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‘The true teacher defends his pupils against his own personal influence.’ –Amos Bronson Alcott

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To become an online teacher, you need at least a bachelor's degree in education, or the subject you wish to teach. If you already have a teaching career or worked as a counselor or instructor in a classroom setting, you have a knowledge base that you can use to launch a career teaching online. Online teaching careers are open to all sorts of instructors. Some online adjuncts work on a part-time basis, while others teach several courses for multiple platforms and work enough hours to be considered full-time. Some of these full-time online adjuncts report earnings in the INR 10,00,000-plus range.
Golden Rule: Be a reflective practitioner who is continually honing his teaching practice. Without this, it is unlikely that he will be able to successfully make the pedagogical shift to online teaching.

a. Teaching online requires a whole different set of strategies, tools, and techniques. Repackaging a face-toface class won’t work.

b. Take a “life-long” learning approach to professional development, recognizing that technologies and best practices in online education evolve quickly.

c. Collect student feedback at defined intervals to fuel course revisions. “Every course is a Beta test.”
a. Online courses are designed upfront before the course begins, course time is spent interacting with and responding to students, addressing difficult subject matter, and engaging in discussion boards.

b. Use good instructional design principles: course topics based on objectives, a variety of assessments based on learning objectives, etc. Make it as real world as possible so that learners understands the relevance to them.

c. Use a consistent course layout, since it is the cognitive replacement of the physical classroom.

d. Provide clear evaluation rubrics for assignments.

e. Don’t muck with the course schedule except to fix grievous errors.
Golden Rule: Connectedness fosters student engagement. Design for opportunities for interaction and student contribution to keep them motivated and connected with the course.

a. Design (i.e. plan) instructor->student (via presence) interactions & student-to-student interactions.

b. Express and have concern for student learning.

c. Provide a variety of activities and assessments (within a consistent course management structure) to vary the course and provide opportunities for different types of learners.

d. Have students contribute to the course by adding supplemental material, posting podcast summaries or via class discussion.

e. Include supplemental materials that are interesting and fun and engaging to students to keep them involved.