Multiple differences are identified with online learning compared to normal classroom. First, the learner populations are more diverse. Second, users’ familiarities with the use of computers vary significantly. Third, the traditional interaction of instructor, learner, and content is more complicated with the introduction of technology, software, and, communication complicated the teaching environment. The application of tools as they related to the learner, professor, content, technology, software, and communication result in the enhancement of teaching methods in online learning. The outcomes of quality of online instruction through the use of tools result in benefiting the learner, professor, and as well as institutes.

Online learning provides a diverse group of people the opportunity to participate in education. Online learners may take a course online for a variety of reasons including a busy work schedule, time conflicts, etc. Students anywhere may take an online course to strengthen their skills.

In addition to the typical interaction in normal classroom environment among the learner, instructor and content, online courses have two sets of interacting styles. The first one consists of the learner, instructor, and content. The second one consists of technology; software and methods of communication. These styles represent the interaction that makes online learning a quality educational experience.

In normal classroom learning, variables include the learner, instructor, and content. Online learning however, becomes far more complex due to the addition of technology, software, and communication (discussion rooms).Similar to normal classroom environment, online learners are required to take quizzes, exams, complete assignments, and interact with the instructor and other students .Online learning occurs through a variety of tools including a conferencing system, student progress tracking, a bulletin board, student self-evaluation, grade maintenance and distribution, navigation tools, timed quizzes and exams, electronic mail, and course content searches.

Online Teaching:

The instruction of online courses has evolved over the years. Successful online instruction required changes in teaching methods as compared to normal classroom instruction methods, particularly in regard to methods of communication. The following checklist evolved as a result of my experiences throughout internship regarding content, methods of communication, and technology.

1. Post an introductory welcome and expectations.

The introductory welcome statement serves multiple purposes. It welcomes learners to the class and reassures them that they are in the correct course. This assurance is important since many learners may not be familiar with online learning. A brief statement of expectations allows learners who are unfamiliar with online class.

2. Provide the course syllabus.

The course syllabus and instructor's expectations should be posted and remain posted for the entire semester. Based on student feedback, it is the single most requested set of directions on how and where lecture notes should be posted. The instructor's expectations regarding learners' performance should also be clearly and fully stated.

3. Describe how to order to the textbook and other course materials. (If there is textbook)

Unlike normal classroom instruction, learners enrolled in distance education courses may live across the country or world. Learners who live away from the university will probably order their course text and other materials over the phone, fax, or e-mail. Instructor must reassure to the learners to have the information in the online class.

4. Explain guidelines for posting messages.

Provide learners with guidelines for posting messages. State the frequency of when you, the instructor, will monitor messages and respond to inquiries. When leaving town or unable to check messages, post a message stating when you will be back in town and able to monitor your messages.

5. Provide a summary of due dates or calendar.

In addition to listing the due dates on the syllabus, post a comprehensive summary of due dates. This acts as an additional form of communication with the learners. To maintain the quality of the course and equity among learners, make up exams are not allowed once deadlines pass. Reminding learners of quizzes and assignments is perhaps more important in an online course than normal classrooms.

6. Offer consistency in the delivery of information across courses.

Similar to normal classroom, learners become acquainted with the instructor and learn how to study for exams and quizzes based on previous experience. Consistency among teaching methods in online courses provides learners with a sense of connectedness with the instructor and confidence in how to study throughout the semester.

7. Design assignments that stimulate critical thinking skills.

The use of technology and software extends the form of communication, thereby extending intellectual stimulation and comprehension of the subject matter. The threaded discussions must be learner-generated rather than instructor-generated, thereby stimulating critical thinking skills.

8. Encourage the use of threaded messages.

Online learning can cause difficulties in understanding learners' level of intellectual stimulation and comprehension. Do learners have questions about the material in the assigned readings? In normal classroom, one question generates additional questions, thereby stimulating a learning environment. However, in an online class session threaded discussions stimulate interaction among class members. Threaded messages consist of hierarchical asynchronous written communication posted on the Discussion Board (For Blackboard). Discussion may include comments on quiz or exam questions, questions about material presented in the assigned readings. The goal is to have the threaded discussions learner-generated rather than instructor-generated.

9. Explain how to download documents.

By far the number one technical difficulty, learners encounter, regardless of their prior familiarity with computers, is in relation to downloading attached documents. It is critical to give detailed written instructions regarding the downloading of information.

10. Course design must be clear and interactive.

The instructor has to keep it simple and easy to navigate. Instructors have to develop a consistent design and naming convention throughout the course. Regarding statements and directions in the online class, they have to make sure that online class will be very literal and explicit for students.

Outcomes

Online instruction benefits learners from a variety of perspectives. The online courses offer learners the opportunity to complete the required courses for the major on their own schedule. Online courses ease overcrowding of selected courses and can be offered worldwide. Physical limitations of classrooms dictate the number of students allowed to take a normal classroom course. The size of online courses is limited only by the availability and ability of the instructor to maintain the quality of instruction and administrative responsibilities (e.g., grading). Learners are able to take online courses at any institution without making a major financial commitment (e.g., moving).

The flexibility in submitting assignments and the ability to learn from office or home promotes higher education. Online instruction provides learners with a sense of connection and commitment to the community and society.

However, placing a course online forced the re-examination of the quality of asynchronous communication between the instruction and learners. Sometimes, because of the lack of face to face communication, online courses can provide unexpected situations. For example, by the time the instructor posts a response, learners can get frustrated.

Online courses provide a service to the community in the form of extending the opportunity for outreach education. Depending on the course level, online courses can create a strong connection among learner, instructor, and university. The demonstration of quality online instruction may act as a recruiting agent for learners. Offering quality online instruction offers long-term outcomes for learners, the instructor, and institution.