Connecting Experiences to Content

It has been recognized that learning of new information is most effective when this one is connected to previous experiences. According to Horton, W. (2006), when students are asked to bring upon discussions their own life experiences, they feel safe and it becomes easier for them to find things in common. Furthermore, working in groups becomes easier because learners can identify with classmates who have more things in common than not.
To prepare for this assignment, read the article provided below and then reflect on the following questions: 
Article: Online Learning: Interaction is Not Enough

• If in every class we face situation which we can connect to our life experiences, how do you think discussions may be focused on the content being facilitated rather than on the life experiences of all the learners?

• How effective is real collaborative learning in an online class when specific guidelines are given for learners to engage?

By Friday,post an entry with your responses to the questions listed above. Then share a synthesis of your thoughts regarding your own experiences with drawing from your life experiences to interact not only with content but also with other learners.

By Sunday, read your classmates’ posts, and comment on the contributions of at least two of them.
Note: Your contribution will be assessed based on the use of this rubric. You are able to download it if you would like to use it as a reference to your responses by clicking "Download File" on the window from wikisend.com.

Resources

Garrison, D. R., & Cleveland-innes, M. (2005). in Online Learning : Interaction Is Not Enough. Sciences-New York, 19(3), 133-148.

Horton, W., Designing for the Virtual Classroom, E-Learning by Design). Copyright 2006 John Wiley & Sons Inc. Used with permission from John Wiley & Sons Inc. via the Copyright Clearance Center.

Chapter 9, “Design for the Virtual Classroom” (pp. 463–471)

Avoiding Plagiarism

Plagiarism is fraud. It means taking credit for doing or saying something which was said or done before by someone else. As with the expression of original ideas or inventions, copyright laws protect these intellectual properties (Brown, V., Jordan, R., Rubin, N., & Arome, G., 2010). According to Palloff and Pratt (n.d.), plagiarism is no more common in online learning environments than it is in face-to-face learning environment.

One of the ways to detect plagiarism is the use of software such as Turnitin. However there are opposing groups to the use of such software (Brown, V., Jordan, R., Rubin, N., & Arome, G., 2010). Instead, changing the way we engage learners in more authentic experiences may contribute to decreasing cheating in the first place.

Ways to decrease plagiarism are various:

• Assignments which would encourage each learner to contribute from their life experiences.

• Increase usage of internet tools: wikis, blogs, email, etc (Brown, V., Jordan, R., Rubin, N., & Arome, G., 2010).

• Model contributions to online discussions or through internet tools and provide plenty of practice on how to use the information found on resources – paraphrasing, quoting, referencing.

• Implement peer evaluation as a way to gather not only individual information but in sharing with others what has been learned within the community of learners (As found in Effective Peer Critique video) .

• Presenting specific expectations to learners in reference to what consequences they would face in case plagiarism is detected.
• Lastly, increasing learner’s confidence in their writing skills might reduce plagiarism since this might be unintentional (Elander, J., Pittam, G., Lusher, J., Fox, P., & Payne, N., 2010).

Resources

Brown, V., Jordan, R., Rubin, N., & Arome, G. (2010). Strengths and Weaknesses of Plagiarism Detection Software. Education And Training, 11(1).

Effective Peer Critique Video. Laureate Education, Inc.

Elander, J., Pittam, G., Lusher, J., Fox, P., & Payne, N. (2010). Evaluation of an intervention to help students avoid unintentional plagiarism by improving their authorial identity. Assessment & Evaluation in Higher Education, 35(2), 157-171. doi:10.1080/02602930802687745

Palloff and Pratt (n.d.). Video “Plagiarism and Cheating”. Laureate Education, Inc.

Learning with Technology

When I began to take classes online I was not sure how effective it would be for me. I realized rather quickly that this time around in college I was in charge of my own learning. I have had to learn not only the content of my classes but also to use technology resources and multimedia options. In doing so, I have experienced firsthand the fact that technology and multimedia allows us to be effective learners.

The impact technology has on online learning is remarkable. In a video presentation from Salman Kahn he could not have said it better when he stated that with the use of videos for learning, we can humanize technology. Using technologies for online learning, does not replace human interaction; instead it has the potential to increase it without having limitations such as differences in levels of knowledge or geographical location.

The use of technology is allowing us to acquire knowledge without having to be face-to-face with an instructor. Amin, A, & Roberts, J. (2008) share that: “As it becomes easier to communicate with distant others in real time and in increasingly rich ways due to the availability of sophisticated software and visual technologies, interest is growing in how the new environments support knowledge generation.” (p.11).

Peer collaboration is a key element which contributes to learning and technologies are developed with this in mind: wikis, chats, discussion boards, blogs, are but a few of the technologies which are useful for this purpose (Ferriter, B., 2009). As such, these are my favorites in moving forward to developing online learning. Not only for their usefulness in promoting collaboration, but especially so because learning to use them is rather easy and would not be a distraction from content. It is important to point out that using technologies without a specific purpose would not be effective in developing learning experiences. These should be used to enhance and further the learning experience, otherwise there is no point in using them (Boettcher, J. V., & Conrad, R., 2010).

Technology tools are changing the way we learn in online environments. We can collaborate with peer and instructors easily which is an effective way of learning. But also we receive new information in a variety of ways. We can read text, watch videos and see images. We end up interacting with our content in a variety of ways and this allows us to learn this content in a more effective way. However, as Beldarrain, Y. (2006) shares, these are tools and not all technology tools are appropriate for every situation and one has to consider first and foremost the learning objectives in the instructional design in order for these to be used effectively.

Resources

Amin, A, & Roberts, J. (2008). Knowing in action: Beyond communities of practice. Research Policy, 37(2), 353-369. doi:10.1016/j.respol.2007.11.003

Beldarrain, Y. (2006). Distance Education Trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139-153. doi:10.1080/01587910600789498

Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.

Ferriter, B. (2009). Learning with Blogs and Wikis. Adult Learning, (February).

Kahn, S. (2011). http://www.khanacademy.org/

Considerations

In learning through an online environment, where the communication might not be synchronous with the instructor, the importance of stating clear expectations grows immensely (Conrad, R., & Donaldson, J. A., 2004). The success of online learning pretty much depends on clear expectations because they might make the difference between a student truly engaging in the learning experience or not. Expectations in an online course could be categorized as follows:

General Expectations	Referring to the student’s objectives which are intended to be reached by taking an online course in the first place.
Technology Expectations	These refer to the level of knowledge the student has at the moment of initiating an online course. Usually it is information gathered by an initial survey prior to the beginning of the class Boettcher, J. V., & Conrad, R., 2010). It is also the level of technology knowledge the instructor is familiar with and uses during an online course.
Student-Instructor Interaction Expectations	These expectations refer to clearly establishing how often and through which means are students to communicate with their instructors (Swan, K., 2003).
Course Expectations	Meeting the learning objectives effectively.

When I enrolled in the Instructional Design and Technology certification program, I did so under the clear expectation that this certification will provide me with the information I need to teach online courses effectively. This is one of the attributes to adult learning theories as stated by Cercone, K. (2008). At the beginning of every class I have taken so far, these expectations become even more specific than I had anticipated.

The use of technology in online courses is inevitable. It begins with knowing how to use a computer, having access to the internet, learn to use course management system and having knowledge of educational technology. Students might enroll in online courses with the first two requisites but not being familiar with the last two. And just as well, they might enroll having knowledge of all four and beyond.

Having knowledge of educational technology is very handy for teaching online and hence knowing how to use technology is commonsense. However, as stated by Boettcher, J. V., & Conrad, R. (2010), one should only use the technology which will facilitate reaching the learning objectives set out for a course. There seems to be infinite possibilities in educational technology options but one can run the risk of over saturating the course with technology which would have little value in the learning of the content.

Furthermore, the organization of a course which begins with a clearly presented syllabus should include what students may expect in terms of communication with their instructor. As Swan, K. (2003) stated in reporting research findings, students learning is linked to the “quantity and quality of instructor interactions with students”.

I have learned there are many things to consider for setting up an online learning experience. One of the most important considerations in setting up an online experience is to organize the course prior to the start date. Within this organization, providing students with the means to communicate with the instructor should be one of the priorities. Ideally, this communication may happen on a daily basis, but if not possible, then letting the students know the days and times is highly advisable (Conrad, R., & Donaldson, J. A., 2004).

Furthermore, establishing a location for student-to-student interaction in reference to the course’s content and another for more informal communication is also important. Sharing resources and collaborating with peers is one of the foundations of a learning community and this in turn is conducive for students to learn the content presented to them (Dawson, S., 2010). These provide with the means for establishing a learning community which begins to exist with the guidance of the instructor while modeling the types of communication that is expected within the course.

Resources

Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.

Cercone, K. (2008). Characteristics of Adult Learners with Implications for Online Learning Design. Education, 16, 137-159.

Conrad, R., & Donaldson, J. A. (2004). Engaging the online learner: Activities and resources for creative instruction. San Francisco, CA: Jossey-Bass.
Dawson, S. (2010). “Seeing” the learning community: An exploration of the development of a resource for monitoring online student networking. British Journal of Educational Technology, 41(5), 736-752. doi: 10.1111/j.1467-8535.2009.00970.x.
Swan, K. (2003). Learning Effectiveness Online: What The Research Tells Us. Most, 13-45.

Online Learning Communities

Facilitators and learners are co-participants within an online learning community. However, facilitators set the stage, the pace, and expectations. They are the ones who model the creation of a community within the learning environment (Palloff, R. & Pratt, K. (n.d.).

Short, Williams, and Christie (1976) as stated by Beldarrain, Y. (2006) refer to social presence as "the degree to which individuals perceive their role in a relationship". Online learning communities are shaped depending on the level of presence of the students as well as facilitators within that community. Beldarrain, Y. (2006) also adds that the "quality and quantity of interaction" is shaped by that social presence of the online students.

Online learning communities within online courses are given great importance because it has been one of the factors for having a successful online learning experience. Research has shown the correlation between belonging to an effective online community and learning (Young, S. & Bruce, M. A. (2011), Swan, K. (2003).

Encouraging and providing opportunities for an increased social presence is crucial to build that sense of community in an online learning environment (Palloff, R. & Pratt, K. (n.d.). According to Boettcher, J. V., & Conrad, R. (2010) and Palloff, R. & Pratt, K. (n.d.), some ways through which a learning community can be created are to:

• Providing clear expectations
• Sharing how often to expect facilitators participation in discussion forums
• Establish a discussion forum with prompts which encourage discussions
• Provide a lounge-like space for informal conversations among peers and facilitator
• Create smaller groups within the class with specific projects

To become an effective online instructor myself, I would also consider the suggestions of Swan, K. (2003) in relation to personalization of instruction:

• Gathering information from each student as a pre-course assessment of previous knowledge.
• Provide constant feedback.
• Make available a few choices through which students could use their background knowledge or future goals to achieve learning objectives.

Resources
Beldarrain, Y. (2006). Distance Education Trends: Integrating new technologies to foster student interaction and collaboration. Distance Education, 27(2), 139-153.

Boettcher, J. V., & Conrad, R. (2010). The online teaching survival guide: Simple and practical pedagogical tips. San Francisco, CA: Jossey-Bass.

Palloff, R. & Pratt, K. (n.d.) Online Learning Communities.

Young, S. & Bruce, M. A. (2011). Classroom Community and Student Engagement in Online Courses. Journal of Online Learning and Teaching, vol. 7, (2).

Swan, K. (2003). Learning effectiveness: what the research tells us. In J. Bourne & J. C. Moore (Eds) Elements of Quality Online Education, Practice and Direction. Needham, MA: Sloan Center for Online Education, 13-45.

Perceptions

When I was in high school, my mother brought home a computer. My sister sat in front of it almost every day after school, doing what I then thought “who knows what!” I remember saying: “I rather be in front of people, than in front of a machine”. I have considered myself a “people person” and find great value in listening to, talking to and sharing with people.

I did not know that twenty and some years later I would be studying through a computer with the use of the Internet. Throughout this time, I have made and nurtured friendships through the use of the computer and I have stayed in contact with family members who live in my home country (and with those close by as well!). Geographical distance is not an issue anymore to communicate, or to learn.

Online education will become mainstreamed as people get more comfortable with the technology (as I did) (Siemens, G., n.d.). There are already various paths to acquiring an education, from GED’s to technical schools, to community colleges and four year colleges. Presently we add online degrees to the list, which are becoming a real option not only for adults, but for children also. See below for links to options for children. I another decade or so, online education might be a totally “normal” way of getting an education for some, and still provoke skepticism for others.

One way to have online education reach the same level of acceptance than other existent forms of education is to make it available by sharing information. In doing so, it would help the field to portray online education not as the answer in the field of education but merely as another viable option for their education. An option through which educational technologies are used as tools to convey content and contribute to meaningful learning (Jonassen, D., Peck, K., & Wilson, B. (1999).

Furthermore, professionals who continue to record and publish the short term and long term impact of online courses will confirm the validity and reliability that online education is already providing (Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., 2009). To contribute to the improvement of distance education as an instructional designer or instructor, I would continue to put emphasis on quality of instruction and go on with my own training on the use of technology as valuable tools to facilitate learning.

Resources

Jonassen, D., Peck, K., & Wilson, B. (1999). Learning with technology: A constructivist perspective. Special Education Technology (Vol. 16, p. 0). Prentice Hall. Retrieved from http://www.mendeley.com/research/learning-with-technology-a-constructivist-perspective/

Siemens, G. (n.d.). "The Future of Distance Education." Video Program.

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education (4th ed.) Boston, MA: Pearson.

Online Education for Children

http://www.k12.com/
http://www.connectionsacademy.com/free-online-public-school.aspx
http://distancelearn.about.com/od/onlinepublicschools/a/OnlinePS.htm
http://www.onlineschools.com/elementary-school/list

Considerations for Converting Face-to-Face Course to Online Environment

I. Pre-Planning Strategies to Consider Before Converting A Program To Online Environment

In view of the differences between face-to-face and online instruction, these are some of the considerations one has to take when transferring a course to online delivery:

        a. Course Management System vs. Learning Management System

Crucial for an effective delivery of instruction is the platform chosen to deliver it to the learners. In deciding which platform to chose, consider the differences between both, a Course Management System and a Learning Management System.

Both systems provide a series of components and tools which are used in effective online education courses. These include: Syllabus, calendar, announcements, assignment instructions, etc. But the main focus of a Course Management System is to deliver courses (Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., 2009). Learning Management Systems on the other hand are used to keep track of individual needs and performances over time (Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., 2009).

        b. Syllabus

Similar to face-to-face, the syllabus of the course should be as detailed as possible, showing the sequence of content, timeline, forms of evaluations and student’s expectations for a successful course. The syllabus should reflect the blended nature of the course as well. Great emphasis should be put into the syllabus as this one will provide the student with details of the course which also includes information about how to approach difficulties with the technology being used and where to seek help (Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., 2009).  

        c. Technology        

Technology tools which promote participation and collaboration will increase trainees’ engagement on the content being delivered (Minocha, S., 2009). Availability of technology for the trainees should also be considered.

Beyond having access to the technology, an orientation module for the use of the technology is of great importance. Palloff and Pratt (2000) as referred to by Valentine, D. (2002) make a point that they way technology is used is what it’s important. One cannot simply add technology and expect trainees to figure it out if the course is to be successful. And just as well, the use of technology should go hand in hand with attaining the objectives, if it does not contribute to that goal then there is no need to include it.

For the purpose of transferring a face-to-face training to online, the use of the following technologies within a CMS is suggested:

·         Podcasts: Creation of podcasts can increase trainees interest and ongoing training as they can subscribe to them and receive updates whenever they are uploaded (Minocha, S., 2009).

·         Wikis: For specific group projects, wikis are ideal in that every member of a group can contribute to the development of a project, there is a record of modifications and all members can access their group wiki anytime, anywhere (Boulos, M. N. K., Maramba, I., & Wheeler, S. , 2006).

·         Blogs: The use of blogs will expand the commitment and collaboration of trainees within a CMS (Boulos, M. N. K., Maramba, I., & Wheeler, S. , 2006).

II. Aspects to Be Enhanced In the Distance Learning Format

Changing the venue of instruction requires revision of content, which might be modified, revised or added to (Kampov-Polevoi, J., 2010). The one aspect of any instruction in an online setting that is enhance in comparison to any face-to-face is writing. Writing becomes the means of communication in an online course and even though written assignments might not vary from a face-to-face courses (Kampov-Polevoi, J., 2010), written communication increases and requires references to resources for it to be part of an online course.Specific guidelines are required for trainees to engage on topic scholarly discussions which would contribute to further understanding of content (Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., 2009). Through encouraging written discussion in the online setting, trainees might become more involved in the content as trainees would have more time to analyze, reflect, and share insight with co-workers. This would be one way of creating a community of learners where meaningful learning would take place (Wegner, E.,

III. Change of Trainers Role In A Distance Learning Environment

The role of trainers, as that of teachers varies depending on their situation. In a distance learning environment, facilitators not only have to be subject matters experts (SME) but also have to be trained in best practices for distance learning which include the use of technology (O’Neil, TDG, 2006).

Some of these best practices include figuring out how far to go in sharing expertise, and holding back to let students explore and learn from each other also (Siemens, G., 2008). Siemens (2008) also refers to the online instructor as a concierge or curator in that the instructor holds all the already known expertise on the subject, but gives learners the resources, respecting their autonomy and letting them reach personal conclusions (Siemens, G., 2008). In doing so, the instructor provides information but not necessarily imposes its own ideas. Instead, lets learners become innovators of their own ideas.

IV. Steps for Trainer to Take For Encouraging the Trainees to Communicate Online

Completion of assignments relative to content and evaluation measures should include online collaboration. The trainer should take the following steps:

·         Include specific guidelines for the use of wikis, blogs, and discussion forums   

·         Model discussion forum communication (Markel, S. L., 2001).

·         Use real-life problems as examples for encouraging co-workers to contribute to their solutions.

Aside from the technical issues of delivering an online training module, the students’ or trainees’ responsibilities are different from in an online environment. For an online class, trainees may be advised on the following:

1. Being Prepared a. Technically b. Emotionally c. Learning Environment
2. Taking Responsibility
3. Expecting Differences with  
       a. Online Classes Etiquette    b. Using Resources    c. Self-Regulation    d.Evaluation Methods

Furthermore, as included in the content differences, and pre-planning strategies, in online instruction the factor technology is one which should be addressed first. For with the knowledge of the technology at all levels, from using the computer, to familiarization of software, the trainees are going to be encouraged and motivated to continued training sessions using the online environment.

The best way to embark on these changes would be to use an instructional design model such as ADDIE. In completing this model, the trainer may have a clear view of what the course would look like and even test it out for its effectiveness.

Resources

Boulos, M. N. K., Maramba, I., & Wheeler, S. (2006). Wikis, blogs and podcasts: a new generation of Web-based tools for virtual collaborative clinical practice and education. BMC Medical Education, 6(1), 41. BioMed Central. Retrieved from http://www.pubmedcentral.nih.gov/articlerender.fcgi?artid=1564136&tool=pmcentrez&rendertype=abstract

Durrington, V., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190–193. Retrieved from http://www.redorbit.com/news/technology/433631/strategies_for_enhancing_student_interactivity_in_an_online_environment/

Etienne Wenger, during presentation on Digital Habitats and Community Practice http://mediasite.ics.uwex.edu/mediasite5/Viewer/?peid=08fd5f11580c476ab1da01afe92a7aaa

Kampov-Polevoi, J., (2010). Considerations for Supporting Faculty in Transitioning a Course to Online Format Online Journal of Distance Learning Administration, Volume XIII, (II). As found in http://www.westga.edu/~distance/ojdla/summer132/kampov_polevoi132.html

Markel, S. L.(2001). Technology and Education Online Discussion Forums: It's in the Response Online Journal of Distance Learning Administration, Volume IV, (II). As found in http://www.westga.edu/~distance/ojdla/summer42/markel42.html

Minocha, S. (2009). New Review of Hypermedia & Multimedia;, Vol. 15 Issue 3, p245-265, 21p, 2 Charts

O’Neil, T.D. (2006) How distance education has changed teaching and the role of the instructor.E-Leader, Slovakia, 2006. As found in http://www.g-casa.com/download/ONeil_Distance_Education.pdf

Siemens, G. (2008). Learning and knowing in networks: Changing roles for educators and designers. ITForum. Retrieved from http://it.coe.uga.edu/itforum/Paper105/Siemens.pdf

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education. Boston, MA: Pearson.

Valentine, D. (2002). Distance Learning: Promises, Problems, and Possibilities. Online Journal of Distance Learning Administration, Volume V, (3) As found in http://www.westga.edu/~distance/ojdla/fall53/valentine53.html

Differences between Face-to-Face and Online Environments

With increasing number of courses being offered online, differences among face-to-face courses and online courses need to be clarified. It is certainly not appropriate to simply put information delivered through face-to-face classes, into an online venue to declare that a course has become an online course (Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., 2009).

To make the change from a face-to-face environment to an online environment, one has to first review the differences among the two environments. After doing so, a trainer may consider the changes which will provide for an effective online module of instruction.

Below are a few of the differences between the two environments. There are four aspects which are considered within both delivery environments (face-to-face and online):  Content, Students, Instructor, and Evaluation Methods. Please see below for a comparison:

I.                    Content

	Face-to-face	Online
Content	·         Instruction of content focuses on learning objectives, activities and evaluation related to content delivered. ·         Usually, visual and auditory senses are the most common senses used in face-to-face instruction. ·         Content is presented in each class. (Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., 2009).	·         Ideally, two venues of instruction occur with effective online deliveries: ·         Instruction of content focuses first in the methodology of delivery of content, including instruction on technology to be used for delivery of content. ·         Once methods of instruction of how content will be delivered are complete, begins instruction of content based on learning objectives, activities and evaluation. ·         All senses are involved in learning content online as the way it is delivered involves videos, text, presentations, interactive activities, etc. ·         Students can access all content from the beginning of the course and are able to move ahead. (Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., 2009).

II.                  Students

	Face-to-face	Online
Students	·         Students’ participation in learning experiences ideally include the following (with no specific order except the first point): a.       Being present in classroom at specific times, once or twice a week. b.       Being prepared to engage in learning experiences which are usually geared to the individual, though group projects are also included. c.        Group projects are commonly worked on during class time. d.       Participating in class discussions were not all classmates participate. Usually it is the professor who gives out information and students stay quiet. e.        Read content resources. (Markel, S. L., 2001)	·         Students’ participation in learning experiences ideally include the following (with no specific order except the first point): a.       Log in the classroom platform as necessary, anytime, anywhere. b.       Read content resources c.        Research further resources d.       Participating in class discussions, as a focus for the whole class. Participation not only focuses on responding to classmates input, but making own statements also. e.        Participation in class NEEDS to be backed up with resources. f.        Completing projects geared to a group or individually requires great coordination if synchronous meetings are necessary. g.        Students are time managers of their own course. h.       Students’ characteristics also include being tolerant for ambiguity, autonomous and flexible (Valentine, D., 2002).

III.               Instructor

	Face-to-face	Online
Instructor	·         Face-to-face education occurs mostly within instructor-centered environments. ·         Traditionally, instructors are the ones who deliver content, guide activities, and evaluate progress. ·         Leaving *education* in the hands of the instructor.	·         Instructor becomes a facilitator of learning instead of the focus of content delivery. ·         Instructors engage in: a.        Maintaining focus on content. b.        Modeling learning process with own participation within the online environment. c.        Addressing students posts on a regular basis. (Durrington, V., Berryhill, A., & Swafford, J., 2006).

IV.                Evaluation Methods

	Face-to-face	Online
Evaluation Methods	·         Student is responsible for his/her education, but it commonly happens that they transfer the responsibility to teachers or professors focusing on grades to represent how much they learn. ·         Written tests and oral presentations are common. ·         Focus on writing only for Research paper evaluations.	Effective online education is almost always student-centered as it sometimes is in face-to-face instruction. Student is responsible for his/her education and if he/she does not know that, will find it out soon enough ·         Rubrics are commonly used for specific learning assessments. ·         Writing is greatly valued as it is the means of communication. ·         Traditional tests are used, but completions of projects are more common. (Simonson, M., Smaldino, S., Albright, M., & Zvacek, S., 2009).

Resources

Durrington, V., Berryhill, A., & Swafford, J. (2006). Strategies for enhancing student interactivity in an online environment. College Teaching, 54(1), 190–193. Retrieved from http://www.redorbit.com/news/technology/433631/strategies_for_enhancing_student_interactivity_in_an_online_environment/

Markel, S. L.(2001). Technology and Education Online Discussion Forums: It's in the Response Online Journal of Distance Learning Administration, Volume IV, (II)

Simonson, M., Smaldino, S., Albright, M., & Zvacek, S. (2009). Teaching and learning at a distance: Foundations of distance education. Boston, MA: Pearson.

Valentine, D. (2002). Distance Learning: Promises, Problems, and Possibilities. Online Journal of Distance Learning Administration, Volume V, (3) As found in http://www.westga.edu/~distance/ojdla/fall53/valentine53.html