Across the United States, many schools, universities, and businesses are converting conventional face-to-face instruction to wholly online, hybrid, or web-facilitated courses. This is due, in part, to the desire for competitive advantages in the marketplace while also making programs more accessible to a growing and diverse student body (Keengwe & Kid, 2010). With the increasing demand for e-learning, online courses must be effective and efficient with the best practices available.
There is no widely agreed-upon definition of a best practice. Best practices, according to the United Nations Educational, Scientific, and Cultural Organization (UNESCO), have four characteristics: they are creative, they make a difference, they have a long-term impact, and they have the potential to be repeated and used as a model for other efforts (Baghdadi, 2011). However, one of the most famous approaches to having the best practices in both face-to-face and online learning is by following the tenets for best practices identified by Chickering and Gamson (1989) called the Seven Principles for Good Practice in Undergraduate Education. Multiple researchers widely recognize these principles and apply them to their studies in assessing effective learning and teaching strategies (Baldwin & Trespalacios, 2017; Batts, 2008; Grandzol & Grandzol, 2006).
The Seven Principles for Good Practice in Undergraduate Education
- Encourages contact between students and faculty
- Develops reciprocity and cooperation among students
- Uses active learning techniques
- Gives prompt feedback
- Emphasizes time on task
- Communicates high expectations
- Respects diverse talents and ways of learning.
In a study by Grandzol & Grandzol (2006), they compiled best practices derived from various learning theories and research studies. One of them is having a consistent learning structure which promotes efficiency because students can learn new materials without navigating a new system. Utilizing self-assessments and being prompt and constructive in feedback is a commendable practice. Another one will be including navigational papers and guidelines that inform students precisely what to do and where to go next. Encouraging divergent thinking in online learners by asking open-ended questions and exhibiting acceptance of other points of view is also a best practice.
The practices and tips mentioned above are undoubtedly helpful and validated through numerous studies. However, it is essential to remember that every class varies and may require a different approach to teaching. It is still crucial to involve a little bit of flexibility in the course design to cater to the needs of every learner enrolled in the class.
References:
Baghdadi, Z. (2011). Best practices in online education: Online instructors, courses, and administrators. Turkish Online Journal of Distance Education-TOJDE, 12(3), 109–117. https://www.researchgate.net/publication/289741764_Best_practices_in_online_education_Online_instructors_courses_and_administrators
Baldwin, S., & Trespalacios, J. H. (2017). Evaluation Instruments and Good Practices in Online Education. Online Learning, 21(2). https://doi.org/10.24059/olj.v21i2.913
Batts, D. (2008). Comparison of student and instructor perceptions of best practices in online technology courses. MERLOT Journal of Online Learning and Teaching, 4(4), 477–489. https://www.researchgate.net/publication/228813020_Comparison_of_student_and_instructor_perceptions_of_best_practices_in_online_technology_courses
Chickering, A. W., & Gamson, Z. F. (1989b). Seven principles for good practice in undergraduate education. Biochemical Education, 17(3), 140–141. https://doi.org/10.1016/0307-4412(89)90094-0
Grandzol, C. J., & Grandzol PhD, J. R. (2006). Best Practices for Online Business Education. The International Review of Research in Open and Distributed Learning, 7(1). https://doi.org/10.19173/irrodl.v7i1.246
Keengwe, J., & Kidd, T. (2010). Towards Best Practices in Online Learning and Teaching in
Higher Education. MERLOT Journal of Online Learning and Teaching, 6(2), 533–541.
https://jolt.merlot.org/vol6no2/keengwe_0610.pdf.