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ERIC Number: EJ847081
Record Type: Journal
Publication Date: 2005
Pages: 6
Abstractor: ERIC
Reference Count: 0
ISSN: ISSN-1541-0935
A Short Take: Online Teaching
Zappala, John
Community College Enterprise, v11 n1 p61-66 Spr 2005
"Teaching an online, web-based course...can be a challenging, intellectually stimulating and exciting endeavor" (Frederickson, Clark and Hochner, 2002). Instructors and students can enjoy "24/7" access to the class, day or night, weekday or weekend. Based on eight years of teaching experience online, the author believes the possibilities for enhancing the teaching/learning process are without boundaries in this nontraditional format. The big advantages include addressing different learning styles through the use of graphics, audio, and video to develop more active learning. Students who might have hesitated to ask questions in a face-to-face classroom are quite comfortable emailing a question or a request for clarification to the instructor. The anytime/anyplace class format attracts today's adult learner who is juggling other life issues. The numerous positive factors can have a significant effect on student learning in spite of the sometimes frustrating, demanding, and even confusing elements of online teaching and learning. This paper presents viewpoints which are directly related to (a) establishing relationships among the distance learning participants--including the teacher/instructor; and (b) cultivating strategies that lead to direct application and meaning for students. Furthermore, the author presents some strategies which seem to work well in relationship-building and teaching students in distance learning, whether they are around the world or around the corner. (Contains 9 sources.)
Schoolcraft College. Community College Enterprise, 19600 Haggerty Road, Livonia, MI 48152. Fax: 734-462-4679; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A