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How to Teach Students Online

Traditional education is based on the scarcity of information. It provides a system where the teacher presents him or herself as the expert and lectures students on his or her specialty.
However, this model seems old fashioned and inefficient. Modern technology has outpaced the rate of PhD educations. By the time a graduate student finishes his or her dissertation, a new discovery has been released on the web.
Plentiful information moves fast around the globe. Students sent home to read a novel get the digital Cliff notes and essay bank with one click.
Universities and high schools run student papers through plagiarism checks, but this does not hold back the tide of information sharing. Tests become obsolete when students can request via text message the answer in seconds.
As a result, the entire purpose of education must change. To prepare students for the future, teachers need to teach students to manage information. You do not need to stand in front of a classroom to do it.
Online learning uses the same elements of classroom learning.
Design your curriculum according to what you want students to know. However, when designing an online class, prepare more than taped lectures, readings, and essay questions.
Familiarize yourself with Web 2.0. This kind of course design enables online conversations, competition, collaboration, and sharing. Because information is everywhere, you need to stop teaching facts.
"Facts" are everywhere. Today's students need to learn how to analyze information and evaluate sources, argue using academic discourse, and create persuasive, accurate responses.
Today's students need information and experience. A good teacher will use emerging technologies for online learning.

Instructions

  1. How to Design an Online Course

    • 1

      Introduce yourself to Web 2.0 (see resources) This sort of curriculum will use blogs, Wikis, podcasts, and videos to publish students' work.
      These transformative tools will allow students to respond to readings online, comment on the responses of peers, and learn from each other.
      These tools also give the teacher the opportunity to interact in moments when one student's comments introduces a topic on which the teacher can share as supplemental material.

    • 2

      Design the online course according to final requirements. Make a calendar for traditional readings, assignments, and evaluations.

    • 3

      Now, break down each reading and assignment and apply Web 2.0 technology. For example, many classical writings can be found in digital libraries. The University of Pennsylvania has many books available online (see http://digital.library.upenn.edu/books/).
      These types of resources will also save your students money on textbooks.
      Rather than coming to a class to participate in discussion, students should be required to post their response to the readings and lectures onto a private blog.
      Blogging uses language and lets students collaborate. This opens up communication between students and gives you a place to post homework and link to sources.
      Try BLOG-EFL, BEE ONLINE, or Let's Blog.

    • 4

      Link your course to a Wiki site. These content-based websites are written easily. Any changes can be reversed because it has an editing function just like Wikipedia.
      A site called Wiki world lets students collaborate around the world. This is a great place for students to post essay drafts. It works as an online writing workshop, where students can check each other's work for mistakes, suggest clarification, and verify sources.
      This type of assignment motivates students to do their best work. They know their peers will be looking at the same work the instructor will see.

    • 5

      Many students will have iPods. Podcasting lets students using audio and video files, which provides students with the opportunity to make presentations on the material they are reading together. It helps form a more inclusive community. Sometimes online learners can feel isolated.
      This type of assignment alerts students to real audience needs.
      Utilize this technology for your own PowerPoint presentations (see resources).
      Do not film yourself standing at the board. Make your presentations lively, full of images and sounds (see links for examples).
      Remember, learning should be engaging and interesting--online audiences are demanding.
      Design a website for yourself so when you make these presentations, they can be archived on your site and available for student review.

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