2. By: Frank J. Ball Sr. – James Sheridon Ochoa – Jason Oxley – Justin Hefner

3. Increasing numbers of online courses have resulted in an emphasis toward adult learning. This has led the instructor to serve as a facilitator rather than the distributor of content. Shift has moved from Traditional content centered courses to learning centered courses. Curriculum needs to be authentic and applicable to real- world problems and build critical thinking skills.

4. New Faculty Entering Online Teaching Attend new faculty online tutorials Assessing whether online teaching is a good fit Assists in consideration of how many aspects there are for online learning Workshops Gets faculty acquainted with teaching online including beginning and intermediate teaching methods involving technology Introduction to classroom

5. Established Faculty Online blackboards Accessing new materials and documentation Web-based Questionnaire Helps faculty discover their strengths and areas of opportunity Assists faculty in tailoring course design and presentation Course design is an ongoing process

6. Covers a list of support options, to include: Career related services Personal counseling Disability services Tutoring Multi-cultural programs (Note: Some of the most popular student support services offered are resume building, job listings, and job searching.)

7. For non-tech-savvy students: Comprehensive online training (Example: University of Phoenix- Com/516-Professional Communications) Develop user-friendly delivery systems Clear and precise expectations and guidelines Course balance to prevent student overload Caused by attempts to mimic traditional courses Quality feedback from the course instructor

8. Design should flow between elements Elements should be concise Fancy is not always better Design should focus on content, not backgrounds Do more with less

9. Implementation should follow analysis Instructors should implement for the learners An instructor should prepare for implementation properly Implementation should conform to a schedule, e.g., a syllabus, etc. Implementation should fit the instruction topic

10. Proper planning helps decrease learner confusion and misunderstanding Planning can help promote andragogy Organized courses progress learners toward specific goals Instructional modules should conform to academic standards Organization and planning support institutional accreditation

11. Today’s online student can attend school at any time, at any place, all one needs is a good Internet connection. Interaction between the student and the instructor/facilitator will enhance the experience of the online learning environment and contribute to a positive performance and course satisfaction.

12. A traditional classroom setting allows face-to-face interaction every time the class meets. The instructor/facilitator even has one-on-one time with the student in this type of setting.

13. The online instructor or facilitator who provides prompt feedback that is relevant and continual contributes to high student satisfaction. Meaningful dialogue between the student and instructor serves as a basic principle to online teaching. Instructor feedback evaluations are consistently higher for those who have good student interaction in the online environment than those who do not.

14. Faculty and student support helps address diverse issues Design, implementation, planning, and organization promote healthy learning environments This environment helps learners achieve personal and professional goals Learning facilitation helps educators create a positive environment This environment helps learners engage critical- thinking skills

15. ABET. (2011). Why Accreditation Matters to Programs and Institutions. Retrieved November 18, 2013, from ABET: Assuring Quality, Stimulating Innovation: http://www.abet.org/accreditation-matters-programs-institutions/ Demski, J. (2010, January 27). Support For Online Faculty. Retrieved November 18, 2013, from Campus Technology: http://campustechnology.com/Articles/2010/01/27/Support-For-Online-Faculty.aspx?Page=1 Fish, W., & Wickersham, L. (2009). Best Practices for Online Instructors. Quarterly Review of Distance Education, 10(3), 279-284. Fogarty, R., & Pete, B. (2007). From Staff Room to Classroom. Thousand Oaks, CA: Corwin Press. Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2011). The Adult Learner: The Definitive Classic in Adult Education and Human Resource Development (7th ed.). Burlington, MA: Elsevier, Inc. National Council for Accreditation of Teacher Education [NCATE]. (n.d.). What Makes a Teacher Effective? Retrieved October 24, 2013, from NCATE: The Standard of Excellence in Teacher Preparation: http://www.ncate.org/public/researchreports/teacherpreparationresearch/whatmakesateachereffective/tabid/361/def ault.aspx Venable, M. A. (2011). Providing Critical Support to Online Students. Online College.org. Retrieved November 18, 2013, from http://www.onlinecollege.org/whitepapers/2011-08.pdf