The Aurora Institute (formerly the International Association for K-12 Online Learning) describes online learning this way in its publication A National Primer on K-12 Online Learning 2nd Edition:
Online learning is characterized by a structured learning environment, to enhance and expand educational opportunities, providing instruction that is teacher-led, and may be synchronous (communication in which participants interact in the same time space such as videoconferencing) or asynchronous (communication that is separated by time such as email or online discussion forums), and accessed from multiple settings (in school and/or out of school buildings).
Additional ways that online learning is being used in the K-12 space:
expanding the range of courses available to students, especially in small, rural or inner-city schools, beyond what a single school can offer;
providing highly qualified teachers in subjects where qualified teachers are unavailable;
providing flexibility to students facing scheduling conflicts;
affording opportunities for at-risk students, elite athletes and performers, dropouts, migrant youth, pregnant or incarcerated students, and students who are homebound due to illness or injury to continue their studies outside the classroom;
providing credit recovery programs for students that have failed courses and/or dropped out of school, allowing them to get back on track to graduate;
helping students that are currently performing below grade-level to begin catching-up through blended learning;
addressing the needs of the millennial student;
providing on-demand online tutoring;
increasing the teaching of technology skills by embedding technology literacy in academic content; and
providing professional development opportunities for teachers, including mentoring and learning communities.
Differences and Similarities
Although some educators believe that “anyone” can teach online or that it’s easy, it takes a different skill set and practice to be a proficient online instructor. In fact, many profess that teaching online makes them an even better face-to-face teacher.
What are the similarities between face-to-face and online teaching?
You are an expert in your field.
You build relationships with students and create a learning community.
You evaluate student performance through written assignments and assessments.
You create supplemental resources for your students’ needs.
You seek to connect classroom lessons with the real world.
What are the differences between face-to-face and online teaching?
Students will contact you individually.
You develop relationships in a different way.
There are more opportunities for individualization.
Students will communicate with you and work on their courses at all hours.
Students may begin the course at different times of the calendar year and not progress through the course all together at the same time, depending on the online learning program model.
Students may have greater discretion concerning the order in which they complete their lessons so may skip around in online content and need to be redirected to go back and complete tasks, depending on the online learning program model.
You may not physically see your students. Unless you use video conferencing, for example, communication will be primarily via email, the learning management system (LMS) message system, graded feedback, phone, texting, etc.
Michigan students have an onsite mentor to help support them and act as a liaison among students, parents, and you if need be. (See more about mentors later in this guide.)
The content is often already created for you, depending on the online learning program model.
Why Students Choose Online Learning
Students want to learn online for a variety of reasons. You may not know why your students are in your online course, but what brought them there has an impact on their motivation and often on their success. The Foundation for Blended and Online Learning along with Evergreen Education Group published a report based on surveys, focus groups, and interviews with students along with other data. Why Students Choose Blended and Online Schools distinguishes three primary reasons students pursue online and blended learning (using both online and face-to-face learning in the same course): academics, social-emotional health and safety, and interests and life circumstances.
Why Teachers Choose Online Teaching
Today’s teachers have many reasons for entering the online learning environment. Many teachers choose online teaching for one or more of the following reasons:
Life changes (pregnancy, young children, relocation, health concern(s), family concern(s), etc.) prevent them from working outside of their home;
Their home location is in an area with an unreasonable commute to a school;
They have a desire to be challenged with a new modality of teaching;
They aspire to reach a wide demographic of students who are interested in a specialty area of learning that the teacher can provide;
They’ve been encouraged to teach online by a school/district leader to expand their professional growth and experience or to participate in a district online program; and
They are looking for more flexible hours or supplemental income.
Whatever the reason, many teachers openly embrace this new challenge and find great satisfaction and success in this new teaching modality; however, new online teachers quickly learn that there are additional skills and knowledge required for this position. This guide is intended to provide new online teachers—or those exploring the possibility of teaching online—support in making that transition.
The Online Learning Environment
Despite the many positive aspects of online learning, certain hidden, unknown, and invisible forces that you may or may not be aware of can affect your ability to teach and your students’ ability to learn in the online environment. As with any relationship or situation, the online learning environment presents challenges for both students and teachers. The Foundation for Blended and Online Learning (2017) published a report on why students choose blended and online schools.
The Online Student
Students come with various academic levels.
Students come from a variety of backgrounds and have various life experiences.
Students have various levels of technological ability, and their access to technology and the internet varies.
Students are used to working in a very different educational environment and may not have all the skills required for successful online learning.
Students probably have no previous experience with their online instructors.
The Online Teaching and Learning Environment
Because of the asynchronous delivery of courses:
Students may work at a different pace than the instructor.
Students may work at a different pace than other students.
Giving and receiving timely feedback can be a challenge.
It isn’t always easy for an instructor to see:
Evidence of learning,
Evidence of struggle, or
Evidence of understanding.
Students have ultimate control over their time and attention, therefore:
How does the instructor help students stay engaged with their learning?
How does the instructor help students become successful thinkers and learners?
What are the limits of the instructor’s ability to help students stay engaged and be successful thinkers and learners?
Recognizing these potential sources of friction can help a new and/or seasoned online teacher prepare positive solutions or employ methods to minimize or avoid these pitfalls and create a positive learning experience for everyone. This guide addresses these potential challenges while also providing numerous suggestions and best practices to make the online teaching and learning experience exciting and positive for instructors and students.
Your Online Work Environment
Being efficient in managing your time when working online may be the key to balancing your work and personal life. Prepare to be physically, digitally, and mentally organized so that you are not only efficient, but can enjoy that balance between work life and home life. Begin by securing a workspace conducive to being a productive instructor.
Tips for Organizing Your Physical Workspace
Tips for choosing your location:
Set up a space that is separate from your family life and area.
Choose a closed off space that will allow for quiet and privacy.
Consider a door with a lock or a “do not disturb” sign if you live with others.
Design your space to allow you to minimize distractions and help you focus:
Find a private space in your home (preferably with a door) that can be dedicated to your work as a teacher.
Set up your computer in an area with good light. Lights should be directed toward the side of or behind your line of vision.
Make sure you have high speed internet service with antivirus and malware protection software to protect you and your students’ systems.
Consider a desk you can raise and lower to avoid the negative health effects of sitting for long periods of time.
Use a comfortable, supportive, and perhaps ergonomic chair as you will likely be sitting for long periods of time.
Have computer paper, pens, and notebooks on hand.
Do not slump or round your shoulders as fatigue will quickly set in.
Consider using a foot rest that allows you to push back into your chair.
Communicate proactively to those sharing your living space of the need to respect your workspace and work hours.
Organizing Your Digital Space
Today millions of pieces of information bombard us at lightning speed. Just as you reduce chaos by organizing your physical workspace, you want to achieve the same goal of keeping your digital world organized. In order to relieve stress and be a more productive online teacher, it is essential for you to develop and maintain an organized digital workspace that promotes maximum efficiency and helps you locate files and items more readily.
Habits for a Productive Digital Workspace
Business experts offer these tips for making your digital workspace a productive place to work:
Clear your virtual desktop. Get all those icons off the startup menu that makes your system run slower.
Scan paper documents, when possible, and place them in folders.
Use clear file names so you can easily retrieve them later. Alphabetize file names and be consistent in your filing system.
Get the folders for all the classes you teach set up and organized as soon as possible.
Archive emails in folders labeled with the course name and term.
Create shortcuts on your desktop for programs, folders, and websites you use frequently.
Create bookmarks for common internet sites.
Use a calendar with deadlines and note priorities.
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