The following is to support teachers in providing online education for their students.
It will be updated as new resources are identified.
Please email OneDoor with recommended additions or if you have any questions about any resource or other information provided through this page.
As an overriding consideration, it is important to not see Online teaching as not just an issue of what tools the teacher might prefer. There are crucial process and pedagogical considerations to also consider.
Most research advice is geared for post-school age students. K-12 needs to take into account the different needs and capabilities of children across K-12, including age, motivations and role of parent
Online learning research is also strongly aligned to pre-designing for online as a primary delivery form, whereas this page is primarily in response to a school closure situation.
Technology is never neutral, nor provides a ‘solution’ as a one variable consideration
While good teaching is good teaching anywhere (driven by relationships, expertise and structure), teaching online requires consideration of differences in teacher-student relationship and teacher management requirements
Parents role is a critical consideration depending on age, as many K-12 students might not be ot independent self-directed learners as defined for tertiary considerations.
From the research (Online Teaching at Its Best: Merging Instructional Design with Teaching and Learning Research Linda B. Nilson and Ludwika A. Goodson (2018))
Good Online Education is evident in
Clear Learning Objective (Alignment of all aspects (content, learning activities, assessments))
Support for the range of self-directed learning appropriate for age and diversity of student approaches (and associate parental involvement)
Teacher presence through interactions with students
Reliable / Function Technology
Understanding Cognitive Impacts (see below)
Virtual Classrooms that promote student interaction, have well managed resources and activities, and cater for the individual differences between students
Evidence of Teacher considerations
Encouragement of contact between students and faculty
Development of reciprocity and cooperation among students
Encouragement of active learning
Giving of prompt feedback
Emphasizing of time on task
Communication of high expectations
Respect for diverse talents and ways of learning (Chickering & Gamson (1987) on undergraduate learning)