Categories: Communication Design, Technology
Summary:
The Southern Regional Education Board compiled a list of essential principles of high-quality online teaching for K-12 teachers. This paper reported their findings. They claim good teachers know their material and their students. Their definition comes painfully short on pedagogical approaches, but the paper attempts to alleviate some of that difficulty. They do provide a checklist (designed to address state and federal funding assessment) to determine if an online instructor meets criteria, somewhat meets criteria, or does not meet their expected criteria. The four-page checklist includes some objective measurements, but remained largely subjective it the approach and judgment.
Citation-Worthy:
"Students are more likely to succeed if the courses are highly interactive" (SREB, 2003, p. 2)
"This flexibility requires teachers as well as students to have excellent time-management skills. Online teachers need to respond to students’ questions and provide them with feedback on their work in a timely manner" (SREB, 2003, p. 2)
"High-quality online teachers know how to get students involved actively in their own learning. High-quality online courses require students to assume much more responsibility for their own learning than they would in traditional classrooms. These courses also require students to communicate more frequently with one another and with teachers than they would in traditional classrooms" (SREB, 2003, p. 2).
