The document discusses key concepts about online teaching and learning. It begins with an agenda for a workshop that will discuss facts and myths of online education, demonstrate a learning platform, identify skills needed for online teaching and learning, and discuss online presence and interaction. It then defines distance education and discusses interaction types in online programs. The workshop will reflect on what was seen and discuss whether participants want to become online teachers.

1. ONLINE TEACHING
AND LEARNING
BASIC CONCEPTS
Evania A. Netto
Vinícius V. Lemos

2. AGENDA
In this workshop:
• we will discuss the facts and myths about online
education;
• we will be shown a learning platform and how it works;
• instructors and participants will come up with a list of
skills that teachers and learners need to have in order to
teach and learn online;
• instructors will present the concept of online presence
and online interaction and participants will find ways to
achieve them in a course;
• we will reflect about what has been seen throughout the
session and discuss whether participants would like to
become online teachers or not.

3. DISTANCE
EDUCATION

4. “Distance education is a learning modality
planned by educators and institutions in which
teachers and students are separated by space
and several different information and
communication technologies are used.”
(MATTAR, 2011).

5. “Distance education includes the various forms of
study at all levels which are not under the
continuous, immediate supervision of tutors
present with their students in lecture rooms or on
the same premises, but which, nevertheless, benefit
from the planning, guidance and tuition of a
tutorial organization.” (HOLMBERG, 1986).

6. • Online courses aren’t as good as face-
to-face (F2F) courses.
• Technology plays the most important
role in online programs.
• It is nearly impossible to promote
interaction among participants
involved in distance education.
Truth or myth?

7. • It is much easier and less time
consuming to teach an online course
than a F2F course.
• Students taking an English online
course cannot practice the 4 skills.
• The typical average online course is self-
paced, meaning that you can finish it at
any point during the semester.
Truth or myth?

8. • Online courses aren’t as good as face-to-
face courses.
• Technology plays the most important role
in online programs.
• It is nearly impossible to promote
interaction among participants involved
in distance education.

9. • It is much easier and less time consuming
to teach an online course than a f2f course.
• Students taking an English online course
cannot practice the 4 skills.
• The typical average online course is self-
paced, meaning that you can finish it at
any point during the semester.

10. • Source: http://www.youtube.com/watch?v=dlJshzOv2cw
Facts about e-learning

12. http://courses.thomas.org.br

13. LEARNING
MANAGEMENT
SYSTEMS

18. 2 minutes

19. Source: http://www.onlinecolleges.com/infographics/profile-online-college-student.html

20. What do you think the
successful online
student is like? What
are the necessary skills?
2 minutes

21. Source: http://www.onlinecolleges.com/infographics/profile-online-college-student.html

22. When we think of
online courses we tend
to think of a different
teacher’s profile. Do
you think that the
roles of teachers are
truly different in the
virtual world? How?
3 minutes

23. NATIONAL STANDARDS FOR
QUALITY ONLINE TEACHING -
INTERNATIONAL ASSOCIATION
FOR K-12 ONLINE LEARNING

24. •K–12 is a designation for the sum of
primary and secondary education. It is used
in the US, Canada, Australia and other
countries. The expression is a shortening of
kindergarten (K) for 4–6-year-olds through
twelfth grade (12) for 18–19-year-olds, the
first and last grades of public education in
these countries.

25. Look at the K-12
standards. What do
you think of them? Are
they too different from
the requirements
necessary to teach F2F?
Do you already have
those skills?
5 minutes

26. 1. The online teacher knows the primary concepts
and structures of effective online instruction and
is able to create learning experiences to enable
student success.
http://www.inacol.org/resources/publications/national-quality-standards/

27. 2. The online teacher
understands and is
able to use a range of
technologies, both
existing and
emerging, that
effectively support
student learning and
engagement in the
online environment.
http://www.inacol.org/resources/publications/national-quality-standards/

28. 3. The online teacher plans, designs, and
incorporates strategies to encourage active
learning, application, interaction, participation,
and collaboration in the online environment.
http://www.inacol.org/resources/publications/national-quality-standards/

29. 4. The online teacher promotes student success
through clear expectations, prompt responses,
and regular feedback.
http://www.inacol.org/resources/publications/national-quality-standards/

30. 5. The online teacher models, guides, and
encourages legal, ethical, and safe behavior
related to technology use.
http://www.inacol.org/resources/publications/national-quality-standards/

31. 6. The online teacher is cognizant of the
diversity of student academic needs and
incorporates accommodations into the online
environment.
http://www.inacol.org/resources/publications/national-quality-standards/

32. 7. The online teacher demonstrates competencies
in creating and implementing assessments in
online learning environments in ways that
ensure validity and reliability of the instruments
and procedures.
http://www.inacol.org/resources/publications/national-quality-standards/

33. 8. The online teacher develops and delivers
assessments, projects, and assignments that meet
standard-based learning goals and assesses
learning progress by measuring student
achievement of the learning goals.
http://www.inacol.org/resources/publications/national-quality-standards/

34. 9. The online teacher demonstrates competency
in using data from assessments and other data
sources to modify content and to guide student
learning.
http://www.inacol.org/resources/publications/national-quality-standards/

35. 10. The online teacher interacts in a
professional, effective manner with
colleagues, parents, and other
members of the community to
support students’ success.
http://www.inacol.org/resources/publications/national-quality-standards/

36. 11. The online teacher arranges media and
content to help students and teachers transfer
knowledge most effectively in the online
environment.
http://www.inacol.org/resources/publications/national-quality-standards/

37. DROPOUT

41. “Many students are not prepared to manage their
activities in flexible times without direct supervision.
Many learners are used to having teachers as a visible
support. They wait for the teacher to tell them what to
do”. (ARANTES; MORAN & VALENTE, 2011).

42. “Many students come from schools that were not very demanding,
thus couldn`t develop their intellectual and digital autonomy.
Entering silent virtual environments, full of materials and tools make
them confused. The lack of a conversation with real people, live, f2f,
scares them. The digital environment for those who are not used to it
is very confusing, distant, little intuitive or pleasant. The pedagogical
experiences are very different from the ones popular in the past.”
(ARANTES; MORAN & VALENTE, 2011).

43. Source: http://www.onlinecolleges.com/infographics/profile-online-college-student.html

45. THE ROLE OF PRESENCE IN
ONLINE ENVIRONMENTS

46. Think for a minute.
What is the basic
difference between
learning f2f and
learning exclusively
online?
The difference is the
separation between
the teacher and the
learner and among
the learners.

47. “Separation among
teacher and learners
leads to a feeling of
isolation on the part
of the teacher and
learner and has been
a major reason for
learner dissatisfaction
and lack of retention
in the online
environments.”
(PALLOF & PRATT,
2007)

48. What can be done to
avoid the feeling of
isolation in online
courses?
Create the feeling of
“Being There” and
“Being Together”.
(LEHMAN &
CONCEICAO, 2010)

49. • The feeling of “Being There” is related to
telepresence and makes the learners have the
impression or feeling that they are present at
a location remote from their own
environment.(LEHMAN;CONCEICAO, 2010)
• The feeling of “Being Together” is related to
social presence and allows learners to feel
that they are part of a community and can
interact with the other members of this
community. (LEHMAN; CONCEICAO, 2010)

50. Source: NETTO, E.; 2012
Being There
Being
Together

51. Source: http://ml.vu/LfRqmo

52. Source: http://www.stixy.com/guest/227070

53. INTERACTION

54. According to Moore
(1989), there can be
three kinds of
interactions in online
programs. What are
they? What can you
do to promote them
in your course?

55. http://www.youtube.com/watch?v=Zv-_GCFdLdo

56. The Nazca Lines are a series of ancient
geoglyphs located in the Nazca Desert in
Peru. The lines are shallow designs made
in the ground and include from simple
lines to stylized animals. Scholars believe
they were drawn between 400 and 650 AD.
In your opinion, who drew them?
http://www.thinglink.com/scene/273799594700177409?buttonSource=undefinedPage
I think that the lines could
have been made by ETs who
came to
Earth many years ago (Erika) .

57. •Now, we would
like to hear from
you! Is there
anything you
would like to share
with us? Do you
think you would
like to become an
online teacher?
Why (not)?

58. REFERENCES
• ARANTES, V. A. ; MORAN, J. M. ; VALENTE, J. A. Educação a distância: Pontos e
Contrapontos. 1. ed. São Paulo: Summus, 2011. v. 1. p. 136.
• HOLMBERG, B. Growth and structure of distance education. Beckenham, UK:
Croom Helm, 1986.
• LARREAMENDY-JOERNS, J.; LEINHARDT, G. Going the distance with online
education. Review of Educational Research,v.76, n.4, p.567–605, 2006.
• LEHMAN, R.; CONCEICAO, S. Creating a Sense of Presence in Online Teaching:
How to "Be There" for Distance Learners. In JOSSEY-BASS. Guides to Online
Teaching and Learning. San Francisco, CA: Wiley Imprint, 2010.
• MOORE, M. Three types of interaction. American Journal of Distance Education,
USA, v. 3, n. 2, 1989, p. 1–6.
• MATTAR, J. Interatividade e aprendizagem. In: LITTO, F.; FORMIGA, M. (org.).
Educação a distância: o estado da arte. São Paulo: Pearson Education do Brasil. 2009,
p.112-120.
• ______. Guia de Educação a distância . São Paulo: Cengage Learning, 2011.
• PALLOF, R. & PRATT, K. Building online learning communities: Effective strategies
for the virtual classroom. San Francisco, CA: Jossey-Bass, 2007.

59. Thank you!!
• evanianetto@hotmail.com
• vvlemos@hotmail.com