Teaching online requires teachers to question traditional pedagogy, as the online learning environment should not attempt to replicate the face-to-face learning environment. Online learning has many facets that need to be considered prior to implementation. While many forms of pedagogy translate well into the online world from a traditional format, ultimately there are nuances that need to be considered to really be successful.

For example, learning experiences start with an introduction of members of the class in some fashion whether it is a face-to-face or online learning experience. Ultimately, the introduction of members of the class is even more important in an online learning environment. Effective classrooms must have an open and safe environment for learners to share, collaborate, and exchange ideas. Communicating effectively is a highly complicated process that includes much more than words said. Online classrooms and activities must have a handshake process. While students know there are real people involved in the learning experience, they don't really "know" there are real people involved. You have to establish a relationship to try and build a foundation for trust and safety within the learning experience.

Body language, physical appearance, local conditions, and situational awareness all impact communication. These factors are not necessarily present in the online learning environment and other factors can have more emphasis. Online reputations and written communication can and do have a greater impact upon someone’s message. Often times, this impact tends to be subtler and easily misunderstood. The written word can easily be misinterpreted and misunderstood. Clear and effective communication is essential in any classroom and even more so in the online learning environment. Essentially, when online teachers are forming their activities, they need to consider the online environment and how communication is different.

Successful online learning environment depend heavily upon student’s taking ownership over their learning and teacher’s to provide or facilitate these learning experiences. As a result, online education is more successful when taught with a constructivist approach. According to Kim and Bonk, “In terms of factors that can improve online learners’ success, respondents said that training students to self-regulate their learning (22 percent) was needed most, followed by better measures of student readiness (17 percent), better evaluation of student achievement (17 percent), and better CMSs to track student learning." While many activities do translate into the online learning environment, the majority need to be approached differently to be successful. Online discussion can be overwhelming and stale if not done well.

What do you think? When teaching online, are you doing different things or doing things differently?

Kim, K., & Bonk, C. J. (2006, November 4). The Future of Online Teaching and Learning in Higher Education: The Survey Says… (EDUCAUSE Quarterly) | EDUCAUSE. What is EDUCAUSE? | EDUCAUSE. Retrieved August 12, 2010, from http://www.educause.edu/EDUCAUSE Quarterly/EDUCAUSEQuarterlyMagazineVolum/TheFutureofOnlineTeachingandLe/157426