A teaching methou compiises the piinciples anu methous useu foi instiuction.
Commonly useu teaching
methous may incluue class paiticipation, uemonstiation, iecitation, memoiization, oi combinations of these. The choice of an appiopiiate teaching methou uepenus laigely on the infoimation oi skill that is being taught, anu it may also be influenceu by the aptituue anu enthusiasm of the stuuents. Nethous of instiuction Explaining Explaining, oi lectuiing, is the piocess of teaching by giving spoken explanations of the subject that is to be leaineu. Lectuiing is often accompanieu by visual aius to help stuuents visualize an object oi pioblem. Bemonstiating Bemonstiation (teaching) Bemonstiating is the piocess of teaching thiough examples oi expeiiments. Foi example, a science teachei may teach an iuea by peifoiming an expeiiment foi stuuents. A uemonstiation may be useu to piove a fact thiough a combination of visual eviuence anu associateu ieasoning. Bemonstiations aie similai to wiitten stoiytelling anu examples in that they allow stuuents to peisonally ielate to the piesenteu infoimation. Nemoiization of a list of facts is a uetacheu anu impeisonal expeiience, wheieas the same infoimation, conveyeu thiough uemonstiation, becomes peisonally ielatable. Bemonstiations help to iaise stuuent inteiest anu ieinfoice memoiy ietention because they pioviue connections between facts anu ieal-woilu applications of those facts. Lectuies, on the othei hanu, aie often geaieu moie towaius factual piesentation than connective leaining. Collaboiating Collaboiation Collaboiation allows stuuents to actively paiticipate in the leaining piocess by talking with each othei anu listening to othei points of view. Collaboiation establishes a peisonal connection between stuuents anu the topic of stuuy anu it helps stuuents think in a less peisonally biaseu way. uioup piojects anu uiscussions aie examples of this teaching methou. Teacheis may employ collaboiation to assess stuuents abilities to woik as a team, leaueiship skills, oi piesentation abilities. Collaboiative uiscussions can take a vaiiety of foims, such as fishbowl uiscussions. Aftei some piepaiation anu with cleaily uefineu ioles, a uiscussion may constitute most of a lesson, with the teachei only giving shoit feeuback at the enu oi in the following lesson. Leaining by teaching Nain aiticle: Leaining by teaching In this teaching methou, stuuents assume the iole of teachei anu teach theii peeis. Stuuents who teach otheis as a gioup oi as inuiviuuals must stuuy anu unueistanu a topic well enough to teach it to theii peeis. By having stuuents paiticipate in the teaching piocess, they gain self-confiuence anu stiengthen theii speaking anu communication skills. Evolution of teaching methous Ancient euucation About BC, with the auvent of wiiting, euucation became moie conscious oi self-ieflecting, with specializeu occupations iequiiing paiticulai skills anu knowleuge on how to be a sciibe, an astionomei, etc. Philosophy in ancient uieece leu to questions of euucational methou enteiing national uiscouise. In his Republic, Plato uesciibes a system of instiuction that he felt woulu leau to an iueal state. In his Bioloques, Plato uesciibes the Sociatic methou. It has been the intent of many euucatois since then, such as the Roman euucatoi Quintilian, to finu specific, inteiesting ways to encouiage stuuents to use theii intelligence anu to help them to leain. Neuieval euucation Comenius, in Bohemia, wanteu all chiluien to leain. In his Tbe WorlJ in Pictures, he gave the fiist illustiateu textbook containing much that chiluien woulu be familiai with in eveiyuay life, anu useu it to teach the acauemic subjects they neeueu to know. Rabelais uesciibeu how the stuuent uaigantua leaineu about the woilu, anu what is in it. Nuch latei, }ean-}acques Rousseau in his Fmile, piesenteu methouology to teach chiluien the elements of science anu moie. In it, he famously escheweu books, saying the woilu is ones book. |citotion neeJeJj
Buiing Napoleonic waifaie, the teaching methouology of }ohann Beiniich Pestalozzi of Switzeilanu enableu iefugee chiluien, of a class believeu to be unteachable, to leain anu love to leain. Be uesciibes this in his account of the euucational expeiiment at Stanz. Be felt the key to have chiluien leain is foi them to be loveu, but his methou has been thought |by wbom?j too uncleai to be taught touay. 9th centuiy - compulsoiy euucation Nain aiticle: Piussian euucation system The Piussian euucation system was a system of manuatoiy euucation uating to the eaily 9th centuiy. Paits of the Piussian euucation system have seiveu as mouels foi the euucation systems in a numbei of othei countiies, incluuing }apan anu the 0niteu States. The Piussian mouel iequiieu classioom management skills to be incoipoiateu into the teaching piocess. |j
th centuiy In the th centuiy, the philosophei Eli Siegel positeu that the puipose of euucation is to like the woilu thiough knowing it. Teacheis in New Yoik founu that stuuent peifoimance impioveu when this piinciple was employeu in theii teaching methous. |citotion neeJeJj
Nany cuiient teaching philosophies aie aimeu at fulfilling the piecepts of a cuiiiculum baseu on Specially Besigneu Acauemic Instiuction in English (SBAIE). |citotion neeJeJj
Accoiuing to Bi. Shaikh Imian, the teaching methouology in euucation is a new concept in the teaching leaining piocess |clorificotion neeJeJj . New methous involveu in the teaching leaining piocess aie television, iauio, computei, etc. 0thei euucatois |wbo?j believe that the use of technology, while facilitating leaining to some uegiee, is not a substitute foi euucational methou that biings out ciitical thinking anu a uesiie to leain. Anothei mouein teaching methou is inquiiy leaining anu the ielateu inquiiy-baseu science. The Inteiuisciplinaiy Effect of Banus 0n Science, a thiee-yeai stuuy of Tennessee miuule school stuuents, inuicateu that stuuents who hau hanus-on science tiaining hau highei stanuaiuizeu test scoies in science, math anu social stuuies. |citotion neeJeJj
Biveisity in Teaching in the Classioom Foi effective teaching to take place, an appiopiiate teaching methou must be employeu. A teachei may uevelop lesson plans oi use lesson plans that have been uevelopeu by othei teacheis. When ueciuing the teaching methous to use, a teachei consiueis the stuuents backgiounu knowleuge, enviionment, anu leaining goals. Stuuents have uiffeient ways of absoibing infoimation anu of uemonstiating theii knowleuge. Teacheis often use techniques which catei to multiple leaining styles to help stuuents ietain infoimation anu stiengthen unueistanuing. A vaiiety of stiategies anu methous aie useu to ensuie that all stuuents have equal oppoitunities to leain. A lesson plan may be caiiieu out in seveial ways: Questioning, explaining, moueling, collaboiating, anu uemonstiating. A teaching methou that incluues questioning is similai to testing. A teachei may ask a seiies of questions to collect infoimation of what stuuents have leaineu anu what neeus to be taught. Testing is anothei application of questioning. A teachei tests the stuuent on what was pieviously taught in oiuei to ueteimine whethei a stuuent has leaineu the mateiial. Stanuaiuizeu testing is often useu (e.g., 0hio uiauuation Test (0uT), Pioficiency Test, College entiance Tests (ACT anu SAT). Leaining can be uone in thiee ways- Auuitoiy, visual, anu Kinaesthetic.
TEACHINC STRATECIES lnsLlLuLlons of hlgher learnlng across Lhe naLlon are respondlng Lo pollLlcal economlc soclal and Lechnologlcal pressures Lo be more responslve Lo sLudenLs needs and more concerned abouL how well sLudenLs are prepared Lo assume fuLure socleLal roles laculLy are already feellng Lhe pressure Lo lecLure less Lo make learnlng envlronmenLs more lnLeracLlve Lo lnLegraLe Lechnology lnLo Lhe learnlng experlence and Lo use collaboraLlve learnlng sLraLegles when approprlaLe Some oI the more prominent strategies are outlined below. For more inIormation about the use oI these and other pedagogical approaches, contact the Program in Support oI Teaching and Learning. Lecture. For many years, the lecture method was the most widely used instructional strategy in college classrooms. Nearly 80 oI all U.S. college classrooms in the late 1970s reported using some Iorm oI the lecture method to teach students (Cashin, 1990). Although the useIulness oI other teaching strategies is being widely examined today, the lecture still remains an important way to communicate inIormation. Used in conjunction with active learning teaching strategies, the traditional lecture can be an eIIective way to achieve instructional goals. The advantages oI the lecture approach are that it provides a way to communicate a large amount oI inIormation to many listeners, maximizes instructor control and is non-threatening to students. The disadvantages are that lecturing minimizes Ieedback Irom students, assumes an unrealistic level oI student understanding and comprehension, and oIten disengages students Irom the learning process causing inIormation to be quickly Iorgotten. The Iollowing recommendations can help make the lecture approach more eIIective (Cashin, 1990): llL Lhe lecLure Lo Lhe audlence locus your Loplc remember you cannoL cover everyLhlng ln one lecLure 3 repare an ouLllne LhaL lncludes 39 ma[or polnLs you wanL Lo cover ln one lecLure 4 Crganlze your polnLs for clarlLy 3 SelecL approprlaLe examples or lllusLraLlons 6 resenL more Lhan one slde of an lssue and be senslLlve Lo oLher perspecLlves 7 8epeaL polnLs when necessary 8 8e aware of your audlence noLlce Lhelr feedback 9 8e enLhuslasLlc you don'L have Lo be an enLerLalner buL you should be exclLed by your Loplc (from Cashln 990 pp 606% ,8e Method. Providing an opportunity Ior students to apply what they learn in the classroom to real-liIe experiences has proven to be an eIIective way oI both disseminating and integrating knowledge. The case method is an instructional strategy that engages students in active discussion about issues and problems inherent in practical application. It can highlight Iundamental dilemmas or critical issues and provide a Iormat Ior role playing ambiguous or controversial scenarios. Course content cases can come Irom a variety oI sources. Many Iaculty have transIormed current events or problems reported through print or broadcast media into critical learning experiences that illuminate the complexity oI Iinding solutions to critical social problems. The case study approach works well in cooperative learning or role playing environments to stimulate critical thinking and awareness oI multiple perspectives. 8cu88on. There are a variety oI ways to stimulate discussion. For example, some Iaculty begin a lesson with a whole group discussion to reIresh students` memories about the assigned reading(s). Other Iaculty Iind it helpIul to have students list critical points or emerging issues, or generate a set oI questions stemming Irom the assigned reading(s). These strategies can also be used to help Iocus large and small group discussions. Obviously, a successIul class discussion involves planning on the part oI the instructor and preparation on the part oI the students. Instructors should communicate this commitment to the students on the Iirst day oI class by clearly articulating course expectations. Just as the instructor careIully plans the learning experience, the students must comprehend the assigned reading and show up Ior class on time, ready to learn. Act;e Le,rnng. Meyers and Jones (1993) deIine active learning as learning environments that allow 'students to talk and listen, read, write, and reIlect as they approach course content through problem- solving exercises, inIormal small groups, simulations, case studies, role playing, and other activities -- all oI which require students to apply what they are learning (p. xi). Many studies show that learning is enhanced when students become actively involved in the learning process. Instructional strategies that engage students in the learning process stimulate critical thinking and a greater awareness oI other perspectives. Although there are times when lecturing is the most appropriate method Ior disseminating inIormation, current thinking in college teaching and learning suggests that the use oI a variety oI instructional strategies can positively enhance student learning. Obviously, teaching strategies should be careIully matched to the teaching objectives oI a particular lesson. For more inIormation about teaching strategies, see the list oI college teaching reIerences in Appendix N. Assessing or grading students' contributions in active learning environments is somewhat problematic. It is extremely important that the course syllabus explicitly outlines the evaluation criteria Ior each assignment whether individual or group. Students need and want to know what is expected oI them. For more inIormation about grading, see the Evaluating Student Work section contained in this Guide. ooper,t;e Le,rnng. Cooperative Learning is a systematic pedagogical strategy that encourages small groups oI students to work together Ior the achievement oI a common goal. The term 'Collaborative Learning' is oIten used as a synonym Ior cooperative learning when, in Iact, it is a separate strategy that encompasses a broader range oI group interactions such as developing learning communities, stimulating student/Iaculty discussions, and encouraging electronic exchanges (BruIIee, 1993). Both approaches stress the importance oI Iaculty and student involvement in the learning process. When integrating cooperative or collaborative learning strategies into a course, careIul planning and preparation are essential. Understanding how to Iorm groups, ensure positive interdependence, maintain individual accountability, resolve group conIlict, develop appropriate assignments and grading criteria, and manage active learning environments are critical to the achievement oI a successIul cooperative learning experience. BeIore you begin, you may want to consult several helpIul resources which are contained in Appendix N. In addition, the Program in Support oI Teaching and Learning can provide Iaculty with supplementary inIormation and helpIul techniques Ior using cooperative learning or collaborative learning in college classrooms. Integr,tng Technology. Today, educators realize that computer literacy is an important part oI a student's education. Integrating technology into a course curriculum when appropriate is proving to be valuable Ior enhancing and extending the learning experience Ior Iaculty and students. Many Iaculty have Iound electronic mail to be a useIul way to promote student/student or Iaculty/student communication between class meetings. Others use listserves or on-line notes to extend topic discussions and explore critical issues with students and colleagues, or discipline- speciIic soItware to increase student understanding oI diIIicult concepts. Currently, our students come to us with varying degrees oI computer literacy. Faculty who use technology regularly oIten Iind it necessary to provide some basic skill level instruction during the Iirst week oI class. In the Iuture, we expect that need to decline. For help in integrating technology into a course curriculum contact the Program in Support oI Teaching and Learning or the Instructional Development OIIice (IDO) at 703-993-3141. In addition, watch Ior inIormation throughout the year about workshops and Iaculty conversations on the integration oI technology, teaching and learning. 8t,nce Le,rnng. Distance learning is not a new concept. We have all experienced learning outside oI a structured classroom setting through television, correspondence courses, etc. Distance learning or distance education as a teaching pedagogy, however, is an important topic oI discussion on college campuses today. Distance learning is deIined as 'any Iorm oI teaching and learning in which the teacher and learner are not in the same place at the same time' (Gilbert, 1995). Obviously, inIormation technology has broadened our concept oI the learning environment. It has made it possible Ior learning experiences to be extended beyond the conIines oI the traditional classroom. Distance learning technologies take many Iorms such as computer simulations, interactive collaboration/discussion, and the creation oI virtual learning environments connecting regions or nations. Components oI distance learning such as email, listserves, and interactive soItware have also been useIul additions to the educational setting. For more inIormation about distance learning contact the Instructional Development OIIice at 703-993- 3141 (FairIax Campus) and watch Ior workshops and Iaculty discussions on the topic throughout the year. Learner-Centered vs. Curriculum-Centered Teacbers: Wbicb Type Are You?
age of The diIIerence between learner-centered and curriculum-centered classrooms is philosophical. Philosophy drives behavior, so when it comes to your teaching style, it is important to have a deep understanding oI your own belieI system. Your view oI learning, students' roles, and teachers' roles determine the method by which you teach. Use this article to place yourselI on the pedagogical continuum by considering: O @he Lypes of acLlvlLles you creaLe O @he layouL of your classroom O @he way sLudenLs learn wlLh you O ow you prepare for class O ow Lo make Lhe mosL of your sLyle edagogy Teachers who adhere to learner-centered classrooms are inIluenced strongly by constructivism. Constructivism holds that prior knowledge Iorms the Ioundation by which new learning occurs (Piaget and Inhelder, 1969). Because people and their experiences are diIIerent, they arrive at school with varying levels oI proIiciency. A student is challenged according to his or her individual zone oI proximal development (Vygotsky, 1986). The diIIerence between a student's actual developmental level and his or her potential is the zone oI proximal development (ZPD). Good instruction matches each child's ZPD. Teachers who adhere to curriculum-centered classrooms are inIluenced greatly by the standards-based movement. All students are taught the same body oI knowledge. Regardless oI variations in developmental levels, all children are exposed to the same content in the same time period. The objective is to ensure that there will be no academic gaps in what is taught. earnercentered c|assrooms Learner-centered classrooms Iocus primarily on individual students' learning. The teacher's role is to Iacilitate growth by utilizing the interests and unique needs oI students as a guide Ior meaningIul instruction. Student-centered classrooms are by no means characterized by a Iree-Ior-all. These classrooms are goal-based. Students' learning is judged by whether they achieve predetermined, developmentally-oriented objectives. In essence, everyone can earn an A by mastering the material. Because people learn best when they hear, see, and manipulate variables, the method by which learning occurs is oItentimes experiential. Learn more about the structure oI learner-centered classrooms. rr|c|mcentered c|assrooms Curriculum-centered classrooms Iocus essentially on teaching the curriculum. The teacher determines what ought to be taught, when, how, and in what time Irame. The curriculum that must be covered throughout the year takes precedence. These classes oIten require strict discipline because children's interests are considered only aIter content requirements are established. In this Iramework students are compared with one another. Student success is judged in comparison with how well others do. A Iixed standard oI achievement is not necessarily in place. In these classrooms grades resemble the Iamiliar bell curve. Learn more about the structure oI curriculum-centered classrooms.
ener,l Te,chng Method8 O Learner-Centered vs. Curriculum-Centered Teachers: Which Type Are You? The diIIerence between learner-centered and curriculum- centered classrooms is philosophical. Constructivists adhere to learner-centered classrooms. Standards-based teachers adhere to curriculum-centered classrooms. O Lesson Methodologies There are many diIIerent ways in which you can eIIectively teach your students. Learn about many diIIerent methodologies here. New teachers will Iind this resource particularly valuable when they're determining which method is most eIIective Ior them. O Standards Ior Good Teaching Learn the ten basic standards Ior good teaching and how you can be a successIul, eIIective teacher. O Authentic Assessment An overview oI authentic assessments. O Textbooks: Advantages and Disadvantages One oI the most common resources in the classroom is the textbook; learn the advantages oI this tool plus way to integrate other resources into your teaching. New teachers will Iind this resource particularly valuable. O Levels oI Questions in Bloom's Taxonomy Challenge your students with all levels oI questions as deIined by Bloom's Taxonomy. They will be doing higher-level thinking and you will have a more interesting classroom! New teachers will Iind this resource particularly valuable. O Your Secret Weapon: Wait Time Give your students time to think about your questions beIore asking Ior an answer; this is called "wait time." This proIessional development advice will prove especially useIul to new teachers. O Problem-Solving Learn about the beneIits oI problem-solving and how to include it in your teaching. Problem-solving is the ability to identiIy and solve problems by applying appropriate skills systematically. ooper,t;e Le,rnng O Teaching with Cooperative Learning Learn the basics oI successIully teaching your class with the cooperative learning method. Group projects are an excellent way to help your students build important communication and teamwork skills. New teachers will Iind this resource particularly valuable. &8ng Technology O Assistive Technology Ior Students with Mild Disabilities These simple adaptations can improve the learning experience oI many children. O Stages to Technology Integration Get advice on integrating technology into your classroom. O Technology Strategies Ior Music Education Use technology strategies and activities to attract students into music curriculum. Pages organized by the National Music Standards. O Integrating Technology Find ways to integrate technology such as the Internet, DVDs, and TV programs into your language arts program. Addre88ng Spec,l Need8 O Teaching Students with Special Needs Prepare to teach the students with special needs you may have in your classroom using this advice on accommodating and modiIying your lessons to meet the needs oI everyone. New teachers will Iind this resource particularly valuable. O EIIective Accommodations Ior IEPs A complete chart to help IEP teams Iind speciIic accommodations in instruction, assessment, classroom management, organization, and more. This printable resource will be especially valuable to new teachers who are becoming accustomed to IEP's. O Educating Children Who Are DeaI or Hard-oI- Hearing Tips to help you ensure deaI and hard-oI-hearing students are learning in your classroom. O Universal Design Ior Learning A deIinition oI universal design Ior learning. O More Special Needs Teacher Resources Le,rnng From Soc,l Inter,cton8 O Student-to-Student Learning Experiment with several kinds oI student-to-student learning with these sample activities. O Use Service-Learning to Enhance Your Curriculum InIormation on beneIits and implementation oI service- learning projects Ior students, including case studies. O Adult Mentors Mentor relationships give young people valuable O What Is Cooperative Learning, and What Does It Do? Cooperative learning is a successIul teaching strategy in which small teams, each with students oI diIIerent ability levels, use a variety oI learning activities to improve their understanding oI a subject. By using this method, each oI your students will Ieel that he or she is an important member oI the class. O Cooperative Learning Get inIormation on cooperative learning, an instructional strategy in which small groups oI students work together on a common task. This teaching method is an excellent way to allow students to think critically without relying on you Ior answers. O More Cooperative Learning Teaching Strategies Inclu8on O Adapting Language Arts, Social Studies, and Science Ior the Inclusive Classroom A list oI steps that provide a suggested Iramework Ior making decisions about using material adaptations eIIectively. O Adapting Reading and Math Materials in the Inclusive Classroom Descriptions oI eight principles Ior making reading and math adaptations in the inclusive classroom. O Teaching Strategies Ior Using Materials in an Inclusive Classroom Two well-deIined strategies are described Ior helping special needs students become independent learners. O Adapt Lessons to Reach All Students An overview oI six curricular design issues that help ensure appropriate inclusive teaching. O More Inclusion Resources Te,chng M,them,tc8 O Discovering Math in Literature Find useIul tips on how to pull math concepts out oI literature. Provided by Penguin Putnam. O Planning Pyramid Ior Multi-Level Mathematics Instruction Organize you teaching by Iocusing on what all, most, and some oI your students will learn in math lessons. O Teaching Mathematics to GiIted Students in a Mixed-Ability Classroom Tips on how to teach math to giIted students in your regular classrooms. O Math & Science Teaching Strategies These strategies will help to improve your students' math and science skills. Included are articles to teach you about each concept and lesson plans with which you can implement the strategies. Te,chng Re,dng & L,ngu,ge Art8 O Teaching Strategies Ior Reading Use these strategies to improve your students' reading comprehension skills. Included are articles to teach you about each concept and lesson plans with which you can educational and social support that helps them achieve their goals. The l,88room En;ronment O Learning Centers A learning center is a selI-contained section oI the classroom in which students engage in independent and selI-directed learning activities. Get inIormation on learning centers and how to incorporate them in to your instructional routine using this advice. O Creating an EIIective Physical Classroom Environment Some useIul suggestions on the physical aspects and considerations oI a classroom. O ConIlict Resolution Lessons Find a variety oI conIlict-resolution lessons Irom Educators Ior Social Responsibility. You'll learn how to create a peaceable classroom, prevent bullying, and more. O The Basics oI Centers Centers give teachers the opportunity to Iocus on speciIic areas oI study. This article describes how you can eIIortlessly set up centers in your classroom. Multple Intellgence8 O Multiple Intelligences: An Overview An overview oI Multiple Intelligences theory. O Using Multiple Intelligences in Testing & Assessment InIormation on using Howard Gardner's theory oI multiple intelligences (MI) in student assessments is Iound here. New teachers, who are just getting acquainted with MI will Iind this resource particularly valuable. O Multiple Intelligences: A Three Part Series Tracy Heibeck, an expert in child development, describes how to enhance students' multiple intelligences in this three-part series. O Multiple Intelligences Chart Here is a list oI activities that speak to each intelligence. Rel,ted Re8ource8 O Back-to-School Headquarters Return to school this Iall prepared to conquer any questions you or your students might have about the school year. Our resources range Irom teaching students the school's layout to assessment tips. O ProIessional Development Resources Ior Teachers Discover a wide range oI proIessional development resources Ior educators. You can improve your teaching skills with these articles, lesson plans, and resources. O New Teacher Resources Discover everything a beginning teacher will need Ior a successIul school year, Irom tips Ior your Iirst day, to classroom-management advice, to printables and lesson plans that will support your curriculum all year long. O Personalizing the Secondary Classroom Find ideas and activities Ior personalizing your secondary classroom. These articles, printables, and guides will aid implement the strategies. O Teaching Strategies Ior Language Arts Use these strategies to improve your students' language arts skills. Included are articles to teach you about each concept and lesson plans with which you can implement the strategies. O Journaling Teaching Strategies Use these journaling strategies in your classroom to expand the learning capabilities oI your students. Included are articles to teach you about each concept and lesson plans with which you can implement the strategies. teachers in making their classroom saIe and inviting Ior grades 9-12.
Tbe Future of Unline Teacbing and Learning in Higber Education: Tbe Survey Says. survey subsLanLlaLes some ldeas abouL onllne learnlng and refuLes oLhers 8y yongIee |m and rt|s I 8onk Institutions oI higher education have increasingly embraced online education, and the number oI students enrolled in distance programs is rapidly rising in colleges and universities throughout the United States. In response to these changes in enrollment demands, many states, institutions, and organizations have been working on strategic plans to implement online education. At the same time, misconceptions and myths related to the diIIiculty oI teaching and learning online, technologies available to support online instruction, the support and compensation needed Ior high- quality instructors, and the needs oI online students create challenges Ior such vision statements and planning documents. In part, this conIusion swells as higher education explores dozens oI e-learning technologies (Ior example, electronic books, simulations, text messaging, podcasting, wikis, blogs), with new ones seeming to emerge each week. Such technologies conIront instructors and administrators at a time oI continued budget retrenchments and rethinking. Adding to this dilemma, bored students are dropping out oI online classes while pleading Ior richer and more engaging online learning experiences. 1 Given the demand Ior online learning, the plethora oI online technologies to incorporate into teaching, the budgetary problems, and the opportunities Ior innovation, we argue that online learning environments are Iacing a "perIect e-storm," linking pedagogy, technology, and learner needs. 2
Considering the extensive turbulence created by the perIect storm surrounding e-learning, it is not surprising that opinions are mixed about the beneIits oI online teaching and learning in higher education. As illustrated in numerous issues oI the Chronicle of Higher Education during the past decade, excitement and enthusiasm Ior e-learning alternate with a pervasive sense oI e-learning gloom, disappointment, bankruptcy and lawsuits, and myriad other contentions. 3 Appropriately, the question arises as to where online learning is headed. Navigating online education requires an understanding oI the current state and the Iuture direction oI online teaching and learning. The study described here surveyed instructors and administrators in postsecondary institutions, mainly in the United States, to explore Iuture trends oI online education. In particular, the study makes predictions regarding the changing roles oI online instructors, student expectations and needs related to online learning, pedagogical innovation, and projected technology use in online teaching and learning. Re;ew of Lter,ture We began this project with a review oI past studies oI the issues and trends in online teaching and learning in higher education. Onlne Te,chng ,nd Le,rnng A recent survey oI higher education in the United States reported that more than 2.35 million students enrolled in online courses in Iall 2004. 4 This report also noted that online education is becoming an important long-term strategy Ior many postsecondary institutions. Given the rapid growth oI online education and its importance Ior postsecondary institutions, it is imperative that institutions oI higher education provide quality online programs. The literature addresses student achievement and satisIaction as two means to assess the quality oI online education. Studies Iocused on academic achievement have shown mixed reviews, 5 but some researchers point out that online education can be at least as eIIective as traditional classroom instruction. 6 Several research studies on student satisIaction in online courses or programs reported both satisIied and dissatisIied students. 7
Faculty training and support is another critical component oI quality online education. Many researchers posit that instructors play a diIIerent role Irom that oI traditional classroom instructors when they teach online courses, 8 as well as when they teach residential courses with Web enhancements. 9 Such new roles Ior online instructors require training and support. Some case studies oI Iaculty development programs indicate that such programs can have positive impacts on instructor transitions Irom teaching in a Iace-to-Iace to an online setting. 10
!ed,gogy ,nd Technology for Onlne Educ,ton Several research studies have covered eIIective pedagogical strategies Ior online teaching. Partlow and Gibbs, Ior instance, Iound Irom a Delphi study oI experts in instructional technology and constructivism that online courses designed Irom constructivist principles should be relevant, interactive, project-based, and collaborative, while providing learners with some choice or control over their learning. 11 Additionally, Keeton investigated eIIective online instructional practices based on a Iramework oI eIIective teaching practices in Iace-to-Iace instruction in higher education. In this study, Keeton interviewed Iaculty in postsecondary institutions, who rated the eIIectiveness oI online instructional strategies. These instructors gave higher ratings to online instructional strategies that "create an environment that supports and encourages inquiry," "broaden the learner's experience oI the subject matter," and "elicit active and critical reIlection by learners on their growing experience base." 12
In another study oI pedagogical practices, Bonk Iound that only 2345 percent oI online instructors surveyed actually used online activities related to critical and creative thinking, hands-on perIormances, interactive labs, data analysis, and scientiIic simulations, although 40 percent oI the participants said those activities were highly important in online learning environments. 13 In eIIect, a signiIicant gap separated preIerred and actual online instructional practices. Technology has played and continues to play an important role in the development and expansion oI online education. Accordingly, many universities have reported an increase in the use oI online tools. Over the past decade, countless eIIorts have sought to integrate emerging Internet technologies into the teaching and learning process in higher education. Several studies have reported cases related to the use oI blogs to promote student collaboration and reIlection. 14 Some researchers also have promoted the plausibility oI using wikis Ior online student collaboration, 15 and podcasting is beginning to garner attention Irom educators Ior its instructional use. 16 Although some discussions in the literature relate to eIIective practices in the use oI emerging technologies Ior online education, empirical evidence to support or reIute the eIIectiveness oI such technologies, or, perhaps more importantly, guidance on how to use such tools eIIectively based on empirical evidence, is lacking. Method This study was based on a survey oI individuals believed to have relevant experience with and insights into the Iactors aIIecting the present and Iuture state oI online education. !,rtcp,nt8 An online survey was conducted oI college instructors and administrators who were members oI either the Multimedia Educational Resource Ior Learning and Online Teaching (MERLOT) or the Western Cooperative Ior Educational Telecommunications (WCET), both premier associations Ior online education. MERLOT is a Iree and open resource Ior higher education with membership that, at the time oI this study, included more than 12,000 college proIessors, instructional designers, and administrators who share and peer-evaluate their Web resources and materials (today, MERLOT has more than 35,000 members). WCET is an organization with 500600 members that provides resources and inIormation regarding the eIIective use oI telecommunications technology in learning. Also surveyed were those who had posted one or more course syllabi at the World Lecture Hall (WLH), which has approximately 2,000 members and was developed by the University oI Texas Ior Iaculty to share syllabi. This study is a part oI a longitudinal eIIort to understand the use oI technology in teaching, within both higher education and corporate training settings. The second author had previously surveyed MERLOT and WLH members on the state oI online learning 17 as well as corporate trainers on online training 18 and blended learning. In8trument Using an online survey service, SurveyShare, we developed an online questionnaire as an instrument Ior this survey study. The questionnaire consisted oI 42 questions grouped into three sections related to the current status and Iuture trends oI online education in higher education. The Iirst section included 10 questions regarding respondents' demographic inIormation. The second section included seven questions about the current status oI online learning at the respondents' organizations. The third section included items regarding predictions about online teaching and learning. The survey used various types oI questions, including Likert-type, multiple-choice, and open-ended questions. ,t, ollecton ,nd An,ly88 The survey took place Irom late November 2003 to early January 2004. An invitation was sent by e-mail to the sample oI instructors, instructional designers, and administrators described earlier. The e-mail included inIormation about the study as well as the URL to the survey site. OI more than 12,000 who received the e-mail request, 562 completed the survey. The participants responded to the survey anonymously, and the data were stored in the hosted online survey service. Descriptive data analyses (such as Irequencies) were conducted using the data analysis tool provided in the online survey site. Re8ult8 Our study conIirmed some commonly held belieIs about online education, reIuted others, and provided a range oI predictions about the Iuture oI technology-enabled education. emogr,phc8 of Onlne In8tructor8 Sixty-six percent oI the survey respondents held teaching positions (proIessors, instructors, or lecturers), while nearly one-Iourth were administrators or instructional designers. Respondents represented institutions oI various types: approximately halI were employed by public, Iour-year colleges or universities; 23 percent by community colleges or vocational institutes; and 16 percent by private postsecondary institutions. A large majority (87 percent) said their institutions oIIer online courses, and about 70 percent oI them had taught online courses. As shown in Figure 1, respondents' experience with online teaching varied Irom none to more than 10 years. Although not every respondent had online teaching experience, more than 95 percent had experience integrating computer or Web technology into their Iace-to-Iace teaching.
Survey results show that women appear to be teaching online in Iar greater numbers than just a Iew years ago. In Iact, more than halI oI the respondents (53 percent) were women. Such Iindings were surprising because a similar study conducted a Iew years earlier was dominated by male instructors who were Iull proIessors at tier-one universities. 19 Perhaps Iemale instructors had become more comIortable teaching and sharing activities online during the Iew years that elapsed between surveys, or perhaps support Ior instructors had improved on college campuses, or both. Emergng Technology When asked about several emerging technologies Ior online education, 27 percent oI respondents predicted that use oI course management systems (CMSs) would increase most drastically in the next Iive years. Those surveyed also said that video streaming, online testing and exam tools, and learning object libraries would Iind signiIicantly greater use on campus during this time. Between 5 and 10 percent oI respondents expected to see increases in asynchronous discussion tools, videoconIerencing, synchronous presentation tools, and online testing. The survey also asked what technology would most impact the delivery oI online learning during the next Iive years. Respondents could select one oI 14 key technologies. About 18 percent oI respondents predicted that reusable content objects and wireless technologies would have the most signiIicant impact. Smaller percentages (Irom 7 to almost 14 percent) selected peer-to-peer collaboration, digital libraries, simulations and games, assistive technologies, and digital portIolios. In contrast, less than 5 percent predicted that e-books, intelligent agents, Tablet PCs, virtual worlds, language support, and wearable technologies would have signiIicant impact on the delivery oI online learning. These Iindings seem to reIlect the perceived importance oI online technologies Ior sharing and using preexisting content. Additionally, respondents predicted that advances in Internet technology (Ior example, greatly extended bandwidth and wireless Internet connections) are likely to increase the use oI multimedia and interactive simulations or games in online learning during the next Iive to 10 years. Only about one in 10, however, predicted that advances in Internet technology would enhance videoconIerencing or international collaboration, and just one in 16 thought it might oIIer greater chances to interact with Iield experts or practitioners. Again, the Iocus was on enhancing content and associated content delivery, not on the social interactions, cross-cultural exchanges, or new Ieedback channels that wider bandwidth could oIIer. Such responses indicate that respondents still see learning as content-driven, not based on social interactions and distributed intelligence. The emphasis remains on a knowledge-transmission approach to education, not one rich in peer Ieedback, online mentoring, or cognitive apprenticeship. Enormou8 Le,rner em,nd8 Our study revealed a number oI trends related to areas oI growth in online education, Iuture needs Ior online instructors, and the dominance oI online versus Iace-to-Iace instruction. Growth oI Online Programs/Degrees. Comparing current online oIIerings and projected Iuture online oIIerings at respondents' institutions yields predictions about the areas oI growth in online programs and degrees. Most respondents expected considerable growth in online certiIication and recertiIication programs in the next Iew years, as well as in associate's degrees. Yet, our survey respondents predicted little growth in the number oI institutions that oIIer online master's or doctoral programs in the Iuture. Although more than halI oI the respondents (54 percent) expected that their institutions would oIIer online master's or doctoral programs in the coming years, almost the same number oI respondents (53 percent) reported that their institutions were presently oIIering online master's or doctoral programs. In contrast, respondents predicted that certiIication and recertiIication programs would see 1020 percent growth Irom present oIIerings. Such responses indicate that higher education institutions might be wise to explore certiIicate and short-program oIIerings rather than Iull degree programs. Online Instructors' Readiness. Will online instructors be ready to meet the challenges brought by the projected increases in learner demands Ior online education? About halI oI the respondents predicted that monetary support Ior and pedagogical competency oI online instructors would most signiIicantly aIIect the success oI their online programs (see Table 1). In addition, instructors' technical competency was the third most pressing Iactor. Nevertheless, as illustrated in Table 2, pedagogical skill was deemed more important than technological skill Ior eIIective online teaching. With regard to the needs Ior pedagogical competency oI online instructors, a majority oI the respondents expected that online instructors would typically have received some sort oI training in online teaching either internally or externally by the year 2010.
Click image Ior larger view. The Rise oI Blended Learning. The survey asked respondents Ior their predictions related to the growth oI online education in the next Iew years. Respondents indicated that more emphasis is expected on blended learning instruction that combines Iace-to-Iace with online oIIeringsthan on Iully online courses. Those surveyed predicted a distinct shiIt Irom about one-quarter oI classes being blended today to perhaps the vast majority oI courses having some Web component by the end oI the decade (see Figure 2).
Click image Ior larger view. Enh,nced !ed,gogy Although the use oI CMSs in higher education has increased rapidly and is likely the Ioundation Ior the rapid increase in the number oI online learners during the past decade, 21 some researchers argue that CMSs are promoted as ways to manage learners rather than to promote rich, interactive experiences. 22 As a result, enhancing pedagogy is perhaps the most important Iactor in navigating the perIect e-storm. In the present study, respondents made predictions about the quality oI online education in the near Iuture and about how online courses would be taught and evaluated. The Quality oI Future Online Education. Survey respondents generally agreed with recent Sloan reports that the quality oI online education will improve in the Iuture. 23 Sixty percent oI respondents expected that the quality oI online courses would be identical to traditional instruction by the year 2006 (see Figure 3). Also, a majority oI the respondents predicted that the quality oI online courses would be superior to (47 percent) or the same as (39 percent) that oI traditional instruction by 2013. Only 8 percent predicted that the quality oI online courses would be inIerior in 2013.
Click image Ior larger view. Similarly, a large majority oI respondents predicted that learning outcomes oI online students would be either the same as (39 percent) or superior to (42 percent) those oI traditionally taught students by 2013. In eIIect, the trend is Ior course quality and learner outcomes to steadily and signiIicantly improve during the coming decade. Although we did not ask about reasons Ior the increase in quality, such numbers should be interesting and valuable to administrators, instructors, students, and other online learning stakeholders. In terms oI Iactors that can improve online learners' success, respondents said that training students to selI-regulate their learning (22 percent) was needed most, Iollowed by better measures oI student readiness (17 percent), better evaluation oI student achievement (17 percent), and better CMSs to track student learning. Nine percent said additional technology training is needed. This concern about learner selI-regulation is ironic in a world dominated and driven by learning management systems that are primarily used to manage students, as alluded to earlier. Follow-up surveys might address whether learners perceive this mixed message and whether they preIer to be managed online or engage in more selI-directed online environments. As Carmean and HaeIner argued, there is a need Ior CMS environments that Ioster deeper student learning and engagement. 24 They noted that such environments might Ioster student choice among various activities, reIlection, apprenticeship, synthesis, real-world problem solving, and rich, timely Ieedback. More recently, Weigel added to this argument by suggesting that the next-generation CMS should Ioster a more learner-centered environment that rich in critical thinking, student exploration, peer learning and knowledge construction, interdisciplinary experiences incorporating a community oI educators (practitioners, business leaders, alumni, and others), and educational opportunities. 25
Online Teaching Skills. Instructors' abilities to teach online are critical to the quality oI online education. Unlike our earlier study related to the state oI online learning in 2001, which included many questions about online learning tools and Ieatures, the present study Iocused more on learning outcomes and pedagogical skills. For instance, this study Iound that the most important skills Ior an online instructor during the next Iew years will be how to moderate or Iacilitate learning and how to develop or plan Ior high-quality online courses (see Table 2). Being a subject- matter expert was the next most important skill. In eIIect, the results indicate that planning and moderating skills are perhaps more important than actual "teaching" or lecturing skills in online courses. As Salmon pointed out, online instructors are moderators or Iacilitators oI student learning. 26
Click image Ior larger view. Pedagogical Techniques. Over halI oI the survey respondents predicted that online collaboration, case-based learning, and problem-based learning (PBL) would be the preIerred instructional methods Ior online instructors in the coming decade. In contrast, Iew respondents expected that instructors would rely on lectures, modeling, or Socratic instruction Ior their online teaching in the Iuture (see Table 3). In other words, survey respondents predicted that more learner-centered techniques would be used in the Iuture, indicating a marked shiIt Irom traditional teacher- directed approaches.
Click image Ior larger view. Existing research indicates that online instructors tend to use easy-to-implement tools, resources, and strategies rather than complex PBL, virtual teaming, cross-cultural collaboration, simulations, and other Iorms oI rich interactive media. 27 II the prediction Ior more learner-centered pedagogies online is realized, it would be interesting to study whether those teaching online transIer such pedagogical skills to their Iace-to-Iace instructional activities. Our Iindings also indicated that, in general, respondents envisioned the Web in the next Iew years more as a tool Ior virtual teaming or collaboration, critical thinking, and enhanced student engagement than as an opportunity Ior student idea generation and expression oI creativity. This is not surprising, given that most instruction in higher education is Iocused on consumption and evaluation oI knowledge, not on the generation oI it. Perhaps online training departments and units need to oIIer more examples oI how to successIully embed creative and generative online tasks and activities. Evaluation and Assessment oI Online Courses. Evaluation is an important part oI ensuring the quality oI online courses and programs. Table 4 summarizes respondents' predictions about Iuture trends concerning the evaluation oI online learning. When asked how the quality oI online education will be most eIIectively measured during the coming decade, 44 percent answered that a comparison oI online student achievement with that oI students in Iace- to-Iace classroom settings would be the most eIIective, Iollowed by student perIormance in simulated tasks oI real- world activities (15 percent), calculations oI return on investment (10 percent), and student course evaluations (9 percent). Clearly, respondents believe that Iace-to-Iace instruction provides a valid benchmark Ior teaching and learning outcomes and that online perIormance should at least equal its eIIectiveness. Such views, while politically important, seem to Iorget that much oI the learning that occurs online could not take place in a Iace-to-Iace delivery mode (Ior example, asynchronous online discussions or online mentoring). It also assumes that Iace-to-Iace instruction is superior. What iI institutions took the opposite stance and measured Iace-to-Iace courses based on whether they could accomplish all that online instruction can?
As Ior the Iorms oI evaluation that will be used during the next Iew years, respondents predicted that online practice quizzes and exams would be most highly used, Iollowed by online surveying and polling, course evaluations, and online quizzes and exams. In particular, more than 90 percent oI the respondents predicted that online surveys would be used as an important student research tool or as a teaching device in addition to student assessment and course evaluation. This Iinding aIIirms our belieI that online surveys oIIer the chance to be learner-centered because they allow students to collect, analyze, and report on real-world data and projects. Discussion and Conclusion As institutions oI higher education continue to embrace and debate online learning, it is important to envision where the Iield is headed. What might the next generation oI online learning environments look like? Will they move Irom warehousing students in online environments to engaging them in interactive and motivational activities? What technological and pedagogical advantages will they oIIer? Current studies provide a glimpse oI the pedagogical and technological possibilities. Clearly, we are entering a unique and exciting era in online teaching and learning. And perhaps the perIect e-storm is becoming less cloudy and ominous. Implc,ton8 of the Fndng8 Institutions oI higher education need to consider whether they are ready to meet growing learner demands in the coming years. First oI all, most respondents agreed that blended learning would have greater signiIicance in higher education in the Iuture. Although some institutions have already embraced blended learning, many others are slower at adopting it Ior various reasons. Perhaps leadership Irom the institution is crucial Ior Iaculty to receive adequate support to implement changes in the teaching process. II the quality oI online education is to improve as projected Irom this study, campuses must also look at the pedagogical issues in online learning. Collaboration, case learning, and PBL are likely to be the preIerred methods oI online instructors, with Iew relying solely on traditional methods. The data presented here also indicate that the continued explosion in online learning will bring increased attention to workshops, courses, and degree programs in how to moderate or mentor with online learning. Given that many respondents expect to receive some sort oI training and support Irom their institutions to be ready Ior online teaching, colleges and universities need to consider how they will respond to these needs. In addition, our study indicates that postsecondary institutions are Iinally Iocusing on how online learning can develop student collaboration and evaluation skills. In Iact, most now see the potential oI the Web in the coming years as a tool Ior virtual teaming or collaboration, critical thinking, and enhanced student engagement, though not necessarily as a tool Ior creative and individual expression. Do current CMSs provide tools to realize the potentials oI the Web Ior innovative teaching and learning? Perhaps recent developments in open source courseware will Iorce CMS vendors to develop and market more pedagogically engaging tools and resources. This survey also Iorecasts enormous growth in online certiIication and recertiIication programs, as well as some growth in associate's and master's degree programs during the coming decade. In terms oI technology, the study reveals interest among online instructors in wireless technologies, simulations, digital libraries, and reusable content objects. Perhaps we are entering a world where learning objects will be at our Iingertips. Learning objects on diIIerent topics will likely be something you can grab like magazines and newspapers on the way into a plane, bus, or train. In addition, as bandwidth increases with the next-generation Internet technologies and capabilities, simulation and gaming tasks that online students engage in will be more realistic and authentic.
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Chorus.] Take me by the tongue And I'll know you Kiss me 'til you're drunk And I'll show you
All the moves like Jagger I've got the moves like Jagger I've got the moves like Jagger
I don't need to try to control you Look into my eyes and I'll own you
With them moves like Jagger I've got the moves like Jagger I've got the moves like Jagger
'erse 2.] Maybe it's hard When you Ieel like you're broken and scarred Nothing Ieels right But when you're with me I'll make you believe That I've got the key
Oh So get in the car We can ride it Wherever you want Get inside it And you want to steer But I'm shiIting gears I'll take it Irom here (Oh! Yeah yeah!) And it goes like this (Uh)
Chorus.] Take me by the tongue And I'll know you (Uh) Kiss me 'til you're drunk And I'll show you
All the moves like Jagger I've got the moves like Jagger I've got the moves like Jagger
I don't need to try to control you (Oh, yeah) Look into my eyes and I'll own you
With them moves like Jagger I've got the moves like Jagger (Yeah yeah) I've got the moves like Jagger
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And it goes like this
Chorus.] Take me by the tongue (Take me by the tongue) And I'll know you Kiss me 'til you're drunk And I'll show you (Yeah yeah yeah!)
All the moves like Jagger I've got the moves like Jagger I've got the moves like Jagger (Oh, yeah) I don't need to try to control you Look into my eyes and I'll own you
With them moves like Jagger I've got the moves like Jagger I've got the moves like Jagger
Classroom-Ready Resources for Student-Centered Learning: Basic Teaching Strategies for Fostering Student Ownership, Agency, and Engagement in K–6 Classrooms