Supporting the Novice Online Educator: Instructional Strategies for Effective Practice

Haughton, N. & Romero, L. (2009). Supporting the Novice Online Educator: Instructional Strategies for Effective Practice. In T. Bastiaens et al. (Eds.), Proceedings of World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2009 (pp. 1643-1647). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/32694.

Conference Information

World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education (ELEARN) 2009
Vancouver, Canada
October 26, 2009
ISBN 1-880094-76-2
  Theo Bastiaens, Jon Dron & Cindy Xin
AACE

More Information on ELEARN

Authors

Noela Haughton, The University of Toledo, United States; Liz Romero, Walden University, Canada

Abstract

Many online instructors, which includes traditional faculty with limited online experience and online instructors with minimal to no teaching experience, may be considered novices in the online instructional context. This paper articulates a unified online learning framework that: describes the higher education online instructional environment; describes the interaction between student inputs and instructor outputs through interaction; and provides instructional prescriptions that serve of scaffolds to support novice online instructors. Further research is needed to validate this and similar frameworks designed to support improved online teaching and learning.