You are here:

Best Practices in Asynchronous Online Instruction
PROCEEDING

, Roosevelt University--Chicago, IL, United States

Society for Information Technology & Teacher Education International Conference, in Washington, D.C., United States ISBN 978-1-939797-32-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA

Full Text

Abstract

This proposal delineates best practices around instructor participation in online university courses and resulting questions for clarification The best online instructors engage students in the material, interact with them, and have a visible presence in the online course A fourth aspect of technical competence is also at play It is hoped that a robust discussion of best practices will develop in the round table

Citation

Stetter, M. (2018). Best Practices in Asynchronous Online Instruction. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 245-247). Washington, D.C., United States: Association for the Advancement of Computing in Education (AACE). Retrieved August 12, 2022 from .

© 2018 Association for the Advancement of Computing in Education (AACE)

References

View References & Citations Map
  1. Budhai, S.S., & Williams, M. (2016). Teaching presence in online courses: Practical applications, co-facilitation, and technology integration. Journal of Effective Teaching, 16(3), 76-84.
  2. Covelli, B.J. (2017). Online discussion boards: The practice of building community for adult learners. Journal of Continuing Higher Education, 65(2), 139-145.
  3. Fish, W.W., & Wickersham, L.E. (2009). Best practices for online instructors: Reminders. The Quarterly Review of Distance Education, 10(3), 279–284.
  4. Joyner, S.A., Fuller, M.B., Holzweiss, P.C., Henderson, S., & Young, R. (2014). The importance of studentinstructor connections in graduate level online courses. Journal of Online Learning& Teaching, 10(3), 436-445.
  5. Kebritchi, M. (2014). Preferred teaching methods in online courses: Learners' views. Journal of Online Learning and Teaching, 10(3), 468-n/A.
  6. Murphy, C.A., & Fortner, R.A. (2014). Impact of instructor intervention on the quality and frequency of student discussion posts in a blended classroom. Journal of Online Learning& Teaching, 10(3), 337-350.
  7. O'Rourke, J., Main, S., & Cooper, M. (2014). Student perceptions of online interactive versus traditional lectures; Or how I managed not to fall asleep with my eyes open. Journal of Online Learning& Teaching, 10(3), 405-419.
  8. Pelz, B. (2004). (My) three principles of effective online pedagogy Journal of Asynchronous Learning Networks, 8(3), 33-46.
  9. Welch, A.G., Napoleon, L., Hill, B., & Roumell, E. (2014). Virtual teaching dispositions scale (VTDS): A multidimensional instrument to assess teaching dispositions in virtual classrooms. Journal of Online Learning& Teaching, 10(3), 446-467.

These references have been extracted automatically and may have some errors. Signed in users can suggest corrections to these mistakes.

Suggest Corrections to References

Also Read

Related Collections