Teaching Support For Online Instructors
Professors transitioning from classroom to online teaching have several support resources available to them. They can confer with online teaching veterans on campus or through online groups, or attend regional and national conferences centered on best online teaching practices and learning management platforms. Professors can also refer to digital publications like the Online Learning Journal to review relevant studies, trends, and case studies.
While these resources can be tremendously beneficial to instructors throughout the course of their online teaching careers, those offered on campus can provide targeted training and support using the same LMS and institutional practices professors will use. Online instructors can look to formal university training programs, technical support services, and other departments focused on online learning or instructional design for help.
What Do New Online Instructors Need Right Now
In a Digital Learning Pulse study conducted in April 2020, faculty identified what types of assistance would be helpful in the current transition to online learning. This list includes needs related to resources, training, and digital materials.
Provide specific ways for identifying the range of student needs and connecting them with available resources in a timely manner.
Develop tutorials, webinars, and checklists for students new to online courses on a variety of topics, including time management and technology.
Curate sources for open-source and fair-use materials, such as readings, videos, presentations, and demonstrations.
Develop a frequently updated, one-stop website or portal for school- or program-specific tools and guidelines.
Connect faculty with disability services offices and resources, and provide guidance on working with students who may need accommodations online.
Establish multiple ways to access help related to using the school’s technology tools, as well as best practices for implementing them in online classes.
The Logistics Of Content Delivery
One of the features that makes online degree programs unique from campus-based programs is that students do not necessarily have to report to class during scheduled sessions, but some learners still prefer live, interactive courses that are simply more accessible. Technology allows colleges and universities to deliver courses in either formatsomething that impacts how professors teach online courses. Dr. Susan Aldridge, president of Drexel University Online, suggested virtual tools can also help online schools recreate the campus based learning experience online.
In many ways, online learning at Drexel is similar to on-ground learning. Our virtual students follow the same curriculum, study with the same faculty, and turn in the same assignments as their on-campus peers, Dr. Aldridge told OnlineEducation.com. They are simply earning their degrees from a distance in a virtual classroom rather than a physical one, and communicating with their professors and fellow students through the wonders of technology.
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The Importance Of Student Feedback In Online Instruction
There are built-in opportunities for students to evaluate not only their courses but also their instructors, usually through midterm and end-of-course evaluation forms. But right now, your feedback can be especially helpful.
Suggestions to post class notes and provide more office hours can guide professors to focus their time and energy where students need it most.
Jeffrey Young from EdSurge shares that frequent constructive feedback from students is important for professors to be able to “continue to adapt and iterate” their courses in a new online format.
Washington State University’s Voiland College of Engineering and Architecture its professors have received so far. Suggestions to “record lectures post in class notes” and “provide more office hours” can guide professors to focus their time and energy where students need it most.
Do you have suggestions for your professors? What do you need to be successful as an online learner? Take the time to share not only what isn’t working, but also what is. Additionally, you should reach out to your instructors with any ongoing concerns or problems you may have related to participating in your online classes.
Pay Ranges For Online Instructors
Online courses are often accelerated to better fit the needs of older, working students. Online instructors may teach courses which are as brief as four to six weeks. Traditional universities with distance education programs are more likely to hire online instructors for 10-week, and sometimes even 16-week, semester-long courses.
When looking at pay per course, keep in mind the length of your term. Divide the fee by the weeks you will teach to find the best deals.
Most online universities pay a flat fee per course. But some pay per head, meaning your compensation depends on how many students sign upand stay with youfor the duration of the course. Some schools hold instructors accountable for student completion. This means they may not pay you, or they may pay less, if any of your students drop out during the course. Some schools both pay a flat fee and give a bonus if your class size is larger than expected.
If you have a doctorate and a track record with a school, you may make more money. Graduate courses often pay more, as do in-demand subjects .
Online paychecks are apples, oranges, grapesand sometimes lemonsall mixed together.
Here are some examples :
University of Phoenix: $1,250$1,500, five-week termWestern International University: $1,500, eight-week termDeVry University: $2,860, eight-week term
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Can You Teach At A College Or University With A Masters
There are quite a few people who wish to teach at a college or university, and they may not have time in their lives for a full doctorate. Teachers at most college hold doctorates, but there are many instances in which teachers with a masters degree may work at that level. This article helps job seekers learn which jobs they may do in a college with their masters degree, and the masters may be the only degree they need. Each person who has sought after a graduate degree has hope when searching for jobs.
Accreditation Requirements At Community Colleges
To determine the minimum requirements for your area, you can look at the regional accreditation agencies. Community colleges must meet these requirements in order to stay accredited. While not all colleges are regionally accredited, regional accreditation is normally required for classes to transfer, and most community colleges are regionally accredited so that they can be part of the larger system.
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Provide Collaboration And Socialization Opportunities
School isnt just about education, important social skills are developed in the classroom as well. Teachers can continue to foster socialization and collaboration even in their online classroom. Teachers can create group projects and have online students meet on Google Hangouts or Zoom to connect and work together. Teachers can also hold smaller group sessions to work with students, allowing them to chat more openly and work together in a more conducive environment. Some teachers may opt to start their school day with a chance to visit, have students take time each day sharing about what they have been doing, or even have a way for students to share jokes or funny stories. Chat channels can allow students to discuss things with their online class and have easy ways to connect even when they are far apart. Teachers can allow recess or a break that lets students just visit, laugh, and have socializing opportunities. This kind of socialization is important to a happy, exciting classroom for students. Building these relationships among their peers and with you as the teacher is critical for a positive experience.
Progress Checks For Online Learners
For short-term progress checks, make sure you build continuity between lessons by doing quick revisions or quizzes on previous topics.
A great way to remind students of their long-term progress is by building up a portfolio of work with them so they can look back themselves and see how far theyve come.
One way of doing this online is to start an achievement page.
If you are teaching kids, every time they achieve something, you can go to the achievement page and ask them to draw something that reminds them of what theyve learned With teens or adult learners, you might prefer asking them to write something.
As the course progresses, the page will fill up with reminders of successes and proud moments for your students.
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Teaching And Training Adults
- Credential:
Durham College Certificate
Program Description
Your first course will be Adult Learning. You will begin your studies by exploring the nature of adult learners, their learning styles, needs and characteristics, and analyze what makes teachers effective. Then, you will address critical aspects in course delivery.
Teaching and Training Adults is recognized by the Institute for Performance and Learning. Graduates receive a credit of one year towards the work experience requirement of The Certified Training and Development Professional certification program.
Certificate Requirements
- Ontario Secondary School Diploma ORGrade 12 equivalency certificate achieved through College academic upgradingORMature Student Status
- You must maintain an overall average of 60% or a GPA of 2.0 in order to graduate
- A minimum of 25% of courses must be completed through Durham College.
Program Of Study
Students are required to print or save a copy of the Program of Study when beginning the program. This document contains critical details about program progression and graduation requirements specific to the academic year in which your program was started.
Click to access the Program of Study for the current academic year.
Students who began this program prior to the current academic year may contact the Centre for Professional and Part-Time Learning office at or 905-721-3052 to obtain your Program of Study and graduation requirements.
Program Outcomes
Career Options
- Corporate trainer
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W hether youve taught online a lot or a little, chances are you didnt enjoy it as much as teaching in person. Maybe you didnt experience that fizz after a particularly invigorating face-to-face class. Indeed, according to a 2017 Educause survey, only 9 percent of academics prefer to teach in a completely online environment. That means a whopping 91 percent of us dont. And I suspect that a good majority of that 91 percent would prefer to teach anywhere but online.
For all of those reasons, you may not feel fully invested in your online teaching practice. Yet it can be just as rewarding as teaching in a bricks-and-mortar classroom, if in different ways. Good teaching is good teaching.
Most of us dont know how to teach online or how to get better at it and we may not be motivated to learn.
First lets define a few commonly used terms of online teaching.
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Be Present And Active
How one defines “active” is a matter of interpretation, but I reject the facilitator role normally associated with online teaching and instead embrace a leadership position. I don’t simply start students down a discussion path and nudge them along from time to time I stay with them every step of the way. The more engaged you are, the more engaged they are.
I respond to almost every post, challenging students when necessary to expound on their comments or consider alternative views. At the beginning of each new module, I write a post or record a video reflecting on the previous week’s discussions, outlining what’s on tap for the coming week, and reminding students of imminent assignments and deadlines. Words of appreciation and encouragement go a long way.
What Do Employers Look For When Hiring Online Teachers
Successful online teaching applicants bring several key qualifications to their work. Many hold backgrounds in education or child-focused work. Most positions also require a college degree. An online teacher typically must possess:
- English proficiency
- Background in teaching or working with kids
- Proficiency and comfort with computers and online technology
- Experience or training with online course management platforms, such as D2L, Canvas, Blackboard, or Angel
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Student Success Is The Primary Goal Of Online Learning
As students finish spring term courses with campuses closed, their schools and professors are making quick changes to support your academic success. These shifts include creating alternative assignments and exams and streamlining course requirements.
Almost half of faculty responding to the digital learning partnership survey said that they had “lowered expectations about the amount of work” their students may be able to complete right now. Evidently, the disruption to students’ education is not just an academic concern. This is just one area in which the lives of students and professors has changed due to the pandemic.
Almost half of faculty responding to the digital learning partnership survey said that they had lowered expectations about the amount of work their students may be able to complete right now.
Nevertheless, we are all continuing to learn, gaining skills related to being flexible, adjusting our expectations, developing alternative courses of action, communicating in new ways, and making tough decisions in less-than-ideal circumstances.
As your college or university prepares for the fall academic term, the focus on student success remains, along with the goal of improving the quality of the online learning experience.
Be Patient With Your Students
As anyone can tell you, keeping students engaged and stimulated is no easy task. Remember that young kids sometimes dont have very high attention spans, so it can be hard for them to sit still and focus at times.
This is totally normal and okay!
Its essential to give them a break now and then and be patient with them.
Your students can easily pick up whether youre annoyed or frustrated when something isnt clicking.
And that makes matters worse.
Give them a short break every now and then.
Itll make a difference!
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Facilitate Introductions And Connections
As the course begins or even before, if possible create a discussion forum in which you introduce yourself and ask students to do the same. Use icebreaker questions to find out where students live, their class year, their major, any clubs or organizations they’re part of, their hobbies and interests, and so forth.
Some students might know one another and form instant kinships. Ask if this is their first online class experience, and let them know that it’s yours. Empathy cuts both ways. I always create a forum outside the course modules called “student lounge” where classmates can communicate among themselves on topics such as college life, other courses they’re considering or have taken, extracurriculars, internships and career options, graduate programs, and even what’s new on Netflix.
Comparing Our Video Options
There are many great options for hosting your videos and integrating them into your learning management system or membership website. These are all live video options:
There are also some great pre-recorded video hosting options, including:
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Outside Of Class: Discussion Boards And Student Collaboration
Not all classroom discussions need to be synchronous. In these cases, you can use the Canvas discussion forum feature. Decide what kind of discussions will be most beneficial to your course: topic-driven or social-driven. Your discussion prompts and how you evaluate your students responses should reflect that decision.
- *Topic-driven: this type of discussion board works especially well for highlighting readings or helping your students focus on key parts of your course content. Provide specific conversation points and prompts that may relate to a reading or a lecture. Make sure to build in space for reflection or debate in your discussion prompts. Students should want to know what their classmates are thinking about!
- *Social-driven: this type of discussion board works especially well if you want your students to connect the course with current events or their own projects or work. Your discussion board serves as a digital water cooler for your class. Your discussion prompts can be more general, such as asking them to post about the specific topic of the week.
You can also enable and encourage student-to-student collaboration through tools like Slack.
Johns Hopkins Instructors Have Been Asked To Move Courses Online In Response To The Outbreak Of Coronavirus We Spoke To Experts In Remote Instruction For Tips And Advice
In response to the ongoing outbreak of coronavirus, Johns Hopkins has suspended all in-person courses while faculty and staff plan for remote instruction. Courses will resume remotely as early as next week for graduate students and on March 23 for undergraduate students. These policies will remain in effect until at least April 12.
To help university faculty transition to remote instruction, the university has launched the website keepteaching.jhu.edu, where faculty can find a curated list of frequently asked questions that is updated daily, links to divisional resources, and guidance for preparing to teach remotely.
COVID-19 Information
Resources and updates for the Johns Hopkins community, including vaccination and testing guidance, information on university operations, and more
“Transitioning to teaching remotely in a disrupted environment is a big challenge for any faculty member,” says Stephen Gange, executive vice provost for academic affairs at Johns Hopkins. “We know it’s of a different nature from teaching in the classroom and also different from teaching courses that were designed for dedicated online delivery. Keepteaching.jhu.edu provides general guidance that applies broadly across the institution and will serve as a hub of links to divisional pages that have more localized information for faculty.”
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