5.3 Enhancing online instruction in higher education: professional  (Page 3/5)

The second area of focus of our training highlighted the qualities of an effective online instructor. It was hoped that these principles would be incorporated into teaching and that they would ultimately become a natural part of our culture. The professional development activities provided emphasized these principles and served as the foundation for faculty discussions, presentations, and training. In addition, emphasis was placed on the value of creating a learning community by sharing common strategies that could be used across all courses. The information highlighting the qualities of an effective online instructor follows.

Qualities of an effective online instructor in higher education

To be effective, online professors need best-practice strategies to facilitate meaningful learning and take into account the broad diversity of student knowledge and experience regarding content and use of technology. The following list offers strategies that help to create what Reushle (2006) refers to as an environment that sustains motivation in a climate that is positive, supportive, safe, tolerant, respectful, nurturing, and participatory. An effective online professor:

• Facilitates learning as opposed to being the center of learning (Pasco&Adcock, 2007).
• Understands online learning, the structure of the learning environment, and relationship building with learners; promotes learner self-regulation; summarizes student learning by asking thoughtful questions; builds connections with prior learning and future practice; elicits reflective thinking; and promotes problem-solving (Norton&Hathaway, 2008).
• Creates high-quality course materials and assignments that are professionally meaningful; assures there is high-quality feedback and communication (Tricker, Rangecroft, Long,&Gilroy, 2001).
• Has good written communication skills, carefully designs activities that promote discussion, and gives timely feedback (Spangle, Hodne,&Schierling, 2002).
• Provides instruction that is adapted to student needs, shares meaningful examples, motivates students to do their best, facilitates the course effectively, delivers a valuable course, communicates effectively, and shows concern for student learning (Young, 2006).

In addition to best-practice strategies, professors who are teaching online need to incorporate guiding principles into their course design in order to establish a culture for learning. Reushle (2006) defined guiding principles of a quality online program. The following nine principles serve as a foundation for quality online instruction. Under each principle is a brief description that reflects how the principle can be implemented into a higher education course.

Establish the CHE factor: Connectivity, humanness and empathy . An in-depth conversation should occur about the purpose of using online learning; its technical components, exploratory aspects, and value; potential technical issues that could arise; and how to be a supportive community of learners. A community-building activity should take place at the beginning of the course, where students introduce themselves to each other and share their current positions, educational history, and interest in the course. Small virtual group activities provide students an opportunity to meet and carry out some initial activities so experienced and inexperienced learners can support each other.