As we know, online teaching is a different entity because it is entirely different from the teaching-learning process within traditional mode of learning. Per se, leaning back to traditional mode of learning, one can easily guess what happens in a classroom environ based upon traditional mode. For instance, instructor enter the class, create primary rapport, and continue with subject matter under discussion, ask a few questions and winds up the whole process, that is all. On the other side, there are several but main principles related to high quality online teaching.
The most important principle related to high quality online teaching is that never consider that students are responsible for the proper navigation of the same. Instead, an online teacher must foresee each and every obstacle within the student’s learning environment and the prepared module or related piece of learning experience must be self-sufficient in its own.
The next principle is that proper communication between the online instructor and individual students in the form of predetermined effective learning experiences and monitoring in the form of reminders on assignment submission deadlines, and similar aspects related to learning can elevate online teaching to newer heights, beyond its primary scope. Students and parents expect something special from online teaching and related online instructors because time is vital in this case.
The next strategy related to the effort to extract high quality online teaching is that have broader perspective on course continuity and ponder upon what else to add to the current course material to sustain individual student’s interest in the subject. To be specific, this can be easily attained by assessing what students expect from online courses and related online instructors.
The next principle is that the instructor must realize the fact that students generally expect something more from online courses and related instructions. For instance, an online instructor must show importance to deal with the questions put forth by students. If students were in real time classrooms, they might be able to ask questions to their instructors. When this sort of proper functionality of traditional mode of instruction is superimposed into the scenario of online teaching, one can easily identify the fact that there must provisions for learner feedback in the form of questions and the same must be dealt with and rectified within limited time period. Unless, the primary aim of online teaching will get out focused.
The next principle is that make provisions to make sure that quantity of learning experiences and strategies do not determine the success of online teaching. Instead, high quality learning experiences, added with content resources and the performance of the individual online instructor can determine whether the online teaching is successful or not. So, it is essential to keep in mind that those who don’t have enough time to attend traditional classes depend upon online classes and there must be enough resources in summarized form for easier perception.
In short, the best part of online teaching and related expectations on high quality can be pre-determined with the help of high quality curriculum, instructional and learning strategies aided with high quality instruction.