As the demand for online learning grows, teachers are being asked to teach or create online courses, but many of these teachers have little or no experience with online learning, either as teachers or as online learners themselves. Wood maintains that even for veteran teachers in the classroom, the transition to online teaching is difficult; teachers who are comfortable in the classroom are not necessarily good online teachers Sidebar section.

Skip to Main Content. Technology and Second Language Learning. Teaching Languages Online TLO Introduction As the demand for online learning grows, teachers are being asked to teach or create online courses, but many of these teachers have little or no experience with online learning, either as teachers or as online learners themselves. Challenges for Online Language Teaching Definitions and Terms Teaching Languages Online Project To address the needs of online language teachers, the TLO project has these goals: The CARLA technology project presented the results of a survey that addresses the preparation and support that language teachers receive in order to teach online.

Teaching Online: Best Practices to Engage Students Virtually - Webinar

A perceived lack of support gave impetus to this project and the resources below. A resource bibliography has been collected with around resources to search for information on the preparation of teachers to teach online, both general and language-specific, along with guidelines, best practices, and dissertations about teaching online.

There are also a variety of information on technology that would be helpful for online teaching. CARLAtech is about any integration of technology for language teaching and learning, where Learning to Teach Online is specifically about good practice for teaching online. Workshops for experienced and new online language teachers and support staff have discussed challenges and successes with teaching online at international conferences IALLT and CALICO that focus on languages and technology.

As a result of the first workshop at IALLTa ning was established to create an online discussion group for online language teachers. A first step towards training teachers to teach online is the completely online technology summer institute on using the web for communication.

One unit is on social networking applications which are useful to both online and face-to-face teachers, in their classes as well as for professional development. All rights reserved. The University of Minnesota is an equal opportunity educator and employer Last Modified: March 8, at So you're not a "10" in every which way. But you're probably pretty spectacular in some way, and definitely good enough in most areas of life. If ever there were a time to stop beating yourself up for being human, it is now.

Verified by Psychology Today. The Media Psychology Effect. Posted Mar 02, Reviewed by Ekua Hagan. Twenty-five faculty members and administrators teaching in the Ed. The coursework in this program is fully online.

During the program, five faculty members shared their best practices. Lorna Gonzalez, Instructional Designer for CODEL, assisted me in preparing my specialty course in Community College Leadership and Administration, available to year-3 doctoral candidates in the final academic term of the program before they are graduated.

I approached teaching this specialty course in Community College Leadership and Administration as a research project and am reporting my results and experience in this article. Last spring, I taught the same course in Community College Leadership and Administration, face-to-face, for California State University at Los Angeles with the intent of teaching then lifting and shifting this same course online for California State University, Channel Islands.

This gave me the opportunity to develop a face-to-face, classroom course and then transition that face-to-face course online. Managing the sequence as a research project, I worked on the online course design for approximately one year.

Spring was the first time this course had been taught fully online among any of the fifteen branches of the California State University system offering EdD programs. I originally thought, after teaching the course face-to-face, that it would transfer smoothly online.

The content in both courses was the same. However, that was not the case. The online course required a flipped-classroom design [1]different and modified from the original linear series of classroom presentations. As part of our plan, we identified adaptive techniques, some of which turned out to be, best practices. My purpose in this article is to share insights from the migration of this Leadership and Administration course from a traditional classroom to an online experience and report some of the best practices that we validated through careful comparison.

Both the face-to-face and the online offerings were quite successful and student feedback has been very positive. I have learned a great deal worth sharing. Both teaching and learning in this online flipped-class format were significantly different from the traditional face-to-face class. As Lorna Gonzalez and I thoughtfully adapted the course for online delivery we realized that there is a significant difference between delivering a course and accessing instructions and content. The lack of individuals with necessary component skills, available technology, and student receptivity are no longer critical obstacles to progress… they are propellants.

Online courses and program offerings are increasing worldwide. The integration of blended and online courses and programs is a way of the future. The 21st-century online course has now completely eclipsed the electronic courses of the past century.

The enthusiastic faculty sharing experiences at the CODEL annual conference is a model of sharing and evaluating best practices in this new educational frontier. Following are 12 best practices, informed by my years of training and practice in psychology and educationcoupled with contemporary research in online teaching and learning.

My experience and intentional treatment of the course development as a research project were significant factors in creating and teaching this course successfully online.

The Cohort Model works well in specific circumstances. It enables students to know each other and progress together. The Cohort Model creates a community of shared interest and community of practice.

Research shows that students do best when they know each other. Focus on "Active" Learning. The course mixed spurts of discussion, collaborationvideo and audio clips, hands-on exercises with text, and brief video lectures.Many language departments across the country teach hybrid and online courses.

The decision to implement such courses should be one that is fully supported by the language department concerned. The addition of hybrid or online language courses does not save time or money and is not a cost-saving measure.

Rather, adding hybrid or online language courses requires the use of more resources than the traditional course and requires additional funding and time on the part of all involved. The process must include input from all stakeholders e. A hybrid or blended course is a course that includes some degree of course work that is done online.

Hybrid course models vary depending on the amount of instruction that takes place during the online component, the amount of face-to-face instruction, and the curricular design of the interaction between the two components.

teaching language online best practices

An online course is a course held entirely online with no face-to-face instruction. Some online courses may include synchronous components, whereas others may be delivered in a fully asynchronous format. This model can range in size from an independent study held online to a massive open online course MOOC.

Many hybrid and online courses in other disciplines contain teacher-centered, lecture-driven instruction. This model is ineffective for language teaching, which requires a student-centered approach to sufficiently develop learner proficiency in the four modalities of reading, listening, speaking, and writing.

Being aware of best practices for teaching online includes an awareness of student comfort and skill levels with technology, the need for student and instructor training, technical support with the courseware, clarity of course expectations, effective grading techniques, quality assessment mechanisms, and clear policies regarding cheating and plagiarism.

Development of new skills. Instructors who develop new skills with regard to online record keeping, organization, time management, and effective online communication will have the most success teaching online. Effective adaptations. The modification of language course activities for online instruction will ensure that the incorporation of online components results in learning experiences that are at least as effective and valuable as those of traditional courses.

Such adaptations might include the use of video, podcasts, chat rooms, message boards, Web sites, mobile apps, and online workbook activities.

Oral proficiency. Paying special attention to the development of oral proficiency and consciously creating a sense of community in either a hybrid or an online class will help compensate for the reduced face-to-face classroom interaction and combat the anonymity that comes from the online portion of a class.

This can be done, for instance, by incorporating presentational, interpersonal, and individual oral tasks. Keep in mind that, for hybrid courses, the online portion of the class often changes the nature of in-class instruction. Taking accessibility issues into consideration includes not only ensuring equal access to computers but also complying with the Americans with Disabilities Act.

It is crucial that information technology personnel be involved in the development of online courses from the beginning of the process. Consultation with information technology personnel and their ongoing support in the planning, development, implementation, and maintenance of online and hybrid courses are vital to the continued success of a project.

Arispe, Kelly, and Robert Blake. James Madison U, Aug. Blake, Robert, Nicole L. MarylandOnline, — Coleman, James A. Glenn S. Levine, Alison Phipps, and Carl Blythe.

Florence: Cengage Learning, Compton, Lily. Iowa State U, Digital Repository Iowa State University. Technology, Boise State U, n.

IALLT, Isabelli, Casilde A. Pixel Intl.Rubrics have become a highly touted and ubiquitous tool in the proverbial assessment toolbox of higher education instructors. Rubrics can provide a wide range of benefits, from providing consistent feedback to students to decreasing overall grading time. So, what is a rubric?

In short, rubrics distinguish between levels of student performance on a given activity. More broadly, a rubric is an evaluation tool that has three distinguishing features: evaluative criteria, quality definitions, and a scoring strategy Popham, Rubrics can be used to provide objective, meaningful, and substantive feedback on a variety of assignments including papers, presentations, discussions, and projects. A carefully designed rubric can provide benefits to instructors and students alike.

There are two main types of rubrics instructors can design: holistic rubrics and analytic rubrics. Holistic rubrics provide one overall score and do not provide students with feedback on how they performed on each individual assignment criterion.

Conversely, analytic rubrics provide students with a score on each criterion. This article focuses on analytic rubrics, which tend to be preferable for formative assessments given they provide students with specific guidance and feedback related to each relevant criterion Brookhart, One of the first steps in designing a quality rubric is to identify the skills and knowledge students should demonstrate in the assignment based on the overall course or module learning objectives.

Building off of the recommendations of van Leusenyou can use the following questions to get started:. Addressing these questions can go a long way in helping you pinpoint the criteria you should include in a high-quality rubric. Once you have identified your criteria, you can start designing your rubric. Generally speaking, a high-quality analytic rubric should:.

Once you have created a rubric, you can use the following checklist to evaluate its level of quality. This checklist is based on research by the ASU EdPlus Action Labwhere it is used for automated scoring of rubrics to assess basic structure. Click the following link to download the checklist: Analytic Rubric Checklist.

Best Practices: Online Pedagogy

These rubrics are open source and available to download directly from their website. Arcuria, P. Validating the use of LMS-derived rubric structural features to facilitate automated measurement of rubric quality. International Conference on Learning Analytics and Knowledge. Banta, T. Assessment essentials: planning, implementing, and improving assessment in higher education. Brookhart, Susan M. How to create and use rubrics for formative assessment and grading.

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teaching language online best practices

The digital classroom brings with it a range of unknown and unexplored territory, mostly in part to its relative newness when compared to traditional teaching methods. To be an effective online teacher, there are 10 simple but effective practices you can follow.

Sure, you might not be physically present in a classroom, but there are many ways to make yourself known in the digital realm. Achieving this online means utilizing a range of different communication methods and ensuring that you check in on them daily or hourly if needed.

Discussion boards, emails, announcements, and forums, are just some of the ways you can be present each day in your online classroom. These expectations should include everything from what they can expect from you as their teacher, as well as what will be required of them. The expectations can outline due dates for assessments, your communication frequency, how much online participation you require of them, and the conduct they will be expected to display throughout the course. The aim of learning is to have students engaged in the content for as long as possible, so you need to create the opportunity for this to happen.

To give your students plenty of opportunity to engage with the content and each other you can ask them to find and discuss resources, grade their own assignments, and hold student-led discussions in the online forums. Encourage students to use the general forum for discussion, but also set up small groups within the class so that students can engage in feedback and support with their fellow classmates.

Some students may sit back and learn from the sidelines, whereas others will benefit greatly from actively engaging in this type of communication. Not only is this an important principle for teaching staff to follow, but one that should be communicated from the very beginning to all students. When crafting responses to assignments and other evaluations, the best tone to use is a simple, clear, and polite one.

As these responses are all your students have to go off in regards to feedback, you need to leave nothing open for interpretation. Sometime around the 2nd or 3rd week, you should ask your students for direct and honest feedback on how things are going.

This feedback should cover everything from content to teaching methods, and request any areas requiring improvement. The best way to achieve this is in a somewhat formal tone, so post something on the discussion board and see what pops up. Getting some one on one time with each student is just as important as effective group communication.

Use a blend of different communication methods, including personalized responses to their discussion boards posts and emails addressed to only one student. At the start of the course, you should set out in your expectations the best communication methods, but never give out your personal email address or contact details to a student.

A healthy mix of group and individual projects is the best way to ensure success with online learning.

teaching language online best practices

Giving students this variety of learning styles will enhance their learning capabilities, and teach them the importance of both group work and individual achievements. Since your students will already be engaged on their computers and use the internet to log onto the learning portal, the best resources for them are going to be online.

By using an assortment of relevant and easily accessible resources such as digital publications, news sites, and online videos, your students are going to be far more engaged than if they had to refer to an outdated textbook.One recommendation is to consult an instructional designer.

We also strongly encourage instructors to participate in the Master Class for Teaching Online, an online workshop designed to facilitate peer sharing of strategies for teaching online. The workshop is facilitated by a team of instructional designers and touches on several best practices.

The graphic presented here lists seven best practices for teaching online. Incorporating these best practices will help ensure that you and your students stay engaged and have a positive experience.

Help students dive straight into the content by providing them with:. The quality of interaction between students is a sign of a successful class:. Updated August 22, This site uses Akismet to reduce spam.

Learn how your comment data is processed. Your podcast to the art of teaching. Listen to deep dive discussions around design topics. Teach Online. Toggle navigation Teach Online. Best Practices for Teaching Online Best practices for teaching online. Download full resolution PDF here Instructor Presence Establish teaching presence early and often: Post announcements, appear on video and participate in discussions.

Show your personality, passion, and expertise.

Teaching Languages Online (TLO)

Real World Applications Motivate students by making a real-world connection: Show students how they will apply what they are learning. Teach for Online Students Orient students to the online course: Break learning into smaller chunks. Establish a pattern of activity and due dates. Describe expectations for online participation, communication, and netiquette.

Provide technical support information. Clear Expectations Help students dive straight into the content by providing them with: Detailed syllabus. Due dates and schedule. Clear assignment directions. Learning Objectives Alignment matters! Be sure that: Course content aligns with objectives and assessments.

Extra content not directly supporting the learning objectives is removed or made optional. Prompt Feedback Provide feedback to improve student outcomes: Reinforce important materials, concepts, and skills.

Provide timely feedback students can apply during the course. Engage Students The quality of interaction between students is a sign of a successful class: Create educational experiences for students that are challenging, enriching, and that extend their academic abilities. Provide students with opportunities to interact with peers, such as through discussion and group work. Recommended Resources: Miami University. Best Practices for Teaching Online. Brown University.Dan McGuire is the Operations Manager and soccer specialist at Sports Insights.

I asked for these odds back in September, but nobody had. NHLLive OddsBetting TrendsInjuriesFuturesArticles WNBALive Odds SoccerArticles CFLLive OddsFree Sports Betting App Get live odds, betting trends, scores, breaking injuries and more on the go. Manchester City have won. Sharp Money on Toronto FC to Get Their Revenge on Seattle at MLS Cup 2017 2017-18 Champions League Title Odds Last year Real Madrid.

Week 14 was full of big favorites and they all came through except for Tottenham, who lost 2-1 at Leicester City. Spurs now find themselves 16 points behind Manchester City for the title and were passed in the table by Burnley (25 points) this week. West Ham on Sunday. Man City have won 12 straight matches, 3 more to break the record. Speaking of Arsenal and Manchester United, they are featured in the marquee match of the weekend on Saturday afternoon at 12:30 pm ET.

This is great news for draw bettors, especially since the 3-way moneylines are all very close. West Brom have just 1 home win all year, and Crystal Palace are the worst road team in the league this season.

At the time of publication, the public action has actually come in on the underdogs in each of the matchups, and I tend to steer away from those trendy underdogs. I expect Tottenham to bounce back after losing at Leicester last week, while Everton finally put together a solid match overall.

TottenhamBiggest Line Moves Everton (-114 to -139) vs. December 1, 2017In SoccerBy Dan McGuire Share on Facebook Share on Twitter Share on Reddit Email Dan McGuire Dan McGuire is the Operations Rise of kingdoms f2p guide and soccer specialist at Sports Insights.

Related Posts Premier League Week 16 Betting Preview: Derby Sunday, Draws, And A Potential Upset The Manchester derby, Merseyside. The PGA Tour breaks away from its usual format this weekend when the QBE Shootout gets underway at Tiburon Golf Club in Naples, Florida. Twenty-four players will tee it up in pairs at the tournament hosted by Greg Norman, with 15 of the top 50 golfers in the world in the field. Lexi Thompson, the highest-ranked American player on the LPGA Tour, is also in the fold after getting paired up with Tony Finau.

Kuchar and English are the defending champions and will be looking for their third win here. The duo finished first in 2013, second in 2014, second in 2015 and first in 2016. Their seven-shot margin of victory in 2013 is the largest in tournament history. Simply put, these are the guys to beat.