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ABSTRACT
This article discusses the best practices in teaching and learning online accounting courses in a large university with significant online presence. It provides strategies and techniques that result to more effective and efficient teaching/learning. It includes topics such as course outline, program learning outcomes, course learning outcomes, asynchronous threaded discussion, synchronous live chat sessions, and grading factors in the assessment of students' achievement in the course. It is hoped that this research will contribute to a more productive learning and teaching experience in the global virtual classrooms.
Keywords: best practices, online courses, learning outcomes, course outline, synchronous live chats, asynchronous threaded discussion, assessment
BEST PRACTICES
There are a variety of best practices being offered by professional organizations and educational institutions with the goal of providing quality education, improving teaching performance, and enhancing student's learning experience and success in the online environment.
Best Practices have been developed by the eight regional accrediting commissions in response to the emergence of technologically mediated instmction offered at a distance as an important component of higher education. These Best Practices are designed to assist educational institutions planning to offer online courses and to provide a self-assessment framework for those already having online programs. The two main goals are quality distance education and assessment of faculty and students' performance. Developed to reflect current best practice in online education, these Best Practices were initially drafted by the Western Cooperative for Educational Telecommunications (WCET). These Best Practices consist of five separate components: (1) Institutional Context and Commitment, (2) Curriculum and Instruction, (3) Faculty Support, (4) Student Support, and (5) Evaluation and Assessment (WCET, 2001).
Irlbeck (2008) aligned the foundational statements for best practices of Capella University to the International Board of Standards for Training Performance and Instructions (IBSTPI) competencies that include: (1) Build faculty -learner relationship, (2) Manage and facilitate the learning process, (3) Build and communicate professional expertise, and (4) Assess learning and teaching [10]. In 2007, the faculty initiated the process which was finalized in 2008 with corporate commitment and support for implementation incorporating best practices for faculty. The Office of Faculty Engagement reinforces the best practices efforts and continues to emphasize key aspects of success in teaching and learning.
THEORETICAL CONSTRUCTS
In an online environment the teacher...