Saving Your Sanity When Teaching in an Online Environment: Lessons Learned
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Saving Your Sanity When Teaching in an
Online Environment: Lessons Learned
Cathy Galyon Keramidas
Barbara L. Ludlow
West Virginia University
Belva C. Collins
Constance M. Baird
University of Kentucky
Abstract
To address critical shortages of special education personnel in rural areas, institutions of higher education are using the Internet to bring
personnel preparation programs to prospective and practicing teachers in rural communities. However, often instructors of such courses
receive little to no training on bow to design and implement a course in tbe online environment. Wbile learning management systems may
differ at various colleges and universities, there are many belpflil strategies tbat can make the processes of course development and implemen-
tation easier for tbe novice and experienced online instructor. In tbis article, four instructors from two different universities witb substantial
distance education experience offer practical tips for creating and managing online courses.
Personnel preparation programs in special education Center, 2007). This option, though generally adequate
struggle to address teacher shortages in the field that are for email and discussion boards, is less than optimal for
becoming ever more urgent in response to the new other applications often employed in distance education
requirements established by the No Child Left Behind (e.g., video streaming, desktop conferencing) that
Act in 2001 and the reauthorization ofthe Individuals require broadband access. Rural participants sometimes
with Disabilities Education Act in 2004. Today, many can access higher speed connections to the Internet at
special education programs are attempting to address the community's public library or their local school
these shortages, especially in low incidence disabilities system (Rural Assistance Center, 2007). These sites,
and the early intervention, via distance education however, present issues offirewallsand filters that block
(Ludlow & Brannan, 2001, dated 1999; Ludlow, access to certain web sites or file types. Still, more
Conner & Schechter, 2005). connection options such as satellite and cable Internet
Although the shortages are seen across the country, access are rapidly becoming more available in rural areas.
they are particularly high in rural schools (Menlove & As this occurs, more personnel preparation programs
Lignugaris-Kraft, 2004). New technologies for distance may choose online courses and programs as a viable
education have allowed school systems to hire interested delivery system in rural service areas.
individuals already living in a rural area and provide them As distance education technologies change, so must
with access to personnel preparation programs (Menlove pedagogy and instructional methods. Use ofthe Internet
& Lignugaris-Kraft, 2001). as an instructional delivery system is still in its infancy. In
Institutions of higher education have used a variety this article, we share with you some simple ways that
of technologies such as satellite broadcasts, interactive online courses and programs can be made better and
television, audio conferencing, and the Internet (Skylar, easier for all stakeholders involved in the process (i.e.,
et al., 2005) for distance education. However, as the instructors and learners) based upon our collective
capabilities ofthe Internet have improved, more colleges experience of 25 years in online developers and
and universities are choosing this as their mode of instructors at West Virginia University and the
delivery. The United States General Accounting Office University of Kentucky. Even though you may use
(2002) reported that 84% of four-year institutions in the different technology formats or a different learning
United States offered online courses to some 1.5 million management system, we offer these recommendations in
students. In 2006, around 3.2 million students took one the hope that you can benefit from the lessons we have
or more online courses, with 96% of institutions with learned about how to survive (and thrive!) when
enrollments of 15,000 and over offering online courses teaching in the online learning environment.
(Sloan Consortium, 2007).
The Internet, however, is not without its limitations. Delivery of Online Instruction
Some rural areas offer only dial-up connections with old The array of technology formats that are available for
phone lines that offer even less than the 56K speed as the delivery ranges from completely asynchronous
only option to access the Internet. (Rural Assistance (multimedia modules, email, discussion boards, quiz
28 Rural Speciol Cducalien Quarterly 2007 26( 1)forms and assignment dropboxes, and blogs and wikis) production quality and insrtructional design variables
to synchronous (text chats, voice charts, real time media until you get a "look" that works for you.
streaming, and desktop conferencing—both audio and Do not date content. When recording lectures live
video). You can determine the best application(s) for and even when pre-recording lectures, you will be
your program and your learners by considering the tempted to refer to required course readings, time-
institutions capabilities, the learners' access, and your specific events, software, web sites, and other material
own technology skills. Here are some suggestions that that quickly dates course content. It is generally
may help. preferable to make more general overview statements in
discussing such topics; for example, you can present an
Developing Current Video for overview of the importance of interactions in distance
Asynchronous Online Streaming education courses without referring to a particular
The use of audiovisual (AV) media in an online learning management system or identifying specific
course can simulate face-to-face delivery for distant articles on the topic. You will find it helpful to provide a
learners even in an asynchronous delivery system. Video general overview of each module topic and then refer
and audio segments that explain and elaborate on learners to the updated course readings for current
content can accompany buUeted points on graphic content.
materials (e.g., presentation slides), thereby eliminating Study the professionals on television. Guest lectures or
the need for the instructor to spend hours writing text to interviews with educators or families can enliven the
accompany them. In addition, these segments have the video segments. These can be recorded in a television
advantage of allowing learners to hear vocal inflections studio using a production team, which may result in a
and see facial expressions that convey meaning in "talking head" discussing a variety of topics. Or, you can
addition to providing demonstrations that may illustrate follow the lead of award-winning interview shows and
key concepts or skills. For useful information on creating record lectures or interviews in a classroom or other
online video, please consult Collins and Keramidas natural setting with a simple but more interesting
(2006) and Collins, Schuster, Ludlow, and Duff (2002). background (e.g., color, texture, plants). The camera
Here are some basic suggestions for using streaming (operated by a single assistant) should first focus on the
media. course instructor who introduces the topic, then shift: as
Keep video techniques simple. The easiest (but perhaps the instructor turns to begin the interview, and finally
not the best) method of creating video is to record focus slowly on a close-up ofthe face ofthe person being
lectures as you teach them in a face-to-face course. interviewed with only a partial glimpse ofthe instructor's
Technical support persons can digitize the recorded back to the side. Not only does this make the process of
lectures, synchronize it with the presentation slides, and conducting and completing these video interviews
post it to a streaming server for learners to access it. This simplified but it also results in a more relaxed atmosphere
process requires a team of professionals working for both the instructor and the guest. In addition, the
together to get the video content online in a timely elaborate (and generally expensive) process of scheduling
fashion but may require updating the next time the a television studio and the personnel involved has been
course is offered. You may prefer to pre-record the eliminated in favor of booking a smart classroom and
lectures, using a single assistant to videotape brief assigned staff already identified for distance learning
lectures (20 min or less) in a classroom setting or in a production.
faculty office without participants one semester in Avoid heavy editing responsibilities. Lengthy
advance. Although this eliminates comments and recording demand lengthier (and quite tedious) editing
questions, it allows more time to prepare and post the sessions. If you make long, continuous recordings on a
video segments and avoids the time crunch when topic, you will need to view it to mark beginning and
everything must be done while the course is underway. ending points for smaller segments that will be easier for
You may choose to use new video editing software (i.e., students to download and do not require them to sit
Apreso) that automatically synchronizes video content passively in front of the computer for long periods of
with slides and is simple enough to learn and apply. Your time. You will also want to edit extraneous material from
institution may make "smart carts" available for faculty the recordings, including mistakes and
to use when producing video/audio content mispronunciations, undesirables noises (e.g., coughs) or
synchronized with slides (e.g., Camtasia software). extraneous comments. However, you can avoid the need
These are compact units with laptop, microphone, for time-consuming editing sessions by recording
software installed, and a detailed instruction booklet that content in short segments (i.e., less than 20 minutes)
explains the process from initial "audio checks" to saving that are focused on a single content topic presented by an
files for streaming. If you produce your own video clips instructor or a guest.
you can solicit feedback from technical support staff or
Use comparative interviews with the same or different
the learners themselves and you can also experiment with
speakers. As time passes, you will find that you want to
Rural Speciol Cducolion Ouarterlv 2007 26( 1) 29record additional lectures or interviews on the same high quality post and multiple responses across several
topics. Instead of replacing initial interviews with days, (b) 4 points = high quality multiple responses
subsequent interviews, you may want introduce video across several days, (c) 3 points = high quality post and
segments by informing learners that the interviews multiple responses only on single day, (d) 2 points = high
demonstrate how perspectives or practices have evolved quality responses only on single day, (e) 1 point =
over time. This prevents you from having to re-record minimal quality post and minimal quality responses
information that has not changed (e.g., program across days or on single day, and (f) 0 points = no
descriptions) while highlighting the dynamic nature of participation. When grading discussion participation,
the field. Older interviews are kept and dated for you will find it helpful to first read discussions all the way
historical context so that learners can compare these to through as a continuous strand, posting your own
more updated interviews with the same or different comments when appropriate, then use the learning
experts. management system to group posts by individual
Consider accessibility during development. The learners to assign points.
Americans with Disabilities Act requires instruction to be Set timelines for discussion. In addition to knowing
accessible to individuals with a variety of disabilities; how the instructor will grade the discussions, learners
institutions vary in their policies as to who is responsible need to know when discussions begin and end. You can
for ensuring accessibility of online courses and programs. control the beginning of a discussion by revealing the
If you do not address accessibility in the planning stage question on that day. You should make clear that late
and/or during recording, you may find yourself facing posts are not accepted and that classmates will not be
considerable time and expense to retrofit video segments expected to respond to late posts. In the event that a
to meet accessibility guidelines and you may or may not learner has a legitimate excuse for not participating (e.g.,
get assistance from technical support staff. Various family crisis, illness), you may choose to allow him/her
accessibility techniques (e.g., making transcripts of video to work individually on an alternate assignment (e.g.,
and audio lectures or interviews, adding closed posting an analysis and summary ofthe discussion). You
captioning, using audio to describe video segments may find it helpful to establish a separate deadline each
showing visual techniques) are available, but you should week for discussion board questions: one for a response
adopt principles of universal design in the development to the instructor's original post to which every learner
phase since it is less costly and time-consuming in the must respond and the second for responding to
long run. In addition, you may want to review your classmates—^which typically comes later in the week. This
institution's poHcies on the fiscal responsibilities of gives learners time to post their original response, review
making online courses accessible prior to development. other postings, and formulate considered and articulate
responses to their peers' ideas.
Promoting Participation in Asynchronous Establish a separate discussion for off-topic comments.
Discussions To keep discussions focused on the topic, you should
Most online courses rely heavily on the discussion create an alternate discussion board (titled something
board for both instruction and interactions. Because like "Student Cafe") where learners can interact on
discussions are often integral to the learning process in topics not related to the course, thus building a sense of
online courses, we now share some strategies to increase community that would occur before and afi:er a face-to-
the quantity of posts and the quality of responses. Again, face class session. As instructor, you may choose to
we refer you to to Collins and Keramidas (2006) and refrain from regular participation in this discussion,
Collins et al. (2002) for additional information. unless you feel a response is warranted to a specific topic.
Make expectations clear for participation. It is not Topics posted by learners will include such items as
enough impetus for participation to post a discussion asking for (and receiving) support from others in a family
question and assume learners will participate because crisis or locating information for addressing problems
they want to interact with others in the course in a way with a family pet. They should also feel free to voice
that facilitates learning. Learners need to know on the occasional frustrations with the course (e.g., getting
first day that they enter a course that they will be technology to work, keeping up with fast pace) that
required to participate in a discussion as part of their allow you as the instructor to make appropriate
course grade. In addition, they need to know how the adjustments.
instructor plans to score discussions. For example, course Use questions to link to updated content. The
requirements may specify that learners will be expected discussion board allows you to easily adjust the course
to both post a strand in response to the discussion each semester to keep content from becoming outdated
question and to reply in the strands posted by classmates. and to focus attention on new content covered in the
In the announcement section of the course, a statement course readings. For example, you could pose a question
outlines that each discussion is worth 5 points with the about making courses accessible to students with
following requirements for earning points: (a) 5 points = disabilities and learners could discuss new technologies
Rurol Speciol CduMtion Quorterlv 2007 26( 1)presented in die course readings. You can also require or web link or email contact. Using a team-teaching
each learner to "link back" to knowledge content during format within the online environment presents learners
each weekly discussion board posting, for example, by with more than one perspective and also provides a
specifying that s/he include at least one cogent reference valuable professional resource for you and for them.
to the weekly module readings, video clips and/or web Build information resources as a team. Many courses
sites to receive full points. require learners to identify and abstract one or more
Use group activities within discussions. One way to refereed articles and one or more scholarly/professional
make discussions more manageable is to place learners in web sites that are relevant to the topic being discussed.
groups. You can appoint (and rotate) leaders who are To successfully accomplish this throughout the semester,
responsible for posting a summary of the group's learners may be required to participate in an
discussion for the rest of the class; questions can be the introductory bibliographic instruction session in Module
same or different across groups. In setting up groups, I on how to access electronic resources on distance
consider equalizing groups; for example, each group can education. The DL librarian may compile and present
pair experienced learners witli less experienced learners the session using multiple formats including video
or forcing reluctant learners to serve as leaders. In streaming, relevant links, resource definitions/examples,
addition, try to create as much diversity within the and tips/hints for searching. The session may be made
groups as possible (e.g., avoid putting learners together available on demand or delivered in real time; in some
who are already in a program cohort or who work cases, it will be generic and applicable across all courses
together in the same school or agency; group students and programs, while in otliers it may be designed for a
together from different parts of the home state, from specific course or program.
dif^ferent states, from different disciplines, and from Provide a "comfort zone" for orientation and initial
different career perspectives. This type of grouping, in submissions. It ofben helps to schedule the first two weeks
and of itself, is educational and moves people out of a of the semester for learners to learn to successfully
"comfort zone" into a more dynamic learning engage in the learning management system environment
environment. (Blackboard in this case), complete the bibliographic
Be creative in discussion formats. Discussions do not instruction session, and complete the first assignment for
have to be limited to a question, so you should resource building. You should consider asking learners to
experiment with various formats, such as assigning utilize their newly-gained knowledge in an ungraded
learners to opposite sides of an issue in debates, having exercise: searching for and identifying one article and
them engage in role-playing, and assigning a problem one web site on the Module I topic. Learners may be
with a group outcome (e.g., designing a course syllabus). required to submit the article citation and abstract to a
separate database link within the online course and to
Techniques and Strategies for Developing submit the web site URL and abstract to a different
Research and Information Skills separate database link within the online course. You may
All courses need to emphasize the lifelong also want to have learners submit their article and web
importance of developing and maintaining research and site choices to the DL librarian for review and critique.
information acquisition skills as part of the course This allows learners to go through one complete cycle of
experience—and online courses are no different. The the Building Information Resources assignment and
explosion of electronic and information resources, the receive valuable feedback from die DL librarian on the
challenge of evaluating and effectively applying the same, soundness and validity of their resource choices prior to
and the changing and evolving electronic world of receiving a grade for the remaining module assignments.
databases create and sustain the need for instruction in Learners typically appreciate the opportunity, if
information literacy for all learners. Here are some ideas necessary, to refine their search strategies and resubmit
for accomplishing those goals in an online course. the assignment without any link to points or a grade.
Consider team-teaching with library faculty. A Value of assignment on multiple levels. Afber an initial
number of universities have established the position of ungraded activity in Module I, learner article and web
distance learning (DL) librarian to provide equitable site submissions for the remainder of the course may
services for both distance education faculty and learners. comprise as much as 30% of the total grade. These
The DL Librarian may be responsible for engaging in requirements can result in a significant impact on
multimedia course design consultations; managing, learners' research skills and abilities, recognition of the
along with valuable team members, copyright and value of the DL librarian and the multiple services
electronic reserve needs for distance learning faculty and provided, and ability to access valuable resources on a
learners; and creating bibliographic instruction variety of course topics compiled by themselves as a
workshops or modules for distance learning cohorts. In team. You will find it helpful to include the requirement
some instances, you may even be able to insert the library that no article or web site posted can duplicate a
into your online course by incorporating a special section previously posted submission or a course content article
Rural Speciol Cducolien Quorterly 2007 26( 1) 31or web site. This ensures that each resource submitted is courses (Dennis, 2003; Hayward, & Cairns, 2001;
unique and adds value to the overall group product. At Phillips, 2005). Case studies allows a learner to apply and
the end of the course, every learner will have contributed practice content in multiple meaningful contexts,
to extensive annotated bibliographies and providing an anchor experience (Bransford, et al., 1990)
webliographies on course topics that will be useful to that can foster individual understanding or group
them throughout their program and study and their discussion that helps learners to see various perspectives
professional careers. and potential solutions.
Information is there on the Internet—use it! All
Delivering Content Through Multiple course management systems and most desktop
Resources conferencing tools allow the instructor to "send"
A face-to-face class session typically relies primarily learners to identified web sites for exploration of text,
on the instructor as the mode of delivery, perhaps images or media segments prior to or during online
supplemented by the occasional video segment or guest. discussions. You can incorporate this feature into
However, online courses should not merely duplicate the asynchronous and synchronous discussions, individual
traditional classroom delivering course content but and group assignments, and even quizzes and exams.
should capitalize on the multiple formats available in the Just remember to check the web sites every semester to
online learning environment, especially the ability to confirm that they remain active and that the original link
hyperlink to content within and outside of the course. is still working.
Using a variety of modes to deliver course content Guests add variety and meaning. Many instructors in
ensures that learners stay engaged with the materials and face-to-face courses use guest instructors or panels to
activities as well as their classmates. Here are some tips offer additional expertise or perspectives; you can also
for more effective and interesting content delivery. "bring" guests into online courses, using them either
Make synchronous content easy to access. asynchronously (via recorded segments) or
Asynchronous modes, because they are delivered on synchronously (via access to the text or voice chat or
demand, can be accessed at any time and from any audio or video conferencing tool). A panel of parents
location determined by the learner. Synchronous modes, and/or teachers (or even children or adults with special
because they must be delivered in real time, offer the needs) addressing the topic of autism can make abstract
immediacy of a live class session, but not the convenience topics come to life and heighten learner motivation.
of on demand learning. To remedy this, you can provide
supports to help the learner during the class session, such Building An Online Learning
as an outline (e.g., a copy of the presentation slides or a Community
full text outline or one with missing keywords) of the One drawback to an online course is that learners can
information to be covered, reducing the need for note feel isolated, especially if all interactions are individual
taking and fostering greater attention to what is and asynchronous. Unlike face-to face class sessions
occurring on screen. If possible, you should also provide where side conversations, study groups, and professional
an archive of the class sessions so that learners who miss relationships develop naturally among learners, the
the class or those who would like to review the online learning environment must be deliberately
information have the ability to do so. designed by the instructor to build community.
Qffer asynchronous content. Another way to deliver Some simple ways to promote learner interactions
course content is through learning modules; modules are and relationships are outlined below.
asynchronous, multimedia and interactive materials and Create a learning community area. Instructors
activities. A module can include a webquest where should consider creating an area within the course where
learners go to particular web sites to seek information learners post a personal entry, generally as one of the first
and respond to questions posed by the instructor, assignments within the course; the entry should include
allowing them an opportunity to review current research a brief narrative of professional and personal information
information and conflicting points of views on the same outlining where they are in the program (e.g., I am in my
subject, while giving them resources they can refer to 3'''' semester in the early intervention special education
when working in the field. A module can include text program), identifying where they live and/or work (e.g.,
and images and/or audio or video recordings that I am a special education teacher in Jones Elementary
illustrate particular points or demonstrate critical skills, School in Jonesville), and listing some background and
accompanied by commentary by the instructor. Finally, a perhaps a few hobbies and/or interests (e.g., I am
module can include interactive exercises that require married with 2 wonderful kids and we all love to camp
learners to engage in critical thinking, experimentation, and hike). You may also want to ask them to attach a
or practical applications of course content. digital photo to their entries so that you and their
Case studies simulate the real world. Online programs classmates can visualize them when interacting online.
often successfully employ case studies within their This Learning Community area can be designed as a
32 Rural Speciol education Quorteriv 2007 26( 1)discussion board that all course participants can access, the syllabus or other required reading, you can guarantee
but individual web pages and blogs would produce the that learners have opportunity to read about what the
same effect. As instructor, you should read die entries institution considers plagiarism and dishonest practices.
and review the photos and also encourage other learners By having a statement within the course that the student
to learn more about their peers and look for professional types and submits with their name as a "signature," the
and personal interests in common to simulate the casual students become responsible for the policies. If you also
conversations that occur during time spent before and require students to sign a form that they have read and
after a face-to-face class session. will comply with the statement or ask them to include
Discussion does not have to be "whole elass.^ Some such a statement such as "I have not copied, plagiarized
online courses have too many learners to have only a or otherwise cheated" with a//submitted work, you will
single discussion group; you will find that focused and not only remind them of the policy but also have
substantive discussion of content is more likely to occur evidence that they were aware of it should you find a
when each group consists of 6-8 students. With more violation.
learners, the discussion becomes cumbersome, and with Design assignments and exams that discourage
fewer, the discussion tends to be sparse. You may assign cheating and pla^fiarism. Through careful design of
learners to discussion groups based on their assignments and exams you can also assist learners in
professional interests, prior experiences, or career goals, maintaining academic integrity. Assignments that require
asking them to express choices on a parameter such as contact with real individuals, families, or classrooms and
age/grade level (e.g., infant/toddler, preschool, exams that require responses to hypothetical cases place
elementary, secondary) if you want learners with similar less pressure on students to cheat or plagiarize than do
backgrounds and interests to discuss issues in relation timed, objective tests based on the textbook or term
to a particular group of individuals with special needs. papers on stock topics easily purchased from individuals
Learners do not have to be assigned to the same group or services. Real and hypothetical cases are much harder
across multiple courses or semesters, since they to copy and instances of academic dishonesty are more
generally benefit from exposure to different easily detected because answers submitted that are too
perspectives. If your course has learners with varying similar are readily noticeable to anyone grading them and
levels of experience with online learning, you will find it essay responses make it easier to recognize a match or
desirable to mix inexperienced with experienced mismatch to a learner's typical writing style. For those
learners in the discussion groups, so new learners may who like to use objective tests, many learning
learn by example to recognize what is a quality posting, management systems provide tools for the instructor to
how often to post, and when to request help and create large pools of questions on different topics that
encouragement from the instructor or peers. can be randomly selected and/or presented in a random
order for each individual exam.
Monitoring Academic Inte£[rity in the Do not ignore that ^unny feelinji/' No matter how
Online Environment carefully you design a course to promote integrity and
Critics of distance education often cite issues related discourage dishonesty, some learners will still engage in
to academic integrity as a main concern in distance academically dishonest practices because they have used
education courses and programs (Baron & Crooks, them successfully in the past or because they are under
2005); however, acts of academic dishonesty such as pressure to perform. Whenever you notice any wording
plagiarism and cheating occur as often in the face-to-face of phrases that is not typical of the learner, any time what
classroom as they do in the online environment and they is submitted makes little sense, or if you get a feeling of
must be addressed by instructors in much the same something "being off, it should prompt you to
manner. Since most interaction in an online course investigate further. Keep in mind that work taken from
occurs dirough written word via text chats, discussions, multiple sources may vary in person, tense or grammar
assignments, and assessments, the instructor should between sections, while information copied from
become familiar widi the writing style of the learners. HTML pages or PDF files will often have unusual fonts,
This practice, along with new tools and techniques wide margins, or extra characters.
available, will assist you in monitoring the integrity of all Use new tools to detect dishonesty. The Internet is an
learners. Here are some strategies you can try. excellent resource for checking for plagiarism, as are the
Establish an integrity policy and apply it! The first Rill text databases of published work available through
step you can take to ensure that learners maintain the the institution's online library. The Google search engine
desired level of integrity is providing a statement of the allows you to type in words or phrases, sentences or
academic integrity policy for the course. Many, if not all, titles, or author names; if these phrases are on the
institutions provide a student handbook that oudines Internet, the search will list the web site where they can
their academic integrity policies, but many students do be found. Google Book Search, which requires
not read this document. If you provide the statement on registration but is available at no cost, is another web site
Rural Special Cducolion Quarteriy 2007 26( 1) 35that allows you to search numerous digitized books, Challenges and Issues in Online Course
chapters, and articles on various subjects, listing all •Implementation
materials that contain the phrase with the page number
on which it appears. If your institution subscribes to Instructors have stated (and research backs them up)
Turnitin! or another plagiarism detection service, learn that teaching online requires more time and effort than
how to use it or teach learners to use it. As an instructor, teaching face-to-face in a classroom. Online instructors
you can submit learner work to be compared to generally spend more time in both the development
published text as well as to work submitted by other phase and the delivery phase; during development, they
learners; or, you can require learners to submit their must plan and prepare course materials in advance
work along with documentation that it has been (Meyer, 2002), while during delivery, they need to
reviewed in this program and no evidence of plagiarism respond promptly to multiple individual contacts by
was found. learners (Boettcher, 2004). Some reports suggest that
both development and delivery may require as much as 2
Follow policies and document, document,
to 3 times as much time as face-to-face teaching (Palloff
DOCUMENT! The only way to ensure academic
& Pratt, 2007). This may be due in part to desi£[n
integrity is to insist on it. Having all the tools is not
considerations or the need to prepare materials well in
enough—^you must follow the guidelines and procedures
advance to upload them to the course (Simonson,
set forth by your institution when academic dishonesty is
Smaldino, Albright, & Zvacek, 2006), in part to
detected, and make all learners aware that you will and
management considerations or manipulating the
do follow the policies, especially those related to
technology formats for effective and efficient instruction
timelines for reporting incidents and penalties for
(Ko & Rossen, 2004), and in part to delivery
infringements. When academic dishonesty is suspected,
considerations or addressing the increased frequency of
documentation is imperative. You should make multiple
contacts with individual students (Palloff & Pratt, 2003).
electronic and print copies of the suspected work and any
supporting artifacts (e.g., peer's work that may have Most colleges and universities have adopted a
been copied, the texts, articles or web sites that contain learning management system (LMS) to simplify the work
copied phrases, etc.) arid store the evidence in a safe and of developing and delivering courses (Dabbagh &
secure location. Bannan-Ritland, 2005). So most likely you will be using
a system such as Blackboard, WebCT, or eCollege that
Implementation of Online Instruction provides an integrated system of tools for creating
instructional formats (such as modules, assessments,
The need to develop and deliver an online course is
now a requirement for almost every faculty member at assignments) and managing instructional routines (such
every institution of higher education. Online instruction as mail, discussion boards, grading rubrics and grade
improves access for learners and increases enrollments for books). Other institutions provide online support
the institution, but it also creates more work for faculty systems such as instructional designers, media producers
(Kearsley, 2000): a higher number of learners to oversee, a n d / o r Web developers to assist instructors in
interact with, and grade as well as a greater volume of developing online courses (Moore & Kearsley, 2005). If
contacts with individuals rather than groups. To you are fortunate, you will have access to talented
compensate for the additional workload, many individuals with adequate time to help you design your
institutions set lower course caps (10-30 students per online course and prepare dynamic instructional
course) than for face-to-face courses (Vilic, 2004) or materials for it. But the reality is that, like most
provide teaching assistants or other instructional instructors, even with all this help, you will find yourself
supports for larger enrollments (Moore & Kearsley, largely responsible for designing and managing your
2005). Online learners also spend more time in online own course. A few simple tips are all you need to help
courses since they must not only learn course policies and you feel satisfied and successful rather than anxious and
content but also master technologies that may be overwhelmed as an online instructor.
unfamiliar to them (Gilbert, 2001). Poorly designed
online courses may result in learner overload that can Design Considerations for Online
contribute to poor performance, higher attrition rates, Instruction
and dissatisfaction with online learning (Palloff & Pratt, Design is an integral component of any course, but
2003). As an online instructor, you not only face the in an online course two design elements must be
many challenges associated with technology-mediated addressed (Ko & Rossen, 2004): instructional design znd
instruction, but also bear the burden of responsibility for technical design. You probably already know principles of
implementing an online course that sets reasonable effective instructional design (Gagne, Briggs, & Wager,
expectations for yourself and for your learners, yet still 2005), which uses research on learning to recommend
results in high quality teaching and learning experiences strategies for instruction such as developing objectives to
for all. address multiple levels of learning, linking content and
34 Rural Speciol Cducolien Quorteriv 2007 26(1)assessments to objectives, and planning learning concepts to complex ideas, modules can be listed from
activities for engagement. But you may not be as familiar first week to last week, assessments or assignments can be
with principles of efficient technical design (Butow, listed in the order in which they are due (instead of
2007), which uses research on online behavior to design alphabetically), and components accessed most
user interface mechanisms such as screen layouts, link frequently, such as the mail or discussion board can be
and button titles, hypertext versus Unear tasks, and located in a prominent or easily accessed location. Select
navigation menus. Considered together, instructional a title and/or icon that makes intuitive sense and
and technical design imply consideration of logic in communicates clearly; the title Content Modules with an
content and transparency in technology (Palloff & Pratt, icon of multiple file folders both tells and shows what
2007): logical wording and display choices assist learners learners can expect to find in one section while the title
in locating information, while transparent links and Group Projects with an icon of people sitting around a
menus focus learner effort on learning content rather table cues readers of the purpose of another section. A
than technology. However, it is not necessary for you to predictable organization makes it easier for everyone
take a course in online design or hire an expert (including you, the instructor) to find what they need
consultant to plan and create your online course. Here when they need it, reducing time spent searching for a
are some suggestions to assist you in designing your specific component or contacting the instructor for
online course to make it easier to manage for you and assistance.
your learners. Create elements to limit wait time. Internet users
Use a consistent structure within and across courses. expect easy navigation and quick response, so when
To the maximum extent possible, design a layout for preparing materials in any file format, consider the type
course components that is the same or as similar as and size of the file and how long it will take to open,
possible within a course or across courses in a program. review and manipulate it. Consider these aspects in
Consistency in the look, feel and use of components such creating all elements of your online course: file size;
as the syllabus, content modules, and learning layers of content; length of pages; type offile.The size of
assessments can make life easier for you and others. Your a file (in kilobytes or KB) should be no more than 100
design choices may be constrained by the LMS you are KB for dial-up modem access and no more than 300 KB
required to use, which may already have standardized the for high speed modem access to facilitate loading into
names or locations or applications of certain formats and the browser window or downloading to the desktop.
tools, but wherever you have choices, be planful in Layers of content should be limited to no more than 6
deciding upon a structure that makes sense with your levels of hyperlinks to reduce repeated linking to access
course (if designing as an individual) or program (if content. The length of a Web page should be no more
designing as a faculty team). Label Course Requirements than 2-3 screens of text; this limits scrolling to find
as such in all courses, not as Course Policies or specific information to about 10 seconds. The type of file
Assignment Directions in some. Locate Course Syllabus for a specific application should be chosen to facilitate a
in the first position (top or lefi:) and Troubleshooting specific use and minimize load time. Text documents
Tips in the last position (bottom or right), not wherever that learners need to respond to and submit online (such
they happen to appear when you create them. If you as an assignment format) are best created in a standard
offer multiple online courses in a single program, text format such as .rtf .txt or .doc, while those that
consider developing and using a template or shell that must only be read and should not be changed (such as a
can be applied to every course and section. A consistent syllabus) are best created as. pdf which "fixes" the pages
structure goes a long way to reduce time spent learning in the desired format. Image files (such as charts, graphs,
how to access all needed components and minimize photographs) should be optimized for the Web by using
stress for new (or technologically challenged) online .gif for drawings or animations and .jpeg (smaller size
learners. only) for photos; free image resizing software is available
Organize course components in a predictable manner. online at many different sites for modifying resolution
In planning the course, design a layout that makes sense (number of pixels for width and height) and quality
even to those not familiar with online learning. Key (compression rate) to control file size. Streaming media
sections can be laid out in a predictable order, beginning (for audio and video segments) should be created using
with the information or activities needed—put the real time streaming protocol (RTSP) which offers
orientation module, directions or practice exercises immediate playback following a brief buffering period
where learners will encounter them as soon as they enter instead of a lengthy download time. Media files should
the course since that will be most useful to them. be limited to short clips no more than 90 seconds for
Content or activities that are associated with due dates dial-up modem access and 2 hours for broadband access
can be organized in a time-dated order (perhaps even to ensure smooth playback with little distortion in
with timed releases) so they are available when needed. motion or sound quality. Files that require only a few,
Information can be arranged hierarchically from simple uncomplicated actions to access, and open quickly and
Rural Speclol Ctfucalion Quorteriv 2007 26( 1) 35easily will allow learners to stay engaged in the learning only does this help you to locate and revise files with less
process and avoid wasting valuable instructional time. effort, but it also allows you to download files to be used
in other courses and upload them by folder; for example,
Management Considerations for Online a folder with files containing a set of directions for using
Instruction online formats could be used the following year in a
Management of the online course once it is different course using a basic download-upload
underway consumes a considerable amount of instructor maneuver or shared with a colleague by setting the link
time. A self-study of one course found that online for the folder to allow public access by other LMS users.
instruction required at least 14% more time than face-to- Time spent planning, preparing and organizing course
face instruction (Tomei, 2006). A few basic rules can files will allow you to use and/or change them more
help you to simplify management tasks and free up more easily, in less time, and with less stress in every fixture
time for instruction. application.
'Prepare all materials (or as many as possible) in Conduct routine maintenance. To manage the
advance. If you can prepare all course content and complexity of an online course, you need to be prepared
activities and upload them to the online shell before the to engage in regular maintenance on a daily and/or
course starts or shortly after it is underway, you will weekly basis, followed by a general clean-up at the end of
reduce your own work and control one source of stress the course. Fixing problems as they occur or are noticed
for learners. Many individuals will look through all saves time and effort in the long run. Establish a formal
course materials early in the course and will query you routine that is followed every time to simplify the
about missing materials; you will fmd it tedious to process: work through multiple courses always in the
respond multiple times to explain why Module 10 is not same sequence (as they appear in a list, in numerical
yet available or the directions for the software evaluation order, by size of enrollment—^whichever you find easiest)
do not appear in the list of assignments. Once the course and access course components in the same order by
is up and running, much of your time will be spent priority (for example, reading mail, then reviewing
assisting learners in mastering technology skills as well as postings, then grading submitted work). Make any
content, so you will be hard pressed to engage in corrections immediately if at all possible and notify
development activities and may soon feel overwhelmed if learners quickly to prevent confusion and concern—an
you still need to create course components. In addition, ounce of prevention is worth a pound of cure when it
advance preparation makes it easier tq check for and comes to online courses! If the correction cannot be
correct any missing elements or inconsistencies across made now, note the needed modification in a file for
components, which will also reduce the amount of Future Changes where it can be reviewed prior to
confiision (and anxious queries from learners) later on. creating materials for the next scheduled offering. For
Acknowledging the alliterative adage will serve you well management routines that you may use infrequently
in online courses: proper prior planning prevents goor (such as creating and releasing an assessment form or
performance. adding individuals to a previously formed threaded
Practice efficient file management. Any online discussion group), take time to prepare a set of directions
course has many files to be managed, and yours vvdll be for yourself that you can refer to in fliture applications.
no exception, so the time you spend up front in Discipline in course management distributes your time
developing a file management system will pay off in less and energy in several more tolerable installments rather
time spent during the course as you need to add, revise than in fewer lengthy, fatiguing sessions and goes a long
and refine course components. First, establish and use way toward preventing little problems from becoming
conventions for titling all files; a short, easily recognized big ones.
code works the best, such as course number, abbreviated
file content, file type (e.g., the syllabus for SPED 604 Delivery Considerations for
might be 603Syllabus.doc while the form for the Online Instruction
Professional Development Plan assignment in CISP 324 Delivery of any course, online or otherwise,
might be 324PDPlan.pdf). Titling conventions like these represents the time during which instructor and learners
allow you to locate files on your desktop or online come together and the acts of teaching and learning
quickly and make course revisions easily, replacing a prior occur, usually within the context ofa semester or quarter.
file with a new file (with the same title, of course) by Delivery of online instruction encompasses two
simply uploading and over-writing the existing file, often elements: presentation of content and interaction with
preserving existing links. Second, organize files into learners (Dabbagh & Bannan-Ritland, 2005).
folders either by content (all files associated with the first Presentation of content, whether asynchronously
module in a folder labeled Module 1) or by file type (all through recorded lectures or multimedia modules or
.gif and .jpeg files in a folder labeled Images and all synchronously via conferencing tools, usually occurs
document files in folders labeled DOC and PDF). Not within controlled time frames. However, interactions
56 Rural Special Cducalien Quorleriy 2007 26(1)with learners in the 24-7 environment of cyberspace puts inadequate performance (and lower grades) on their part
tremendous pressure on the instructor to monitor and binge-grading sessions that consume precious
activity in online courses on a continuous basis and personal and family time on your part. You should
provide rapid responses to content questions and consider limits on late submissions and re-submissions of
succinct solutions to technology problems (Cranton, work for the same reasons; allowing an extension ofa few
2006). Online instructors need to maintain a delicate days for a legitimate reason may be appropriate but an
balance between setting boundaries to protect their own indefinite extension is not, while permitting a second
time while offering sufficient contact to meet learner submission to correct mistakes and bring a grade up is
support needs (Palloff 8c Pratt, 2007). When instructors fair while multiple re-submissions may simply mean the
fail to establish designated times for working in their instructor has done the work instead of the student.
online courses with appropriate break periods, they Social conventions regulate people's behaviors in many
quickly become overwhelmed and frustrated (Simonson, activities and settings by establishing expectations for
Smaldino, Albright, & Zvacek, 2006). Online performance and consequences for failure to meet them;
instructors also must recognize that it is not the sheer so, too, should course conventions provide an outline for
number of interactions they have with learners but rather instructor and learner behaviors that will contribute to
their ability to establish a genuine personal connection effective communication and appropriate relationships.
that is critical to a productive learning experience Plan ways to reduce the volume of contacts. The larger
(Picciano, 2002). For asynchronous interactions, the enrollment, the more important to is to manage
instructors should provide detailed and unambiguous learner contacts with the instructor to focus your time on
instructions for activities, clear expectations and scoring the most important instructional tasks and the ones most
criteria for performance, and well-defined timelines for directly related to desired learning outcomes. If the LMS
responding to learner queries and submissions (Paloff & you are using has self-correcting assessments, use this
Pratt, 2003). For synchronous interactions, instructors feature for quizzes and exams to not only grade work but
can prepare scripts, conduct systems checks, and engage provide feedback to learners. If some work does not need
in dress rehearsals to increase their own skill and to be graded, develop simulated interactions, such as
confidence in using desktop conferencing tools for activities created as .swf files in Flash that require the
interactions (Clark & Kwinn, 2007). Instructors should learner to type a response into a textbox, then hit a
also encourage learners to interact with and support each submit button that displays a model answer you have
other by explicit course policies and modeling of constructed in advance. If the class size is more than you
comments early in the course (Collison, Elbaum, can manage alone (15-20 is considered the maximum for
Haavind, & Tinker, 2000). You may find some of the an online course with no help), ask for permission to
ideas here useful in delivering online courses that are employ a teaching assistant or graders. If course
satisfying to both instructor and learners. requirements lend themselves to group exams or
Establish policies to regulate interactions. Online assignments, use them to reduce the amount of work
courses, especially those with large enrollments, require submissions that need to be graded. If you use the same
instructors to spend a significant amount of time reading requirements over time, save copies of your responses to
and responding to learners in mail messages, discussion discussion postings, assignments, and exams and re-use
postings, and assessment or assignment submissions. To them, adapting as needed for a specific context.
keep learners from becoming frustrated (or providing Whenever possible, respond to groups rather than
poor evaluations of your teaching at the end of the individuals; for example, in discussions, skim a variety of
course), you need to be clear about how often you will be responses and prepare a summary of themes or concerns
present online to provide an opportunity for immediate and post a single response to all members; on
interactions as well as how often and what times you will assignments, make notes of common strengths and
check the course to respond to questions, comments and weaknesses and distribute them to the whole class rather
work through delayed interactions. You may find it than typing the same statement multiple times in
helpful to be present in the course more frequently in the individual comments. Instructor time is a valuable
early days or weeks and taper off as learners become more commodity and need not be wasted in mindless,
familiar with formats and more independent in using repetitive tasks when it could be used for more
tools. You also may prefer to check several times per day meaningful interactions.
(start, middle and end of work day, for example) in short Offer multiple options for technical support. Learners,
sessions rather than endure a single marathon session especially those new to online learning in general or to a
once a day or every few days. You must set due dates for specific LMS in particular, need help in learning to use
submission of required products that distribute the technology formats well. Even when the college or
workload across the course for the learners' benefit as university provides technical assistance via a Help Desk,
well as your own; allowing submissions at any time or all you will find that learners often contact the instructor
at the end of the quarter or semester almost guarantees with technical questions. To reduce the need for help
flaral Spedal education Quartariy 2007 26( 1) 37and to avoid spending much of your time providing needed to master online technology formats and to
directions and trouble shooting problems, you may want acquire patience when encountering the constantly
to try the foUovwng strategies. Provide detailed, step-by- changing routines and frequent technical glitches that
step directions for course requirements that demand accompany implementation of emergent technologies.
some technical skills; for example, in the orientation ' Any investment of time and effort in development pays
module, include an exercise in downloading and off in a savings of time and effort in delivery
installing a plug-in program such as Apple's QuickTime (Hofmann, 2004). It is simply not possible to be too
to the browser for use in other course activities; in the prepared or to be prepared too far in advance when
policies and procedures for participating in discussions, teaching an online course. Spending substantial time
include a section on how to post an original message and in development not only results in a better course (and
reply to postings by others; in the directions for one much less likely to need revisions before the next
completing an assignment that requires graphed data of scheduled offering), but also reduces course-related
behavior change, incorporate instructions for creating a responsibilities during delivery to a level that you are
table and converting it to a graph format in a spreadsheet more likely to be able to live with. In addition, advance
program to be submitted as a .csvfile.Create a discussion preparation of all or nearly all course materials allows
topic in the course titled Technology Forum or you to concentrate your energy during delivery on
Troubleshooting where the instructor can post working directly with learners through presenting
technology tips and respond to questions fi"om learners content, engaging in interactions, and assessing
and where all course participants can offer suggestions, learning outcomes without being distracted by the
share new information and provide moral support. need to create, correct, or revise materials on the fly.
Finally, provide access to the course for a technical After all, isn't engaging in intellectually stimulating
support person (where available) whom learners can dialogue with and providing emotionally supportive
contact directly for individual assistance. Providing an feedback to learners why you chose a career as an
array of technical supports such as these gives learners the instructor in the first place?
confidence to be successful in the online learning Learning to use technology will always consume some
environment and frees up your time to focus on teaching time for both instructor and learners (Yannie, 2000).
rather than troubleshooting. People typically expect technologies to make their lives
Summing Up These Lessons Learned easier, instead of making them harder and to require
less rather than more time to complete a task. Online
We hope that you will find some or all of the environments may contradict those expectations, since
suggestions we have shared here to be helpful to you as actively browsing hyperlinked modules may take more
you plan, prepare, deliver, and manage online courses. time and effort than passively taking notes during a
The strategies we have learned through (sometimes class lecture or selecting radio buttons or typing
painfiil) trial and error over multiple courses and many responses in an online quiz form may be more
years may allow you to avoid some of our mistakes and complicated that circling the selected answer or jotting
ease your transformation into an effective online
a sentence on a paper text.
instructor. As you gain more experience with online
instruction, perhaps some day you too will share Finally, remember that, when it comes to the online
additional successfiil strategies with your colleagues in environment, most faculty are "digital immigrants,"
this and other journals. Here are some general guidelines while most learners today are "digital natives" (Prensky,
we offer as a closing gesture: 2001). As an instructor, you may struggle to adopt
• First and foremost, as with nearly all aspects of our time-tested methods of learning and teaching based on
work as faculty as well as in many areas of daily life, the success in face-to-face contexts into online formats,
most important principle for design of online courses while the learners you teach, having grown up
is the KISS rule (Lynch, 2002). Simplicity can be surrounded by and comfortable with new technologies,
achieved through focus on critical components, may expect courses that provide open and immediate
incorporation of logical and orderly organization, and access to multiple media with instant feedback and
transparent layout and navigation. If you create online support. This fundamental contrast suggests that
courses that are easy for learners to use and simple for instructors need to abandon many preconceived
yourself to manage, you will accomplish multiple notions and avoid making online courses woeful replicas
goals: promoting effective teaching and efficient of traditional courses to explore the exciting possibilities
learning; minimizing the stressors associated with for teaching and learning inherent in the online
using new technologies and learning new formats; and environment. Take some time to understand and learn
creating a manageable workload for instructor and to operate within this strange and wonderful new
learners alike. You will need to be prepared to culture—if you do, you will not only save your own
encourage and support yourself as well as your learners sanity but also create more pleasant and productive
to negotiate the sometimes steep learning curve that is experiences for yourself and your students.
38 flural Special education Ouarterly 2007 26( 1)You can also read
