Techniques for teaching online

In many ways the principles and techniques that apply to traditional face to face teaching also apply to online facilitation. However, there are also some important differences. Some of these will be explored in this section.

Participation in an online course is very different from the traditional classroom. In the latter, all the students who show up are face to face with each other and the teacher. Those who are not present are conspicuously absent as evidenced by empty chairs. Presence and absence in an online course is not nearly as clear cut. Hence an important aspect of any online teaching is the monitoring and encouraging of participation. Harasim et al (1995) list some techniques that have proved useful. (pp. 177-179)

• Create a casual, warm, welcoming, and supportive atmosphere.
• Make participation expectations clear.
• Do not lecture. An elaborate, long, text-based presentation can produce silence.
• Model responsiveness - especially for the first assignment.
• Encourage students to compliment or respond to one another.
• Positively reinforce discussion contributions, and negatively reinforce silence.
• Close a discussion with a synthesis or weaving of the topic.
• Ask participants to tell how they feel about the course.
• Use telephone, fax, or email to make sure that activities are well coordinated.

Mentoring tips from Yvonne Andres of the Global Schoolnet Project; (andresyv@cerf.net):

• Provide clear prerequisites and require students to demonstrate these skills.
• Use an upfront attitudinal "pep talk," and discuss your desired netiquette.
• Where possible, encourage use of the buddy system for firstline trouble shooting and side-by-side learning.
• Suggest weekly time lines for pacing.
• Students should keep a log of course activities and time/money spent.
• Use progress checklists and post summaries of student's progress privately or publicly without using specific names (as you may embarrass and discourage students.)
• Refer questions back to the group whenever possible to encourage dialog and to have them learn to use their peers as a key source for answers to questions.