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Evaluators of online teachers must examine several factors, such as technical knowledge, and e-mail responses.
| Expectations | Indications |
|---|---|
| The teacher has the prerequisite technology skills to teach online. | The teacher can provide evidence that he or she can use Internet browsers, e-mail applications (including attaching and downloading files), and word-processing applications. |
| The teacher demonstrates high-quality written communication skills. | The teacher’s ability to communicate effectively in writing is evident in the course syllabus, learning activities, instructions, threaded discussions, and e-mail. |
| The teacher facilitates and monitors appropriate interaction among students. | Collaborative learning opportunities-through e-mails, discussion strands, simulations, lab activities, and other group projects-are embedded in the course and are monitored by the teacher. |
| The teacher ensures that students know one another and feel comfortable interacting with one another online. | The teacher includes icebreakers and other activities to build relationships among students to create a learning community. |
| The teacher provides students with timely feedback. | The teacher responds to students’ questions within 24 hours. Feedback may include e-mails, discussions, telephone calls, regular progress reports and term/semester grades. |
| The teacher helps students with technical issues. | The teacher tells students what materials and technological resources they will need and how they may be obtained. |
| SOURCE: Southern Regional Education Board | |
