Community of Inquiry model (Garrison et al., 2000).

House, J. D., and Kuchynka, S. J. However, this solution often does not account for the many online students who are not in the required geographical district needed to access these services, in person or via phone. Commun. Similar trends have been noted in the Australian context.

The current paper explores known best practice principles for online instructors, students, and student support and considers how these might apply to intensive online environments.

4�r�Ien}���vQ#„�I'!���L*O&̐-DN�-��R��R��k)�K�S._1\��Ө^���VF@�H���l�b/ܲ�� cBR0�4S��;�?0*�s���3Juhw�q"�/�� �L��X6���2�ifnY�j�����a��V :,���9N#�¤!��WR^�'. Traditional courses have long focused on tools and techniques for presenting content. Best Practice 9: Combine Core Concept Learning with Customized and Personalized Learning.

Online Learn. << /Length 11 0 R /Type /XObject /Subtype /Image /Width 443 /Height 454 /Interpolate Academically, understanding key content and successfully completing assessment tasks becomes of greater importance in the intensive online environment. Internet Higher Educ. London: Routledge. J. Psychol.

Develop and post prominently on your course site a set of explicit expectations for how students are expected to communicate online and how you expect them to communicate with you. (2002).

Student demographics and success in online learning environments.
In this state, they often do not pause to make the lists and do the planning that can help reduce stress and provide a calming atmosphere. Increasing access to higher education: a study of the diffusion of online teaching among 913 college faculty. Educ. In the absence of the richness of interactions available to on-campus students, instructors become an even more important “ingredient” in helping to engage, retain, and graduate online students. Muilenburg, L. Y., and Berge, Z. L. (2005). You … doi:10.1207/s15389286ajde1903, Goodyear, P. M., Salmon, G., Spector, J. M., Steeples, C., Tickner, S., Goodyear, P., et al. The Technological Pedagogical Content Knowledge (TPACK) model proposed by Mishra and Koehler (2006) (see Figure 1 below) provides a useful framework through which to view teacher competencies across multiple levels, and we can apply this model to consider teacher skills in intensive online environments.

Once we have made lists and prepared our schedule, we don't have to continually remind ourselves of what needs to be done and when. Psychiatry Psychiatr. B.

The authors also wish to acknowledge funding support supplied via the Monash Pearson Alliance.

Patterns of online student enrolment and attrition in Australian open access online education: a preliminary case study. Not all learners will respond to these strategies for encouraging the building of a learning community.

doi:10.1016/j.brat.2013.06.003, Cho, M.-H. (2012). At the same time, these learning events can provide a final opportunity for faculty to remind students of core concepts and fundamental principles. Designing for Learning 2006 – 2019.

13, 115–126. Beyond the need to overcome technological obstacles are the pressures of academic achievement, transitioning to university life and time management; all which benefit from the third pillar that is health and well-being support. Andrews, B., and Wilding, J. M. (2004).
A number of factors and situations can act as barriers to effect student engagement in online study, and online environments have long been known to face higher attrition rates than on-campus modes of study (Oomen-Early and Murphy, 2009).

The posting is from Chapter 3, Ten Best Practices for Teaching Online, in the book, The Online Teaching Survival Guide: Simple and Practical Pedagogical Tips, by Judith V. Boettcher and Rita-Marie Conrad.

Online J. Educ.

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