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The major difference for me is that the exams and quizzes are graded automatically by the online management tool, and students get immediate feedback on their performance. One of my weaknesses as a teacher is I procrastinate with my grading. I have spurts of grading during the semester. I try to keep caught up, but with my schedule and my distraction level when it comes to grading, I can be one, two, sometimes three weeks getting work back to them, which I regret sometimes. So with this online tool, they get immediate feedback.

Because the students took the weekly quizzes outside of class, “My class time was all lecture, information, and interaction.” Neal reported that the students reacted favorably to the online quizzes because they could take them any time that fit into their schedules during the week.

Cohesive class

In reflecting on the course at the end of the semester, Neal described the class as different in its nature from other groups he had taught before:

This group was more cohesive than most of my classes. I don’t know if it’s a function of I’m a better teacher now, or of the group itself, or how the class was organized meeting three days a week instead of two, or whether the online materials added to that. I don’t know which had the most influence. I just know that it flowed well, and I got good verbal feedback on my informal evaluations by the students.

Ed, the technically supported adopter

Ed had a long career of about 30 years as a counselor, which were interspersed with years of teaching. Although he had been teaching for 18 years, Ed had never taught the theories course until the summer of 2006, nor had he taught with technology before. The college where Ed taught was in a small town within a large, sparsely populated region, in which there were three other major competitors. Faculty members in

his program were being pushed into online instruction, because, as Ed put it, “Small colleges are in a very competitive mode right now because everybody is fighting for students.”

Attitude toward technology

When the program director had asked Ed the previous semester if he would teach the theories course online, he responded, “Well, I don’t want to, but yes I will IF I can find a good [prepackaged] one.” Ed explained that he had been strongly cautioned against online teaching from colleagues who had tried it.

When online courses first started being put out there, I would say the professors didn’t know what they were doing. They worked their butts off and they found themselves answering student questions 24-7. I mean every person without exemption, told me, ‘Do not do an online course, it’s much more work. You’ll spend all your time on the Internet, on the Web; you’ll never get any rest.’

Discovering online day

Ed had been made aware of some of the difficulties of teaching online, enough to be wary of taking the challenge lightly. But rather than ruling out the possibility, he pursued materials to help him develop an online course that might help prevent some of the problems his colleagues had encountered. After checking on the availability of new resources with a number of other publishers by phone and email, Ed came in contact with the staff at Lahaska Press. When he heard the Online Day course materials described, he said, “Well, let’s give it a shot.”

Questions & Answers

what is math number
Tric Reply
x-2y+3z=-3 2x-y+z=7 -x+3y-z=6
Sidiki Reply
Need help solving this problem (2/7)^-2
Simone Reply
what is the coefficient of -4×
Mehri Reply
the operation * is x * y =x + y/ 1+(x × y) show if the operation is commutative if x × y is not equal to -1
Alfred Reply
An investment account was opened with an initial deposit of $9,600 and earns 7.4% interest, compounded continuously. How much will the account be worth after 15 years?
Kala Reply
lim x to infinity e^1-e^-1/log(1+x)
given eccentricity and a point find the equiation
Moses Reply
12, 17, 22.... 25th term
Alexandra Reply
12, 17, 22.... 25th term
College algebra is really hard?
Shirleen Reply
Absolutely, for me. My problems with math started in First grade...involving a nun Sister Anastasia, bad vision, talking & getting expelled from Catholic school. When it comes to math I just can't focus and all I can hear is our family silverware banging and clanging on the pink Formica table.
I'm 13 and I understand it great
I am 1 year old but I can do it! 1+1=2 proof very hard for me though.
Not really they are just easy concepts which can be understood if you have great basics. I am 14 I understood them easily.
find the 15th term of the geometric sequince whose first is 18 and last term of 387
Jerwin Reply
I know this work
The given of f(x=x-2. then what is the value of this f(3) 5f(x+1)
virgelyn Reply
hmm well what is the answer
If f(x) = x-2 then, f(3) when 5f(x+1) 5((3-2)+1) 5(1+1) 5(2) 10
how do they get the third part x = (32)5/4
kinnecy Reply
make 5/4 into a mixed number, make that a decimal, and then multiply 32 by the decimal 5/4 turns out to be
can someone help me with some logarithmic and exponential equations.
Jeffrey Reply
sure. what is your question?
okay, so you have 6 raised to the power of 2. what is that part of your answer
I don't understand what the A with approx sign and the boxed x mean
it think it's written 20/(X-6)^2 so it's 20 divided by X-6 squared
I'm not sure why it wrote it the other way
I got X =-6
ok. so take the square root of both sides, now you have plus or minus the square root of 20= x-6
oops. ignore that.
so you not have an equal sign anywhere in the original equation?
is it a question of log
I rally confuse this number And equations too I need exactly help
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Commplementary angles
Idrissa Reply
im all ears I need to learn
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Source:  OpenStax, Faculty use of courseware to teach counseling theories. OpenStax CNX. Oct 14, 2009 Download for free at http://cnx.org/content/col11130/1.1
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