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Creating Effective Educational Environments: Online Instructors Define Best Practices

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Gabriel, M. (2005). Creating Effective Educational Environments: Online Instructors Define Best Practices. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2005 (pp. 2229-2234). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/19404.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2005
Phoenix, AZ, USA
2005
ISBN 1-880094-55-X
  Caroline Crawford, Roger Carlsen, Ian Gibson, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Author

Martha Gabriel, University of Prince Edward Island, Canada

Abstract

This paper reports on a three year study which explored best practices in the development and delivery of courses in online learning environments. The research was conducted in several phases with post-secondary online instructors and learners. Phases included two iterations of a group consensus technique—the online Delphi, the development of a handbook articulating better practices, a week-long Summer Institute on Best Practices in Online Teaching and Learning, and a reciprocal mentoring process between a graduate student and online instructors which took place during the subsequent academic year. Results indicate that critical factors for successful implementation of effective online teaching include: the importance of creating an online learning community, key design factors of online courses, the utilization of collaborative learning strategies, the benefits of building a community of practice, and an ongoing commitment to distance education and to instructors’ professional development by the institution.

Keywords

• Community
• Distance Education
• Professional Development

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