Online Teaching and Learning Traits

Kendall Middlecamp
 • Technology access
• Engagement
Needs of the • Prior Knowledge
Distance • Self-discipline
Learner • Commitment
• Communication and
Collaboration

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 Needs of the Distance Learner

Adult Children K-12

“A standard assumption is that adults are more
interested in participating in the distance learning
situation because of their motivation to apply their
learning to their work” (Simonson, et. al., 2019)
• Do not have ready access to face-to-face class
• More facile in moving about in online situations
• Less likely to engage in instructional settings where
they are not motivated or engaged

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Traits and Attitudes of
the Learner
• Etiquette
• Responsibility
• “Responsibility for all participants not just
the instructor” (Simonson, et. al., 2019)
• Knowledge of Resources
• Respect
• Peers
• Instructor
• Work
• Culture
• Property
• Connections
• With peers and instructor
• Collaboration

4
Attitudes of the
Teacher
“Quality is not a series of check- lists
or rating scales, but rather the focus
on designing effective overall
instruction that meet the needs of the
learner” (Simonson, et. al., 2019)
• Ease of instruction
• Consistencies with standards
• Course management
• Relationships
• Enthusiasm

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Needs of the Distance-
Based Instructor
• Student centered learning
• Technological resources
• Scaffolding
• Opportunities for engagement
• Check-ins
• Time commitment
• Knowledge of learning styles
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 Needs for Instructor: Structuring Instruction

• Organization of instruction
• Syllabus
• Facilitating active learning
practices
• Use of instructional materials
• Addressing assessments
• Consider best practices for
instructional methods

7
Professional
Development

• Colleague support and check-ins

• Technology resource sharing
• Administration check-ins
• Maintaining rigor
• Maintain institutional reputation
• Increase enrollment

8
Distance Educator

Epistemological
Instructional Practices
Beliefs

Most of epistemological • Engage

beliefs and instructional • Scaffold
practices are easy to
apply to both face-to- • Make Connections
face and distance • Respect
learning.
• High expectations
• Relationship building
• Rigor
• Engagement
• Multiple means of
expression
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Face-to-Face Instructional Practices
Online
• Availability
• Make assignments clear and
leave room for questions
• Provide positive and
ongoing feedback
• Student centered learning
• Goal setting and self-
reflection
• Exit tickets for formative
assessments

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Face-to-Face Instructional
Practices Online: Social
and Emotional Learning
Implementation of Morning
Meetings
• Components
• Activity to Unite
• Activity to Disengage
Stress
• Activity to Connect
• Activity to Commit

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Citations
Brindley, J. (2014) in Zawacki-Richter, O. & Anderson, T. (Eds). Online
distance education: towards a research agenda. Athabasca University
Press - Learner Support - Chapter 11

McCabe, M.F. & Gonzalez-Flores, P. (2016). Essentials of online teaching: A

Standards-based guide. Routledge. – Chapter 2 Factors that influence
online teaching

Simonson, M., Smaldino, S., Albright, M. & Zvacek, S. (2019). Teaching and
Learning at a Distance: Foundations of Distance Education. Information
Age Publishing

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