organization and planning support
institutional accreditation
Today’s online student can attend
school at any time, at any place,
all one needs is a good Internet
connection.
Interaction between the student
and the instructor/facilitator will
enhance the experience of the
online learning environment and
contribute to a positive
performance and course
satisfaction.
A traditional classroom
setting allows face-to-face
interaction every time the
class meets.
The instructor/facilitator
even has one-on-one time
with the student in this
type of setting.
The online instructor or facilitator who
provides prompt feedback that is
relevant and continual contributes
to high student satisfaction.
Meaningful dialogue between the
student and instructor serves as a
basic principle to online teaching.
Instructor feedback evaluations are
consistently higher for those who
have good student interaction in the
online environment than those who
do not.
 Faculty and student support helps address diverse
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issues
Design, implementation, planning, and organization
promote healthy learning environments
This environment helps learners achieve personal and
professional goals
Learning facilitation helps educators create a positive
environment
This environment helps learners engage criticalthinking skills
ABET. (2011). Why Accreditation Matters to Programs and Institutions. Retrieved November 18, 2013, from ABET: Assuring
Quality, Stimulating Innovation: http://www.abet.org/accreditation-matters-programs-institutions/
Demski, J. (2010, January 27). Support For Online Faculty. Retrieved November 18, 2013, from Campus Technology:
http://campustechnology.com/Articles/2010/01/27/Support-For-Online-Faculty.aspx?Page=1
Fish, W., & Wickersham, L. (2009). Best Practices for Online Instructors. Quarterly Review of Distance Education, 10(3),
279-284.
Fogarty, R., & Pete, B. (2007). From Staff Room to Classroom. Thousand Oaks, CA: Corwin Press.
Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2011). The Adult Learner: The Definitive Classic in Adult Education and
Human Resource Development (7th ed.). Burlington, MA: Elsevier, Inc.
National Council for Accreditation of Teacher Education [NCATE] . (n.d.). What Makes a Teacher Effective? Retrieved
October 24, 2013, from NCATE: The Standard of Excellence in Teacher Preparation:
http://www.ncate.org/public/researchreports/teacherpreparationresearch/whatmakesateachereffective/tabid/361/def
ault.aspx
Venable, M. A. (2011). Providing Critical Support to Online Students. Online College.org. Retrieved November 18, 2013, from
http://www.onlinecollege.org/whitepapers/2011-08.pdf