Best Online Instructional Practices: Report of Phase I of an Ongoing Study

Abstract

This study examines how best practices in online instruction are the same as, or different from, best practices in face-to-face (F2F) instruction. The book Effectiveness and Efficiency in Higher Education for Adults summarizes some 20 years of research on best practices in F2F instruction. The bases of comparison are principles from the KS&G material and from Chickering and Gamson’s “seven principles for good practice in undergraduate education”. A reason for making these comparisons is that the rapid growth of online instruction promises that online instruction may become the largest source of ongoing higher education. Not surprisingly, interest in assessing the quality of online offerings has also grown. The question is increasingly raised: Are postsecondary institutions effectively “doing their old job in a new way?”. One way to answer that question is to analyze the online instructional practices of faculty with the aid of research on patterns of instruction, face-to-face and online. This paper is abbreviated from a February 14, 2002 report by Marisa Collett, Morris Keeton and Vivian Shayne of the Institute for Research and Assessment in Higher Education for the Office of Distance Education and Lifelong Learning at the University of Maryland University College.

Üni̇versi̇te Öğrenci̇leri̇ni̇n Gözünden Covid-19 Pandemi̇si̇nde Uzaktan Eği̇ti̇me Geçi̇ş Deneyi̇mi̇

“…Departments can be accredited to allow students to take joint courses from different educational institutions, plans can be made for alternative scenarios, distance education lessons can be made more attention grabbing, student-oriented and motivating by instructors, social media platforms can be used to communicate. Creative, interactive, student-centered and group-based lessons can be planned (Partlow & Gibbs, 2003), more effective instructions can be provided and the student's attention can be drawn to the lesson by giving feedback (Keeton, 2004). In Aylin SALTÜRK, Cumhur GÜNGÖR other words, even if the learning process will be carried out remotely and online, efforts can be made to make this process even more immersive.…”

The Contribution of Online Resources to Fostering Digital Learning and Effective Teaching

“…Faculty must invest a great deal of time in creating powerful strategies for giving web-based instructions. Viable web-based instructions encourage input from students, make students pose inquiries, and widen the student prospect for the course content [32].…”

Institutional Transformation: Introduction to the Special Issue

“…Keeton finds that an "institutional environment that supports and encourages inquiry" is the most highly regarded indicator of quality among faculty [37], and others examine institutional resistance to change. Citing Jaffee [38], Harris points out that: Institutions of higher education are social organizations characterized by "traditions, cultures, norms, and institutional missions."…”