Creative Teaching at a Distance: Questions to be Addressed

1. What are the differences between teaching at a distance and traditional teaching?
   • What is the definition of distance learning for your institution? What is the relationship between time and place in traditional education and distance learning?
   • Are there real differences with teaching at a distance or can we use our existing teaching skills that might need more training or more emphasis?
   • What are the areas of competence in teaching at a distance?
   • Why is distance learning developing so rapidly in education and training?
     
     
2. What does the research inform us about the effectiveness of distance learning?
   • Is distance learning just another passing fad?
   • Can students learn as well, as much, and as fast at a distance as in a traditional classroom?
   • Is there any one delivery technology that is best?
   • Do students learn better via one technology than another?
     
     
3. What are the alternative delivery technology formats for distance learning?
   • What are the major delivery technologies available today for distance learning?
   • Can these delivery technologies be combined or are we limited to only one at a time in a distance learning program?
   • What are some of the new emerging technologies that we should know about today that will impact on the way we teach tomorrow?
     
     
4. Are there decision criteria for the selection and use of the different delivery systems?
   • What is best to teach on interactive television, the Internet, the World
     Wide Web, or on audioconferencing?
   • Should the selection of the delivery technology drive the way we teach and students learn or should learning and teaching dictate the type(s) of technologies we use?
   • What criteria can we use to select the most appropriate delivery technology(ies)?
   • To what degree should instructors be involved in the decision to select a delivery technology?
     
     
5. What is the five-point learner-focused interactive instructional system?
   • What are the major instructional theories influencing distance learning?
   • Should the emphasis be on teaching or learning in distance education?
   • Why do we need an instructional system? What is an instructional systems approach?
   • Why does everyone use the term “interaction” when talking about distance learning?
   • What is the relationship between learning objectives and assessment?
   • What is meant by critical thinking and problem solving skills?
     
     
6. What do we mean by the domains of learning and why are they so important?
   • Are there levels of intellectual skills? How do they affect the way we design telecourses?
   • Can we separate attitude development from cognitive skills?
     
     
7. Can we transport existing traditional classes to a distance learning environment pretty much as they are currently taught?
   • What needs to be modified in traditional courses for distance learning?
   • Do the same things need to be modified in each of the delivery technologies?
   • How much longer will it take to design a modified distance learning telecourse than to design a traditional course?
   • What level of quality do institutions and instructors want in their telecourses?
     
     
8. What is meant by visual thinking and why is it so important?
   • How can I think visually when I can’t draw a straight line?
   • What are word pictures and how are they designed? Are these the same as mind maps?
   • How is a visual analogy different from a verbal analogy?
   • Are there graphics that I can use in my telecourse without all that copyright stuff?
   • What are visual indicators and how can I use them?
   • Why are interactive television and the WWW called visual media?
   • What is a split screen and visual redundancy?
   • What are some simple ways to visualize without the use of technology?
   • Do I need to know about presentation graphics to visualize my teaching?
   • I use a lot of presentation graphics from my laptop during my regular classes. Can I use these on interactive television and the WWW?
     
     
9. What is the best way to plan and organize a distance learning lesson?
   • What are the things that an instructor needs to think about when s/he develops a telelesson?
   • Do I have to design every teleclass in advance? Can’t I just wing it?
   • Do I have to script everything out for interactive television? How about the WWW? What about audioconferencing?
   • I have always been a good lecturer. Can’t I just continue to lecture on interactive television or during an audioconference the same way I always have?
   • Why do I need handouts in a telecourse when I don’t use them in my regular courses?
   • What do you mean when you tell me to get students involved? I always ask questions when I teach and have some discussions.
   • Is a syllabus for a teleclass the same as my regular classes?
     
     
10. How do I use activities and exercises at field sites?
    • I have to cover the content. How much time should I give to exercises and activities?
    • How do I determine how much time to allow for an activity?
    • How do I get feedback from the field sites after an exercise?
    • Where can I find some different types of activities and exercises?
    • How do I get from my lecture to an activity and back to my lecture?
      
      
11. How do I design effective handouts?
    • What do I put on a handout?
    • How do I reference materials that I have on a handout?
    • Are there different types of handouts that are better for a telecourse?
    • Do I need a handout for each teleclass?
    • What happens if I don’t use handouts? Are they really necessary?
      
      
12. Do I ask questions in a teleclass the same way that I do in my regular classes?
    • What do I do if I can’t get the students to answer my questions?
    • What do you mean when you say to match my questions to the learning performance objectives?
    • How much time should I spend asking questions?
    • How much time should I allow between my question and the student response to it?
    • What do you mean by worthwhile questions?
    • What do I do if a student asks me a question I can’t answer?
      
      
13. Are there different ways to open and close a synchronous distance learning lesson that will grab the attention of my students?
    • How much time to grab their attention?
    • Can I make some video clips on location and incorporate them into my telelesson?
      
      
14. Can I use the Internet and World Wide Web when I am teaching on live interactive television? Can I put my video clips on the Web?
    • Are there some guidelines to help me decide what to put on the Internet or Web?
    • Will the WWW as it exists today allow me to transmit 10- to 15-minute video clips that are detailed demonstrations?
      
      
15. I am afraid that I won’t be my best when I’m on interactive television. How can I improve how I look, sound, and move?
    • Is there a special way I should dress?
    • I’m not sure how to stand and sit. Are there some guidelines?
    • How do I develop a personal signature that will show up in every teleclass?
    • How do I prevent myself from forgetting where I am in the telelesson?
    • Do I have to stay behind the podium?
    • I have some great war stories that I usually tell my classes. Can I use them on interactive television?
    • I’m afraid to look stiff and unrelaxed. How can I use more effective non verbal communication?
    • Distance learning technologies seem so impersonal. How can I personalize my teleclasses?
    • How can I get pumped up before a teleclass? Is this the same as getting into character in a play?