Group 2: What are best practices in an online environment? Describe qualities of a successful online environment.

. What issues must a teacher consider that are specific to teaching in an online environment? What types of students might be most successful in an online learning environment? How do we ensure that all students are successful in online environments? A successful online learning environment utilizes the technology and tools that are appropriate for the types of learners presented. The instructor must determine which types of learning will most benefit the students, whether that be blended, mobile, completely online, synchronous or asynchronous, or combinations of those previously mentioned. In the curriculum section of her K-12 Online Engagement Strategies list, Lisa Dawley (2010) illustrates many important aspects in developing a successful learning environment. She says that learning should be relate to real life learning and create an authentic learning experience. Learners should have control over their interactions with media through active assignments, assignments which require the learner to create/make. Dawley also says that collaboration should be encouraged, including collaboration through the use of social networking sites. Also important to successful online environments, is the use of fluid and flexible deadlines, and the inclusion of parents as much as possible. What I found most important to online education in Dawleys list was the suggestion for frequent reflection opportunities and using small success to build upon each other to create a large success. Grace Rubenstein (2010) also lists ten tips compiled by Idaho educators, some of which also characterize a successful online learning environment in addition to those listed by Dawley. These include: interactive content, students pacing themselves, immediate feedback, and having synchronous meetings only as necessary. A successful online learning environment utilizes the technological tools and avoids the paper-pencil routine of brick and mortar institutions. An endless supply of issues should be considered in developing and instructing online learning environments. One of the first questions an instructor might consider is, do my students have a form of technological equipment which accepts type input, and if not, how will access be provided? How can a student complete online activities and assignments without access from home? Additionally, one might ask, do the machines students do have access to include the correct specifications for what we are/might try to accomplish? Connectivity can also be an issue for learners. The Department of Commerce reported that a mere 4 out of every 10 households with annual household incomes below $25,000 in 2010 reported having wired Internet access at home (Crawford, 2011). Another issue unique to online learning is the necessity for the development and sense of community in learners who may or may not be able to have face to face contact. Learners need to be provided with collaboration tools which promote synchronous and asynchronous communication, and communication through various mediums (voice, text, etc.) In conjunction with this concept is sensitivity to students who reside in other parts of the world and time zones, knowing that coordination and collaboration may be an issue. Online education can benefit a myriad of learners. According to Watson and Gemin (2008), online programs directed toward at-risk students and credit recovery show the ways

which EdTech can address the needs of all students, from advanced students in search of Advanced Placement or dual-credit courses, to at-risk students trying to find the right instructional mix to fit their learning styles. Online learning provides at-risk students with 21st century skills while providing a blended approach of online and face to face contact. According to Rice (2012), online courses provide opportunities that might not otherwise be available (p. 7). Both advanced and at-risk students can benefit from the expanded course choices provided by online learning. Students also have the benefits of flexibility and credit recovery discussed above. The flexibility aspect can allow advanced students to pace themselves at a rate which allows them to explore other related materials in depth (Rice, 2012). According to Rice, online learning also allows students to find an approach to learning where they can find success. The success of online learners is based on the instructors ability to engage students, by adapting and thinking out of the box, as well as finding and incorporating the newest and hottest technologies into their instruction. We can insure the success of all online learners by incorporating the strategies listed by Dawley and Rubenstein in paragraph two. Additionally, teacher-student interactions as well as the interaction of parents in the environment push the learner to succeed.

Crawford, S. P. (2011). Internet Access and the New Digital Divide. The New York Times. Retreived from: http://www.nytimes.com/2011/12/04/opinion/sunday/internet-access-and-the-new-div ide.html?pagewanted=all Dawley, L. (2009). K-12 Online Learning Engagement Strategies. Edutopia. Retrieved from: http://www.edutopia.org/pdfs/stw/edutopia-onlinelearning-engagement-tips.pdf Rice, K. (2012). Making the move to K-12 online teaching. Upper Saddle River, NJ: Pearson Education Inc. Rubenstein, G. (2010) Ten Takeaway Tips for Online Learning. Edutopia. Retrieved from: http://www.edutopia.org/stw-online-learning-ten-key-lessons Watson, J., & Gemin, B. (2008). Using Online Learning for At-Risk Students and Credit Recovery. Retrieved from Promising Practices in Online Learning: http://www.inacol.org/research/promisingpractices/NACOL_CreditRecovery_PromisingPr actices.pdf