Abstract
When the novel coronavirus 2019 caused many schools to immediately go online in March 2020, many instructors had significant training and experience teaching residentially but little to no experience teaching online courses. All classes were immediately converted to online, and some schools are still uncertain as to when they will return to full traditional classroom settings. Regardless of online experience, all instructors were needed to learn to adapt to online teaching immediately. This change created a need for all faculty members to receive the training and support necessary to make the online process as smooth and effective as possible. In this Best Practices perspective, we identified useful and successful practices to help students learn in the online courses. With the knowledge of data driven support and awareness of effective online teaching strategies, instructors can make the most of online teaching sessions.
Highlights
Online Education Picciano (2019) found that 20 million Americans were enrolled in at least one completely online course, which was an increase from 6.4 million just three years earlier
Newton (2020) identified that among the 340,000 online exams taken after COVID-19 forced millions of students online, fewer than 1% of students cheated; academic honesty remained an area of concern for many faculty members
In post COVID-19 education, many students are new to online learning as well, so if instructors can plan wellfounded approaches and create a positive environment, all stakeholders can be successful in class (Cai & Wang, 2020; Kaden, 2020)
Summary
Online Education Picciano (2019) found that 20 million Americans were enrolled in at least one completely online course, which was an increase from 6.4 million just three years earlier. In post COVID-19 education, many students are new to online learning as well, so if instructors can plan wellfounded approaches and create a positive environment, all stakeholders can be successful in class (Cai & Wang, 2020; Kaden, 2020). Traditional classroom administration allows time for instructors to discuss planning, structure, and expectations with the ability for students to ask questions; online classrooms require a different format (Baldwin & Trespalacios, 2017; Radovan, 2019). Students can discuss submission of work with instructions and their thoughts prior to deadlines; this can allow instructors to provide detailed feedback on items such as length or specific content that could provide higher grades (Ally, 2019). There are many plans and approaches the instructor can use to work with students individually to achieve that success
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