Online Teaching: A Framework for Success

Abstract There is little doubt that the information age has impacted the way colleges and universities look at course delivery. This is most evident in the increasing demand for online courses in all disciplines and programs. As a result, it has become increasingly evident that all educators will be expected to incorporate technology into their classrooms to remain current with pedagogical practices and consumer demands. Perhaps this new emphasis is due in part to the acknowledged potential for improving education and educational opportunities through the use of digital technology or due to the current awareness of the need for increased use of different methods of teaching and learning in higher education. However, with little empirical data to support the use of technology in the classroom an ongoing debate focuses on the effectiveness of online teaching in higher education. Introduction The few studies conducted on the efficacy of online teaching have provided conflicting findings. For example, two different studies (Collins, Hemmeter, Schuster, & Stevens 1996; Denman, 1995) found that students who learn on-line score as well as or better than students taking the same course in traditional settings. Saleh (2004a, 2004b) reported great gain in teachers' levels of reflections and critical thinking skills in her graduate level classes as a direct result of the use of discussion in online classes. Still others studies contended that online teaching is not any better than traditional instruction (Bachman, 1995; Russell, 1999; Task Force on Distance Education, 1992). Theoretical Framework Traditionally behaviorism has been the teaching theory most commonly linked to online instruction (Wall-Williams, 2000). However, the authors contend that constructivism is a more appropriate framework for looking at on-line instruction as evident by its congruence with cognitive learning. The basic premise of constructivism is that learners construct their own knowledge through one of two processes; either by assimilation, blending new information into their framework of prior knowledge or through accommodation by modifying their prior perceptions according to their understanding of the newly acquired knowledge. A vital aspect of constructivism in the classroom is students' active participation and cooperative learning. The teacher acts as a facilitator whose primary job is to encourage critical thinking and channel learning through exploration and questioning (Bazillion & Braun, 1998; Strommen, 1999; Wilson & Sullivan, 1999). Fetherston contended that the use of online courses to build a community of learners support a constructivist approach to learning (2001). Advantages of Online Instruction The literature on the advantages of online instruction provides support for the constructivist model of course delivery. Online teaching lends itself to a learner-centered, collaborative learning environment (Baker, 1999; Saltzberg & Polyson, 1999). Learners can collaborate on group projects or answer critical thinking questions without many of the logistical problems encountered in the traditional classrooms such as geographical and time obstacles (Bennett & Green, 2001). In addition, the medium used in online teaching fosters active, meaningful and authentic learning (Romig, 1998). Students' projects in online courses tend to be more sophisticated than projects in regular classes, argue Kontos (2001) and Sargeant (1997). Another strong aspect of online teaching is the ability to store and present information in more than just written word. The content can incorporate pictures, sounds, moving images, and various combinations; thus, accommodating more learning styles. Fetherstone agrees that, Certainly the user centered, nonlinear act of browsing and the use of search engines appear to promote curiosity and challenge ... Another possible reason for this inherent engagement could be because the variety of symbol systems often used, engages several of a learner's separate intelligences (2001, p. …