Online Learning, Academic Support, & Teaching

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NCLCA has released a special, open access issue of The Learning Assistance Review focused on learning center responses to the pandemic.

TLAR Volume 25 - Special Issue - Rising to the Challenge: Navigating COVID-19 as Higher Education Learning Center Leaders

"In March of 2020, the COVID-19 crisis affected higher education and changed how learning centers operated, forcing leaders to develop new ways to reach students and support their college communities. The coronavirus continued to challenge them during the summer and fall semesters. Rising to the Challenge: Navigating COVID-19 as Higher Education Learning Center Leaders shares the stories of how forty-eight learning centers addressed the fluid situation to serve their students."

The special issue focusing on COVID-19 is freely available as a PDF on NCLCA's website and as a paperback on Amazon for $64.99.

Dr. Lisa D'Adamo-Weinstein, a past president of NCLCA, has posted to her website significant resources based on webinars she has presented: Shifting Our Learning Centers: Supporting and Engaging Our Students Online.



Online Definitions & Acronyms

We have listed a few definitions and acronyms related to online teaching and learning below for quick reference.

For a complete listing, LearnUpon has developed The Ultimate Glossary of eLearning Terms


AR: Augmented reality

CMS: Course Management System (e.g., Wordpress, Drupal, Joomla!, TikiWiki)

Hybrid/Blended Online Course: A course that combines both traditional face-to-face teaching/learning with distance teaching/learning

JITPT: Just-in-Time Performance Tips

LMS: Learning Management System (e.g., Moodle, Blackboard, Brighhtspace)

Prelection: An online lecture system developed by F. L. Christ at Grambling State University to assist online students in understanding online lecture and reading assignments.

UI: User interface

VR: Virtual reality


Journals/Books/Articles for Online Course Designers, Instructors, and Learning Center Administrators and Staff
Journals

The American Journal of Distance Education s internationally recognized as the journal of record of research and scholarship in the field of American distance education.

The International Journal of Technology-Enabled Student Support Services "presents, analyzes, shares, and collaborates ideas, experiences, research studies, and cases on the advancements, innovations, and implementations of technology in student support services." IJTESSS covers all levels of education from primary to university.

The MERLOT Journal of Online Learning and Teaching (JOLT) is a peer-reviewed, open-access, online publication that aims to promote scholarship in the use of the Internet and web-based multimedia resources in higher education.

The Online Journal of Distance Learning Administration is a peer-reviewed electronic journal with all issues available online.

Online Learning and Distance Education Resources is Tony Bates's personal website focusing on online learning resources for higher education for faculty, administrators, and students.

Books

Anderson, T. (Ed.). (2008).Theory and practice of online learning (2nd ed.). AU Press. Retrieved from https://www.aupress.ca/books/120146-the-theory-and-practice-of-online-learning/

Bates, A. W. (2019). Teaching in a digital age: Guidelines for designing teaching and learning (2nd ed.). Tony Bates Assoc.
This is an open textbook licensed under Creative Commons and available in a variety of electronic formats including PDF, EPUB, and MOBI for your computer, iPad, Kindle, etc.
Retrieved from https://pressbooks.bccampus.ca/teachinginadigitalagev2/

Budhai, S. S., & Skipwith, K. (2016). Best practices in engaging online learners through active and experiential learning strategies. Routledge.

Garrison, D. R. (2011). E-Learning in the 21st century: A framework for research and practice (2nd Ed.). Routledge.

Ko, S., & Rossen, S. (2017). Teaching online: A practical guide (4th Ed.). Taylor & Francis. Excellent practical information, templates, examples, and pointers to many other resources. Available from https://www.routledge.com/Teaching-Online-A-Practical-Guide/Ko-Rossen/p/book/9780415832434

Manasse, M., & Rostworowski, C. (2022). Supporting online community college students with trained tutors in a post-COVID world. Journal of College Academic Support Programs, 4(2), 14-29. https://doi.org/10.36896/4.2fa1

Means, B. (2014). Learning Online: What Research Tells Us About Whether, When and How. Routledge.

Moore, M. G., & Diehl, W. C. (2018). Handbook of distance education (4th ed.). Routledge. https://doi.org/10.4324/9781315296135

Miller, M. D. (2014). Minds Online: Teaching Effectively with Technology. Harvard University Press.

Picciano, A., Dzuiban, C., & Graham, C. (2013). Blended Learning: Research Perspectives (Vol. 2). Routledge.

Sanford, D. (2020). The Rowman & Littlefield guide for peer tutors. Rowman & Littlefield. Retrieved from https://rowman.com/ISBN/9781538135525/The-Rowman-and-Littlefield-Guide-for-Peer-Tutors
Contains an excellent chapter on Tutoring in Online Environments.

Siemens, G., Gasevic, D., & Dawson, S. (Eds.) (2015). Preparing for the digital university: A review of the history and current state of distance, blended, and online learning. MOOC Research Initiative. Retrieved from http://linkresearchlab.org/PreparingDigitalUniversity.pdf

Stachowiak, B. (2020). The productive online and offline professor: A practical guide. Stylus. [See https://thriveonlineseries.com/books/the-productive-online-professor/ for a description]

Waterhouse, S. (2005). The power of eLearning: The essential guide for teaching in the digital age. Allyn & Bacon.

Youde, A. (2020). The emotionally intelligent online tutor: Effective tutoring in blended and distance learning environments. Routledge. [See https://www.routledge.com/The-Emotionally-Intelligent-Online-Tutor-Effective-Tutoring-in-Blended/Youde/p/book/9780429322389 for a description]

Articles

Academic Senate for California Community Colleges. (2019, Spring). Effective practices for online tutoring (ED601995). ERIC. https://files.eric.ed.gov/fulltext/ED601995.pdf

Anderson, T. (2008). Towards a theory of online learning. In T. Anderson (Ed.), Theory and practice of online learning (2nd ed., pp. 45-74). AU Press. https://www.aupress.ca/books/120

Arendale, D. R. (Ed.). (2020). Taking GEAR UP and TRIO programs online during 2020. University of Minnesota, College of Education and Human Development, Curriculum & Instruction Department and the Educational Opportunity Association. https://z.umn.edu/takinggutrioonline

"During this pandemic crisis, TRIO and GEAR UP programs are innovating how to take their programs online and meet student needs. The Educational Opportunity Association expanded its Best Practices Clearinghouse to include administrative and teaching practices to take TRIO and GEAR UP online. The information in this report is based on the content contributed by programs from across the U.S. Contributions came from across the nation and included each GEAR UP and TRIO program category."

Babcock, A., Lehan, T., & Hussey, H. D. (2019). Mind the gaps: An online learning center’s needs assessment. The Learning Assistance Review, 24(1), 27-58. https://nclca.wildapricot.org/resources/Documents/Publications/TLAR/Issues/24_1.pdf

Bailey, G. (2020). Comprehensive learning assistance center strategies for dealing with unprecedented change during COVID-19. The Learning Assistance Review, 25(Special Issue), 3-19. https://nclca.wildapricot.org/tlar_issues [Also available from Amazon.com]

Barger, T. S. (2019, August/September). 5 steps to building virtual services for online students: Distance learning students need an array of supports. University Business. https://universitybusiness.com/5-steps-to-building-virtual-services-for-online-students/

Barker, P. (2002). On being an online tutor. Innovations in Education and Teaching International, 39(1), 3-13. https://doi.org/10.1080/13558000110097082

Bates, T. (2020, March 9). Advice to those about to teach online because of the corona-virus. https://www.tonybates.ca/2020/03/09/advice-to-those-about-to-teach-online-because-of-the-corona-virus/

Breivik, P. (1997). Student learning in the information age. ACE/Oryx Series on Higher Education. Oryx Press.

Brescia, W., Miller, M., Ibrahima, P., & Murry, J. (2004). Orientation practices for effective distributed learning coursework: Students speak their minds. Online Journal of Distance Learning Administration, 7(3). https://www.westga.edu/~distance/ojdla/fall73/brescia73.html

Britto, M., & Rush, S. (2013). Developing and implementing comprehensive student support services for online students. Journal of Asynchronous Learning Networks, 17(1), 29-42. https://dx.doi.org/10.24059/olj.v17i1.313
"This paper describes the efforts of Lone Star College-Online and its Online Student Support Services unit to build and implement a comprehensive suite of services for online students" (p.29).

Brown, A., & Thompson, H. (1997). Course design for the WWW: Keeping online students onside. Retrieved from https://ascilite.org/conferences/perth97/papers/Brown/Brown.html

Brummernhenrich, B., & Jucks, R. (2016). “He shouldn’t have put it that way!” How face threats and mitigation strategies affect person perception in online tutoring. Communication Education, 65(3), 290-306. https://doi.org/10.1080/03634523.2015.1070957

Budhai, S. S. (2020, May 11). Fourteen simple strategies to reduce cheating on online examinations. Retrieved from https://www.facultyfocus.com/articles/educational-assessment/fourteen-simple-strategies-to-reduce-cheating-on-online-examinations/

Chaparro, B., Baker, J. R., Shaikh, A. D, Hull, S., & Brady, L. (2004). Reading online text: A comparison of four white space layouts. Usability News, 6(2). Retrieved from http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.556.404&rep=rep1&type=pdf

Chickering, A., & Ehrmann, S. (1996, October). Implementing the seven principles: Technology as lever. AAHE Bulletin, 3-6. Retrieved from http://www.tltgroup.org/programs/seven

Christ, F. L. (2001, March). Getting involved in online teaching/learning, Learning Center Newsletter. Retrieved from http://www.learningassistance.com/2001/Mar01/index.htm#Management

Christ, F. L. (2003). ”Recommendations for Campus Learning Support Centers” [Handout]. California Virtual Campus Presentation, The Role of Learning Support Centers in Supporting the Online Student/Learner (San Diego, CA)

Christ, F. L. (2007). Four Learner Support Activities

Christ, F. L. (2007, July). Helping online learners succeed. Campus Technology, 58.

Coleman, M., & Berge, Z. L. (2018). A review of accessibility in online higher education. Online Journal of Distance Learning Administration, 21(1). Retrieved from https://www.westga.edu/~distance/ojdla/spring211/coleman_berge211.html

Corderoy, R. M., & Lefoe, G. (1997). Tips and secrets for online teaching and learning https://ascilite.org/conferences/perth97/papers/Corderoy/Corderoy.html

Correia, A.-P., Liu, C., & Xu, F. (2020). Evaluating videoconferencing systems for the quality of the educational experience. Distance Education, 41(4), 429-452. https://doi.org/10.1080/01587919.2020.1821607

Costello, E. (2013). Opening up to open source: Looking at how moodle was adopted in higher education. Online Learning, 28(3), 187-200.

Cung, B., Xu, D., Eichhorn, S., & Warschauer, M. (2019). Getting academically underprepared students ready through college developmental education: Does the course delivery format matter? American Journal of Distance Education, 33(3), 178-194. https://doi.org/10.1080/08923647.2019.1582404

Doe, R., Castillo, M. S., & Musyoka, M. M. (2017). Assessing online readiness of students. Online Journal of Distance Learning Administration, 20(1). Retrieved from https://www.westga.edu/~distance/ojdla/spring201/doe_castillo_musyoka201.html

Dvorak, J., & Roessger, K. M. (2012). Training for online tutoring. In K. Agee & R. Hodges (Eds.), Handbook for training peer tutors and mentors (pp. 288-291). Cengage.

Felder-Strauss, J., Franklin, P., Machuca, A., Self, S., Offil, T., & Kuhlman, B. (2015). Best practices and creation of an online tutoring center for accounting, finance, and economic disciplines. International Journal of Education Research, 10(1), 39-52.

Ferguson, R., Sharples, M., & Beale, R. (2015). MOOCs 2030: a future for massive open online learning. In C. J. Bonk, M. M. Lee, T. C. Reeves, & T. H. Reynolds (Eds.), MOOCs and open education around the world (pp. 315–326). Routledge.

Folk, K. (2019). Evaluating the impact of a first-year experience on student success at a distance learning university. Online Journal of Distance Learning Administration, 22(4). Retrieved from https://www.westga.edu/~distance/ojdla/winter224/folk224.html

Hara, N., & Kling, R. (1999). Students’ frustrations with a web-based distance education course. First Monday, 4(12). https://doi.org/10.5210/fm.v4i12.710

Hawkridge, D., & Wheeler, M. (2010). Tutoring at a distance, online tutoring and tutoring in Second Life. European Journal of Open, Distance and E-Learning, 2010(1), Article 395. Retrieved from https://eric.ed.gov/?q=EJ911752

Hrastinski, S., Stenbom, S., Benjaminsson, S., & Jansson, M. (2019). Identifying and exploring the effects of different types of tutor questions in individual online synchronous tutoring in mathematics. Interactive Learning Environments, 1-13. https://doi.org/10.1080/10494820.2019.1583674

Hu, X., Tabdil, S. D., Achhe, M., Pan, Y., & Bourgeois, A. G. (2020). Online tutoring through a cloud-based virtual tutoring center. In Lecture Notes in Computer Science: Cloud Computing – CLOUD 2020 (pp. 270-277). Springer International. https://doi.org/https://doi.org/10.1007/978-3-030-59635-4_20

Johnstone, S., & Shea, P. (2003). Putting academic services online. In G. Kramer (Ed.), Student academic services: An integrated approach. Jossey-Bass.

Kassop, M. (2003, May/June). Ten ways online education matches, or surpasses, face-to-face learning. The Technology Source. Retrieved from http://backbonecommunications.com/news/ten-ways-online-education-matches-or-surpasses-face-to-face-learning/

Kersaint, G., Dogbey, J., Barber, J., & Kephart, D. (2011). The effect of access to an online tutorial service on college algebra student outcomes. Mentoring & Tutoring: Partnership in Learning, 19(1), 25-44. https://doi.org/10.1080/13611267.2011.543568

Kolski, T., & Weible, J. (2018). Examining the relationship between student test anxiety and webcam based exam proctoring. Online Journal of Distance Learning Administration, 21(3). Retrieved from https://www.westga.edu/~distance/ojdla/fall213/kolski_weible213.html

Kretovics, M. (2003). The role of student affairs in distance education: Cyber-services or virtual communities. Online Journal of Distance Learning Administration, 6(3). Retrieved from https://www.westga.edu/~distance/ojdla/fall63/kretovics63.html

Lange, C., & Costley, J. (2020). Improving online video lectures: Learning challenges created by media. International Journal of Educational Technology in Higher Education, 17(16). https://doi.org/10.1186/s41239-020-00190-6

LaPadula, M. (2003). A comprehensive look at online student support services for distance learners. American Journal of Distance Education, 17 (2), 119-129. https://doi.org/10.1207/S15389286AJDE1702_4

Lemoine, P. A., Sheeks, G., Waller, R. E., & Richardson, M. D. (2019). Retention of online learners: The importance of support services. International Journal of Technology-Enabled Student Support Services, 9(2), 28-38. https://doi.org/10.4018/IJTESSS.2019070103

Levy, S. (2003). Six factors to consider when planning online distance learning programs in higher education Online Journal of Distance Learning Administration, 6(1). Retrieved from https://www.westga.edu/~distance/ojdla/spring61/levy61.htm

Liu, Y., & Ginther, D. (1999). Cognitive styles and distance education. Online Journal of Distance Learning Administration, 2(3). Retrieved from https://www.westga.edu/~distance/ojdla/fall23/liu23.html

Makoe, M., & Nsamba, A. (2019). The gap between student perceptions and expectations of quality support services at the University of South Africa. American Journal of Distance Education, 33(2), 132-141. https://doi.org/10.1080/08923647.2019.1583028

Martinovic, D. (2009). Being an expert mathematics online tutor: what does expertise entail? Mentoring & Tutoring: Partnership in Learning, 17(2), 165-185. https://doi.org/10.1080/13611260902860125
"Recommendations are offered…for the organization of online tutoring environment. It is suggested that best practices must include both pedagogical and tutor training/support considerations."

McCombs, B. L., & Vakili, D. (2005). A learner-centered framework for e-learning. Teachers College Record, 107(8), 1582-1600.

McKeown, C., & McKeown, J. (2019). Accessibility in online courses: Understanding the deaf learner. TechTrends, 63(5), 506-513. https://doi.org/10.1007/s11528-019-00385-3

Mills, R., & Tait, A. (Eds.). (1997). Supporting the learner in open and distance learning. Trans-Atlantic Publications.

Moisey, S. D., & Hughes, J. A. (2008). Supporting the Online Learner. In T. Anderson (Ed.), Theory and practice of online learning (2nd ed., pp. 419-440). AU Press. Retrieved from https://www.aupress.ca/books/120146-the-theory-and-practice-of-online-learning/

Nichols, M. (2010). Student perceptions of support services and the influence of targeted interventions on retention in distance education. Distance Education, 31(1), 93-113. https://doi.org/10.1080/01587911003725048

Novak, G. M., & Patterson, E. T. (1998). Just-in-time teaching: Active learner pedagogy with WWW. Paper presented at IASTED International Conference on Computers and Advanced Technology in Education, May 27 -30, 1998 in Cancun, Mexico. Retrieved from http://webphysics.iupui.edu/JITT/ccjitt.html

O'Byrne, W. I., & Pytash, K. E. (2015). Hybrid and blended learning. Journal Of Adolescent & Adult Literacy, 59(2), 137-140. Retrieved from https://ila.onlinelibrary.wiley.com/doi/epdf/10.1002/jaal.463

Offenholley, K. H. (2014). Online tutoring research study for remedial algebra. Community College Journal of Research and Practice, 38(9), 842-849. https://doi.org/10.1080/10668926.2013.803941

Pelz, W. (2004). (My) Three principles of effective online pedagogy. Journal of Asynchronous Learning Networks, 8(3), 103-116. Retrieved from ERIC https://eric.ed.gov/?id=EJ909855

Pullan, M. C. (2009). Student support services for millennial undergraduates. Journal of Educational Technology Systems, 38(2), 235-251. https://doi.org/10.2190/ET.38.2.k

Ramirez-Espinola, M. (2018). Tutors' perceptions of an online writing consultation center (Publication No. 10973492) [Doctoral dissertation, Trident University International]. ProQuest.

Rath, L., Olmstead, K., Zhang, J., & Beach, P. (2019). Hearing students’ voices: Understanding student perspectives of online learning. Online Journal of Distance Learning Administration, 22(4). Retrieved from https://www.westga.edu/~distance/ojdla/winter224/rathbeacholmsteadzhang224.html

Rennar-Potacco, D., & Orellana, A. (2018). Academically supporting STEM students from a Ddistance through videoconferencing: lessons learned. American Journal of Distance Education, 32(2), 131-149. https://doi.org/10.1080/08923647.2018.1446121

Richardson, J. T. E. (2000). Researching student learning: Approaches to studying in campus-based and distance education. Open University Press.

Richardson, M. D., Sheeks, G., Waller, R. E., & Lemoine, P. A. (2020). Pursuit of online services for online students. In D. M. Velliaris (Ed.), Academic language and learning support services in higher education (pp. 57-97). IGI Global. https://www.igi-global.com/book/academic-language-learning-support-services/238698

Sadik, A. (2004). The design elements of web-based learning environments. International Journal of Instructional Technology & Distance Learning, 1(8). Retrieved from http://itdl.org/Journal/Aug_04/article03.htm

Sanchez, I., & Gunawardena, C. N. (1998). Understanding and supporting the culturally diverse distance learner. In C. C. Gibson (Ed.), Distance learners in higher education: Institutional responses for quality outcomes (pp. 47-64). Atwood Publishing.

Sansone, N., Ligorio, M. B., & Buglass, S. L. (2018). Peer e-tutoring: Effects on students’ participation and interaction style in online courses. Innovations in Education and Teaching International, 55(1), 13-22. https://doi.org/10.1080/14703297.2016.1190296

Shank. P. (Ed.). (2007). The online learning idea book: 95 proven ways to enhance technology-based and blended learning. John Wiley & Sons.

Shearer, R. L., Aldemir, T., Hitchcock, J., Resig, J., Driver, J., & Kohler, M. (2020). What students want: A vision of a future online learning experience grounded in distance education theory. American Journal of Distance Education, 34(1), 36-52. https://doi.org/10.1080/08923647.2019.1706019

Simoncelli, A., & Hinson, J. N. (2008). College students' with learning disabilities personal reactions to online learning. Journal Of College Reading and Learning, 38(2), 49-62.

Simpson, O. (2003). Student retention in online, open and distance learning. Routledge.

Simpson, O. (2004). The impact on retention of interventions to support distance learning students. Open Learning: The Journal of Open, Distance and e-Learning, 19(1), 79-95. https://doi.org/10.1080/0268051042000177863

Smith, T. C. (2005). Fifty-one competencies for online instruction. Journal of Educators Online, 2(2). https://www.thejeo.com/archive/2005_2_2/smith

Trentin, G., & Scimeca, S. (1999). The roles of tutors and experts in designing online education courses. Distance Education, 20(1), 144-161.

Vallejo, J. F. (2007). ESL writers and writing center tutoring dynamics. MEXTESOL Journal, 31(3), 49-68. Retrieved from http://www.mextesol.net/journal/index.php?page=journal&id_issue=27

Woldeab, D., & Brothen, T. (2019). 21st century assessment: Online proctoring, test anxiety, and student performance. International Journal of E-Learning & Distance Education, 34(1). https://eric.ed.gov/?q=EJ1227595

Youde, A. (2020). "Face-to-face trumps everything": An exploration of tutor perceptions, beliefs and practice within blended learning environments. Education Sciences, 10(5), 147. https://doi.org/10.3390/educsci10050147
"The findings suggest a number of criteria for the recruitment of tutors for blended learning courses. They should have self-efficacy in online, blended and face-to-face contexts, whilst understanding the needs of adult learners" (p. 11).


Online Courses: Hybrid/Blended - Tips and Suggestions

See the 2019 Special Issue: Blended Learning in the Journal of Computing in Higher Education, 31(2).

James Madison University. (2013). Best Practices for Online and Hybrid Courses,

Brown, D. G. (2001). “ Hybrid Courses are Best ,” Syllabus: New Dimensions in Education Technology.

Fife, D., Naylor, M., & Alden-Rivers, D. (nd.). Hybrid Courses, Utah Valley University Library

Kelly, R.. (2008). Nine Tips for Creating a Hybrid Course. Faculty Focus.

Illinois Online Network, Hybrid Courses. (PPT)

O'Byrne, W. I., & Pytash, K. E. (2015). Hybrid and blended learning. Journal Of Adolescent & Adult Literacy, 59(2), 137-140.

Starlink Video Presentation, Creating the Hybrid Course, April 12, 2007 at http://video.dcccd.edu/starlink/creating_the_hybrid_class.wmv

  • Introductory Remarks by Starlene Stringer, Starlink Narrator (00:00 to 02:26)
  • Part One: Dr. Robert Koleta, University of Wisconsin (02:27 to 23:00)
  • Part Two: Dr. Dr. Charles Dziuban, University of Central Florida (23:01 to 45:39)
  • Part Three: Frank L Christ, Emeritus CSU Long Beach (45:40 to 57:28)
  • Concluding Remarks by Starlene Stringer (57:29 to 58:48)

University of Wisconsin-Milwaukee. Blended Courses


Online Course Checklists, Guidelines, & Promising Practices

Advice to those about to teach online because of the corona-virus. Tony Bates, Online Learning and Distance Education Resources.

Thrive Online Series consolidated list of tools for The Productive Online and Offline Professor by Bonnie Stachowiak.

Online Resources for SI Sessions

LASSI for Learning Online (LLO)
LLO = Learning and Study Strategies Inventory For Learning Online
"LASSI has been improving students’ study strategies for more than 30 years. LASSI has a new edition specifically designed to meet the challenges of online instruction."

Baldwin, S.J., Ching, Y. (2019). An online course design checklist: Development and users’ perceptions. Journal of Computing in Higher Education, 31(1), 156–172. https://doi.org/10.1007/s12528-018-9199-8

James Madison University. (2013). Best Practices for Online and Hybrid Courses,

Best Practices for Managing Your Blackboard Course at Best Practices for Mobile–Friendly Courses

Chickering, A. W. and Ehrmann, S. C. Implementing the seven principles Technology as lever

Sloan Consortium Effective Practices in Online and Blended Education in Higher Education

Michigan State University Evaluating Online Courses

University of Tennessee Chattanooga Seven Principles for Good Practice in Undergraduate Education

Thach, E., & Murphy, K. (1995). Competencies for distance education professionals. Educational Technology Research and Development 43, (1), 57-79.

Tomorrow's Professor, Toolkit for Online Instructors

Online Course Evaluation Surveys: How to Get Feedback

Southern Regional Education Board. (2006). Checklist for evaluating online courses.

Wright, C. R. (2011, November 7). Developing and reviewing online courses: Items for consideration. [Newsletter article/blog post]. (This is an updated version of the author's earlier work, The Criteria for Evaluating the Quality of Online Courses.)


Online Learning: Students' Webliography

Oregon State University Academic Success Center has excellent information—tools and videos—about "Remote and Online Learning."

Keep Writing and Learning: Designing Your Online Academic Life, The Learning Center, University of North Carolina at Chapel Hill

Christ, F. L. and Ganey, L. R. ( Revised Edition 2007). 100 Things Every Online Student Ought to Know. Williamsville, NY: Cambridge Stratford Inc

Ganey, L.R., Christ, F. L., and Hurt, V. R. (2006) Online Student Skills and Strategies Handbook. Boston: Pearson/Longman


Intro to Online Learning



Online Study Skills.



Suggestions for a Successful Session with Your Online Tutor

Below is a list of helpful tips and recommendations compiled by the Transfer, Articulation, and Student Services Committee of the Academic Senate for California Community Colleges to help students prepare for an online tutoring session. See Appendix B, p. 23, of Effective Practices for Online Tutoring.

  • Participate in a tutoring session early in the semester. Seek assistance immediately after you first begin to experience difficulty in the class. Seeking tutoring the day before an exam or when you feel that you are in danger of failing may be overwhelming, so start early.
  • Test your technology Be ready with a webcam, speakers or a headset, or any universal technology you may need, if applicable.
  • Choose a comfortable and safe location. Prior to starting your session, plan ahead and choose a quiet location that allows you to concentrate and hear and communicate with the tutor You may also use campus computer labs, so check for availability.
  • Read all pertinent material and try to work all parts of the assignment prior to the tutoring session. This allows you to ask specific questions and pinpoint exactly where you may have difficulties.
  • Gather all your course materials Have at hand the course textbooks, notes, assignment guidelines, syllabus, and other relevant information.
  • Set reasonable goals about what can be accomplished It may not be possible to get answers to questions based on an entire semester’s worth of material in one tutoring session.
  • Be patient, particularly during busy times, such as midterms and final exams.
  • Assume responsibility. Asking for help and guidance is what a strong college student does, but it is the tutor’s role to help and guide you, not to do the work for you.


Study Help: Successful Online Study


Books and Articles

Bernt, F.L. & Bugbee, A.C. (1993). Study practices and attitudes related to academic success in a distance learning programme. Distance Education, 14(1), 97-112.

Bourner, T. & Race, P.(1995) How to win as a part-time student (2nd ed.). Kogan Page.

Christ, F. L., & Ganey, L. (2003). 100 things every online student ought to know. Cambridge Stratford Publishing.

Christ, F. L. (2008). Online student success: A three phase approach. H & H Publishing.

Connick, G. P. (Ed.). (1998). Distance learner’s guide. Prentice-Hall and the Western Cooperative for Educational Telecommunication.

Dea, D., & H. K. Lee (1999). Online learning strategies: Association models for success. American Society of Association Executives.

Duffy, J. P. (1997). College online: How to take college courses without leaving home. John Wiley & Sons. [See Chapter, ” How to Succeed at Independent Study.”]

Eastmond, D. (1997). Alone, but together: Adult distance study through computer conferencing. Hampton Press.

Fandl, K. J., & Smith, J. D. (2013). Success as an online student: Strategies for effective learning. Routledge.

Ganey, L.R. Jr. (2001). Becoming a successful distance learner: eight readiness factors. H&H Publishing.

Gilbert, S. D. (2000). How to be a successful online student. McGraw-Hill.

Kramer, C. (2002). Success in online learning. Delmar/Thomson Learning.

Kruk, R. S., & Muter, P. (1984). Reading of continuous text on video screens, Human Factors, 26(3), 339-345. https://doi.org/10.1177/001872088402600309

McVay, M. (1998). How to be a successful distance student. Simon & Schuster Custom Publishing.

Moran, A.P. (2000). Managing your own learning at university: A practical guide (2nd ed.). University College Dublin Press.

Muter, P. (1996). Interface design and optimization of reading of continuous text. In H. van Oostendorp & S. de Mul (Eds.), Cognitive aspects of electronic text processing (pp. 161–180). Ablex.

Muter, P., Latremoulle. S. A., & Treurniet, W. C. (1982). Extended reading of continuous text on television screens. Human Factors, 24(5), 507. https://doi.org/10.1177/001872088202400501

Roberts, J. M., Brindley, J. E., & Spronk, B. (1998). Learning on the information highway: A learners guide to the technologies. Chenelière/McGraw-Hill.

Stevenson, N. (2000). Distance learning online for dummies. Hungry Minds.

Sweeney, L. (2005, August). Guidelines for being a good online student (or helping someone with learning online). The Learning Center Newsletter. Retrieved from http://www.learningassistance.com/2005/august/onlineguidelines.html

Talbot, C. (2003). Studying at a distance: A guide for students. Open University Press.

Watkins, R., & Corry, M. (2014). E-learning companion: A student’s guide to online success. Cengage.

White, K.W., & Baker, J.D. (Eds.). (2004). The student guide to successful online learning: A handbook of tips, strategies, and techniques. Allyn & Bacon.



Future Scenarios for Online Learning

2015 Study Panel, The 100 Year Study on Artificial Intelligence. (2016). Artificial Intelligence and Life in 2030. Stanford University.
See the section on Education pp. 31-35. Key AI technologies for education discussed: Teaching robots, intelligent tutoring systems and online learning, and learning analytics.

Ferguson, R., Sharples, M., & Beale, R. (2015). MOOCs 2030: a future for massive open online learning. In C. J. Bonk, M. M. Lee, T. C. Reeves, & T. H. Reynolds (Eds.), MOOCs and open education around the world (pp. 315–326). Routledge.

Robertson, A. (2015). Can Online Classrooms Help the Developing World Catch Up? The VERGE with Guest Editor Bill Gates.

Tavis, A. A. (n.d.). Learning 2030: Beyond Technology. Training Magazine.

Shearer, R. L., Aldemir, T., Hitchcock, J., Resig, J., Driver, J., & Kohler, M. (2020). What students want: A vision of a future online learning experience grounded in distance education theory. American Journal of Distance Education, 34(1), 36-52. https://doi.org/10.1080/08923647.2019.1706019


Online Teaching/Learning Quotations

Virtual Campus using “Real education” services whose principle is that “any service a student can get on campus, an online student can get with CU online“. Source unknown

In the future, as higher education shifts from traditional classroom teaching to on-line learning, academic support programs will increasingly become more in demand by on-line learners especially advising, career preparation, learning skills, orientation, tutoring, and intervention to overcome on-line technical problems. However, although many services may be made available on-line, academic support for both faculty and students will still be necessary for many students since they may be miles from the parent institution offering the course and will insist on some face-to-face interaction with academic support personnel.Frank L. Christ. “Academic Support Programs” entry in Higher Education in the United States: An Encyclopedia. Santa Barbara, CA: ABC-CLIO Publishers

Online learning now depends more on the ability of educators and trainers to tutor and support learners online than on the technology itself.” Dr. Ian Heywood, 2000 World Open Learning Conference and Exhibition, Birmingham, England.

Most university students have never been formally taught to learn how to study, either in high school or collegeGardner, L. (1998). Why we must change: The research evidence. Thought and Action. 14 (Spring), 71-88.

the challenge is not simply to incorporate learning technologies into current institutional approaches, but rather to change our fundamental views about effective teaching and learning and to use technology to do soHigher Education in an Era of Digital Competition: Choices and Challenges by Donald E. Hanna and Associates. Atwood Publishing, 2000, p.61.

Faculty are moving forward, technologies are improving, and student demand is increasing — but few changes are taking place in the university structure as a whole to accommodate the special needs of the distance-learning student.” Richard Bothel, dean of continuing education and distance learning at Troy State University. http://www.westga.edu/~distance/ojdla/spring41/bothel41.html

Faculty developers can learn much from colleagues who work in learning assistance programs on campus. Transforming universities into fully integrated learning communities is a requirement for promoting academic success in the new millennium. When the “millennial students” walk onto campus, it’s time to call upon those who know them first hand.The Millennial Learner—Challenges and Opportunities: Saundra Yancy McGuire (Director of the Center for Academic Success and Adjunct Associate Professor of Chemistry at Louisiana State University in Baton Rouge, Louisiana) and Dennis A. Williams at POD Conference in Vancouver.

Preparing students today for tomorrow’s workforce has a lot to do with teaching about how to use and evaluate knowledge. The Internet is rapidly becoming the biggest repository of information we have ever known. The key will be in our ability to find, evaluate and use the information it provides. We need to teach analytical and organizational skills. Students must know how to evaluate data. Gone are then days when students spent their time memorizing facts that were readily available at their fingertips. Students need to learn communication and study skills. We must give them the type of tools that prepare them for lifelong learning, so they know how to study and how to evaluate the importance of what they learn.Leight, M. Converge (December 2000, 3(12) 11.

Online students can be better retained, experience greater course satisfaction, and learn more in less time with greater ease and confidence when an online course is linked to an Academic Support System and is designed with activities and information that assist them to become a collegial group and to learn more effectively and efficiently.” Christ, F.L. Achieving student retention, satisfaction, and success through online pedagogy. A presentation at TechEd Long Beach, February 26, 2002.

Student retention in the online course is a major concern. … … “…the availability of information resources and assistance throughout the course are some solutions to high online drop-out rates.” Moore, G.S., Winograd, K. and D. Lange. (2001). You can teach online: Building a creative learning environment. McGraw-Hill Higher Education. p. 3.5

…primary variables responsible for discriminating between completers and non-completers included three of the Likert scale factors: study environment, motivation, and computer confidence.Osborn, V. (2001). Identifying at-risk students in videoconferencing and web-based distance education. The American Journal of Distance Education, 15:1, 47.

A third area of concern for distance students is the lack of support and services such as providing tutors, academic planners and schedulers, and technical assistance. The isolation that results from the distance learning process can complicate the learning process for adult students. Support for distance learners should not be overlooked when planning distance programs. Students need tutors and academic planners to help them complete courses on time and to act as a support system when stress becomes a problem. Galusha, J. (1997). Barriers to learning in distance education. Interpersonal Computing and Technology.

The fifth challenge facing the use of the Web in universities is to how best use the Web to encourage good learning behaviours in students. Most good learning behaviours rely on metacognition and this is universally regarded as an essential attribute of good learning. … …Encouraging metacognition develops students’ knowledge of the nature of their learning, of their effective learning strategies, and of their learning strengths and weakness. … …The Web has potential in this area to meet this challenge if appropriate instructional design strategies are employed in the development of material for the Web. It is unlikely to occur if lecturers just mount their printed course material and use the Web as a convenient delivery medium. If the design of courses allows individual exploration coupled with reflection and the comparison of a student’s views with others, as well as the encouragement of good learning behaviours, then metacognition can be enhanced and good learning can result. Fetherston, T. (2001). Pedagogical Challenges for the World Wide Web. Educational Technology Review. 9:1.

Learning Centers can be viewed as the education provider’s physical and social “Point of Presence” with the distance learner. As such, learners should expect to find an array of functions and services supporting their distance education activities offered at or facilitated through the Learning Center site.” IPSE (Indiana Partnership for Statewide Education) –‘Learning Centers & Three Tiered Distance Education Delivery Model’ Retrieved September 12, 2002 from http://www.ihets.org/consortium/ipse/learningcentermodel.html

Connect the DisconnectedDr. Ray Ganey, Cochise College, AZ


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