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Principles for quality online/distance teaching, image, image, image,…
Principles for quality online/distance teaching
Evidence suggests that online/distance education operates best as a system of dynamic, interrelated components, which may vary in terms of implementation by context.
within the field of distance education there are three forms of interaction
student-content
student-student
student-teacher
The importance of teacher presence in online learning
Evidence from a study investigating outcomes in
MOOCs
demonstrated that "The teachers’ presence during the course, his or her interactions with students and the quality of the videos presented are significant determinants of course completion".
.
Setting expectations around when the teacher is available and how/why they can be contacted
.
1
. Timetabling student activities.
2
. Scheduling ‘office hours’ and regular check-ins with students, either online or via phone.
3
. Posting to online discussion boards (questions for students to respond to etc.)
4
. Posting update videos or lectures.
5
. Using frequent formative assessments to stay up to date with student progress.
Creating a supportive, online community for collaborative learning
Evidence indicates collaborative learning in online environments enhances student learning more so than individual learning, and that interaction is essential.
Though there are many technological options for fostering collaboration and promoting interaction among learners, it is important to utilise technological options that are best suited to the needs and capabilities of teachers and students
Screen time – quality vs. quantity
Recent research has demonstrated that this focus on risk and harm is outdatedtext
Instead, it is more appropriate to consider the quality of both the content and interactions children are consuming/participating in online.
In recent years, debates about screen time have shifted from a focus on quantity to quality.
Both teachers and parents should ask
the following questions when considering what their children/learners are doing online.
1. What’s the context? Where, when and how is digital content being accessed?
2. What’s the content? Is the content age or skill level appropriate?
3. What connections are being facilitated? How is this online experience facilitating (orimpeding) positive social connections?
