Professional Documents
Culture Documents
2, 2006 (
C 2006)
DOI: 10.1007/s10755-006-9010-z
ABSTRACT: This qualitative study explores the process of implementing effective online
teaching practices through interviews with thirty exemplary instructors. Emergent
themes include providing students with constructive feedback, fostering interaction and
involvement, facilitating student learning, and maintaining instructor presence and or-
ganization. Analyses of the findings and implications for online instruction are presented.
1 An earlier version of this paper was presented at the 2004 Annual Meeting of the
Association for the Study of Higher Education.
Cassandra C. Lewis is a research assistant at the University of Maryland University
College. She is also a doctoral candidate in the department of Education Policy and
Leadership at the University of Maryland, College Park. Husein Abdul-Hamid is
Associate Provost and Executive Director of the Office of Evaluation, Research, and
Grants at the University of Maryland University College. He holds a Ph.D. in Statistics
from American University. E-mail address: habdul-hamid@umuc.edu.
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C 2006 Springer Science+Business Media, Inc.
84 INNOVATIVE HIGHER EDUCATION
Because many online courses are taught without the benefit of oral
expression, it is even more critical that studies such as this offer insight
into how instructors of web-based courses teach and communicate.
The Study
Participants
Findings
Fostering Interaction
When they have interchanges, I just let that occur. And then, when I see
the discussion maybe needs to go in another direction to explore another
part of the issue, or someone has brought up a very good point which
could take us in another direction to explore the issue in more depth, I
will weigh in at that point. . . to manage the discussion in the ways in
which I want to see it play out.
Faculty also saw the need for students to engage with each other
through social interactions, which may or may not be directly related to
the academic content of the course. Informal conference areas allowed
students the opportunity to build on interactions that were developed
in other areas of the course. According to one instructor, “I have a
conference labeled “The Café,” for whatever course it is. . .that is just
set up for them to initiate various discussion on the course topics. They
can talk to each other on anything related to the course.” Other faculty
set up conferences and chat rooms so that students can discuss subjects
outside of subject matter—without instructor interjection or presence.
One instructor shared that “[my] Web café conference, “Harmony
House”. . .is just for students. As the instructor, I do not enter.”
Implementing Effective Online Teaching Practices 89
Providing Feedback
Faculty also stated that they tried to prompt ‘no show’ students to
participate by sending reminder e-mails and messages. One instructor
Implementing Effective Online Teaching Practices 91
shared her strategies for keeping in touch with absentee students, “[I]
try to follow up with them like after 2–3 weeks and [if] I don’t see the
person producing or posting anything, I tend to send them an e-mail
saying, I noticed that you’re not participating. Is there anything I can do
to make it easier for you?” Referrals to remedial and other educational
support services not immediately available by way of bulletin boards or
campus signs were also reported as effective means of giving feedback.
The University’s online writing center was one of the most widely cited
examples of support services promoted by faculty.
Although participants resoundingly reported that providing quick,
quality, and in-depth comments is critical in maintaining a presence
in the online classroom, they also acknowledged that providing such
feedback to students can be a lengthy and challenging process. Most
faculty reported that they are online very frequently in order to provide
a high level of attention to their online students. One participant
stated “I normally check the website about four times a day and try to
provide immediate feedback if it’s a question to me about something.”
Another participant gave insight into how quickly grades are returned
to students: “On their papers I try, within five days of submission,
to have the grades back to them and give them personal feedback.”
However, when asked to quantify the approximate time spent during
the course of a week responding to students, most faculty admitted that
they could not provide accurate time estimations beyond recounting
that they were online at a minimum of once a day and at times four to
five times per day.
In addition, to balancing time demands, some interviewees also
mentioned their struggle to balance the need to offer support and
encouragement to students while still challenging them to take re-
sponsibility for their own performance and learning. The comments of
a graduate instructor exemplified this concern:
I feel that some of the students don’t take the initiative to find answers
themselves or learn the process of learning enough because they feel that
at any juncture they can just e-mail me or have a question and say, “I
don’t understand!” That’s fine, but if at any time they take the time to
look at the project or talk to a colleague via e-mail or do any step that
would be more self-advocacy related, they could find the answer. And in
a typical campus setting they would never contact a professor. I’m not so
sure that all this attentiveness doesn’t foster a lack of initiative on the
student’s part.
Facilitating Learning
When I open the module, I restate what the goals are for that particular
module. And when the module is finished, I wrap up the discussion and
then reflect based on the conference postings or whatever is going on
in that particular module. I assess whether I think the goals have been
achieved, and if not, where I think we could have done better. I invite
Implementing Effective Online Teaching Practices 93
Faculty also invited guest speakers to visit the online class in real
time chats or conferences in order to facilitate student learning about
94 INNOVATIVE HIGHER EDUCATION
In order to have a successful semester, since the students are not facing
you, you need to give them a lot more information on the front end
in terms of the structure, the class, and the deliverables and your
expectations.
Implementing Effective Online Teaching Practices 95
Implications
For many online instructors, finding the intersection between the pre-
scribed “best” online teaching principles and their practical application
is, at best, an elusive and confusing process. However, the voices of these
faculty, resoundingly spoke of strategies that, while reminiscent of the
traditional face-to-face environment, must receive greater emphasis to
establish and maintain the virtual communities of learning heralded
in the literature.
Despite differences in online course platforms, one of the expectations
for effective online instruction is for structured pedagogical approaches,
96 INNOVATIVE HIGHER EDUCATION
Conclusion
Acknowledgments
The authors thank the faculty participants of this study for their
willingness to share their experiences and teaching strategies. Special
Implementing Effective Online Teaching Practices 97
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