Many students today are earning their college degrees online. But how do you get to know a professor you may never meet? Can you expect a personal interest in your success when you can’t express your concerns in person? And what about all those questions you want to ask?

“Students often find they actually have more one-on-one communication from their online teacher, compared to a traditional classroom setting,” says American Public University System vice president Phil McNair.

“You aren’t limited to talking with your professor only at class time,” says McNair. “With online learning, you have access to your professor throughout the week — and often on weekends, too.”

At American Public University and American Military University — which are part of APUS — professors are required to check into their classrooms at least every 48 hours. They see student e-mails more frequently — providing for a quick and personal response. This continual feedback is unlike what students in a traditional classroom experience. Online students aren’t limited to “seeing” their professor only during class.

Students too intimidated to ask questions in a traditional classroom can become newly empowered online. And they never have to worry about being “called on” in class when they don’t have a correct answer.

“In face-to-face situations, students may need to be quick on their feet,” says McNair. “They may be afraid to hold up their hand. With online, you can take time to research the right answer, and provide a thoughtful response.

 “The electronic classroom is the great equalizer,” says McNair. 

Discussion boards provide another way for professors and students to connect. Professors post discussion topics and facilitate the exchange of ideas, research and information. This sense of community can help promote understanding of diverse opinions and create a trusted environment free of bias.

Responding to student e-mails in a timely manner, and regularly, fosters two-way communication and lets students know they really can count on their teacher.

“You have the professor’s full attention,” says McNair. “Students can ask a question or seek help via e-mail at any time, and they know they will get a direct response.”

These exchanges are central to boosting learning outcomes, because students can make sure they have a clear understanding of assignments, get guidance on what resources they should explore, and ask other questions they might not have conveyed in a traditional classroom.

At AMU and APU, classes are capped at 25 students, and most have an average of 15. Small classes allow every student to interact.

To assure that student needs are met, APU and AMU professors are “graded” too. “We get student feedback for every class with end-of-course surveys,” says McNair,“ And students can also e-mail the academics department directly with a question or concern. Someone will review their situation and provide prompt feedback.”

For students, communicating with professors via e-mail doesn’t mean ignoring spelling and grammar, or using texting shortcuts. Students should proofread their e-mails before sending, be as concise as possible, and communicate clearly.  This is college, after all, and effective communication is a key learning objective for all students.

- By Online Learning Tips Staff

Thousands of students worldwide are using technologies and tools created or adapted for online college studies. Discussion boards, direct e-mail between students and professor, and web-enabled “student lounges” are important tools in learning online. Other tools include access to deep research through online libraries, and software developed for online learning, or created for just one school.

Today, progressive online schools like American Military University and American Public University — under the umbrella of American Public University System (APUS) — continue seeking new technologies and tools to further enhance student learning.

“Distance learning has come a long way in the past 10 years,” says APUS vice president Phil McNair. “In the very early days, it was kind of like a correspondence course, plus e-mail.

“Today there is so much expertise from developers that specialize in adult learning applications and services,” McNair says. Several of these tools are in use now at APUS.

Software for education

There has been an explosion of new tools to help both educators and students to share enhanced learning experiences.

Elluminate offers several software packages for educators — including specialized web, video and telephone conferencing. A virtual classroom application enables professors to host a lecture or class. Other products help teachers prepare for virtual classroom presentations, record audio and organize lecture notes.

Free and open source software like Moodle and Sakai provide creative platforms for custom application development, collaboration and more. And gaming tools and theory can also be useful teaching tools, especially for the many students who have grown up with them.

A new kind of library

Electronic books not only save paper, but also incorporate features that students 10 years ago could only dream about.  E-books can be read on a computer, an iPhone or devices like the Sony Reader, Apple’s iPad, Amazon’s Kindle or the Barnes & Noble’s Nook.  Electronic textbooks and other resource materials not only save paper, but are usually immediately available for download.  They can incorporate dictionaries, resource links, suggested additional readings and study aids.  Many offer multimedia features, and chances are that others will soon offer video, audio and color images.

Virtual classrooms and social networks

Second Life allows anyone, anywhere, to create an avatar and become part of a virtual world. APUS has a Second Life island at American Military Univ. It features a campus theatre for lectures, and virtual libraries and classrooms.

“One of the biggest values of Second Life bringing students and professors together across time zones – sometimes across the world,” says McNair. 

Faculty members can post a message to students, for example, for a “meeting” in Classroom 101 at 7 p.m. There, they can chat, have side conversations, share ideas or even step back in time. ”One of our history faculty wanted space on our island to build a medieval castle,” he says.

SL can also be used for fieldwork. Students can interact with others in SL, conducting interviews and surveys, observing activity and behaviors.

Social networking sites and groups, such as the emergency and disaster management group within LinkedIn enable myriad discussions between faculty and students, and keep students up-to-date on current, job opportunities and more.

 Technology is a tool, not a solution
 
 APUS is looking for additional virtual community options, along with monitoring dozens, if not hundreds, of other technology applications.
 
 “Teachers are becoming more comfortable with online learning and technology, and there are more resources out there all the time,” says McNair. “Witness the explosion of products being marketed at education conferences these days. Companies are springing up all the time, and I get emails from vendors every single day trying to sell me the latest widget.”

Technology alone, however, can’t deliver a college course. A prime example, says McNair, is the teaching of languages using Rosetta Stone – highly sophisticated software that can even measure a student’s pronunciation against that of a native speaker. Before such software was developed, students outside a traditional college classroom might learn to read and write a language, but speaking it was another matter. 
 
“Rosetta Stone is a tool we use in teaching languages – particularly for correct pronunciation — but it can’t convey idioms, dialects, nor the geography, culture and demographics of a nation,” says McNair. “And it can’t answer your questions.”

“Great professors, the right technology, carefully designed courses and relevant degree programs are all critical for an outstanding online college experience.”

By Online Learning Tips Staff

By: Mary Jackson

Along with the growing popularity of obtaining online bachelor degrees, many bogus schools have cropped up to cash in, taking advantage of potential students seeking a genuine education to maintain their current level of employment, or achieve specific career goals. Unfortunately, the sales pitch attracts many students who do not possess the time, or the finances, to gain a college education. The main selling points may include easy graduation, no tests or end of semester exams, credit for life experiences, and lower tuition fees. Some diploma mills even have the audacity to make money through bulk emails offering to sell university degrees.

So, how do prospective students determine whether an online college is accredited or only offering bogus online bachelor degrees? Especially for International students, it can be very difficult to determine a school’s validity. In most cases it is impossible for distance learners to visit the campus, so the website is the only point of contact before making the choice and enrolling, which makes it hard to determine credibility.

One of the best ways to determine credibility is to pay close attention to how the credentials are stated. For example, if an educational institution claims to have nationwide or worldwide accreditation, without revealing which government agency provided the accreditation, it’s possible the college or university probably does not possess the necessary seal of approval to provide legitimate online bachelor degrees.

In the U.S., college accreditation is awarded by one of the following six accreditation agencies which are all appointed by the National Board of Education – New England Association of Schools and Colleges (NEASC), North Central Association of Schools and Colleges (NCA), Middle States Association of Schools and Colleges (MSA), Southern Association of Schools and Colleges (SACS), Western Association of Schools and Colleges (WASC) and the Northwest Association of Schools and Colleges (NWCCU). Each agency has been allocated responsibility for providing accreditation for schools in specific states. Therefore, it would be best to run checks on a particular online degree institution with the agency offering college accreditation for the state in which the college is registered in.

If a university sends out mass e-mailings offering on online bachelor degrees, master’s degrees, and even doctorate degrees for a fixed rate, it is a sure sign the result will be a bogus degree. Course credits for such a degree may include such strange elements as: credit for life experiences, work experience, previous educational background, workshops, community services, travel, and books read in the past. To further confuse the issue, fake accrediting URLS are set up to prove accreditation, but unless it is from one of the 6 agencies endorsed by the Department of Education, the award is most likely phony. The unscrupulous institutions depend on the desperation of people who do not have the time, or the money, to earn a valid degree. Nevertheless, without that all-important diploma, good jobs are impossible to find.

In short, with the plethora of bogus degrees already causing employers to question online education, make sure your online bachelor degree is earned from a college or university accredited by one of the six agencies endorsed by the U.S. Department of Education.

Article Courtesy of ezine Article Group

Today, American Public University System professor Jim Smith is a nationally recognized researcher in the field of airports and emergency management. He began his professional career 40 years ago, “wanting to be the next Jacques Cousteau.” He credits APUS with bringing together his professional experience and interests — and providing a new professional outlet.

“Teaching online has provided huge satisfaction for me,” he says. He compares it to the Southern Louisiana word “lagniappe” or unexpected gift. In addition to teaching, he conducts APUS-funded research that is among the first of its kind. He recently presented his 2009 findings before the Transportation Research Board (TRB).

“TRB is the pinnacle,” says Smith. “Its publication of my research and proposed solutions will ultimately help airports be better prepared for emergencies.”

Smith’s path

Smith began his professional journey in North Carolina. He has a great interest in science and the ocean, which led to a bachelor’s degree in zoology and chemistry. He completed his Master’s in Oceanography at Scripps Institution of Oceanography. He then entered the Navy, where he served as a precision cartographer during the Vietnam War.

After his service, he again studied at Scripps and completed other graduate courses in engineering, becoming a professional engineer in 1990. Smith remained in the Navy Reserve for 24 years and earned a diploma in strategy and policy through correspondence courses with the Naval War College. He earned his doctorate in environmental design and planning from Virginia Tech in 1995.

Smith has had a long professional career, holding city, county and state positions in coastal planning, water quality, regulatory compliance and more. He also has led his own consulting firm since 2002.  Despite professional success, Smith says a turning point came in 1999 when a Reserve colleague connected him with APUS. APUS asked him to develop an oceanography curriculum for the university.

In 2005 Smith began teaching emergency and disaster management courses for APUS. While teaching and interacting with students, who are often professionals in the field, Smith uncovered a national issue: a tremendous gap in how airports cooperate during times of disaster.

“Airports have always been taken for granted, that they would do what was necessary during times of emergency,” says Smith. “Hurricane Katrina proved that was wrong.”

APUS funded research into the issue in 2007, 2008 and 2009. He will continue his research in 2010.  Smith posted findings during the research at www.airportstudy2009.com. Participants reviewed the information and provided ongoing feedback.

“This approach was far more interactive than most research. However, we were looking at an entirely new area, so needed that transparency to gather the best data and sustain expert validity,” he says.

Keys to professional success

Smith’s accomplishments are extensive, including 20 published research papers and service on national committees for the American Society of Civil Engineers, the American Association of Airport Executives, and the International Association of Emergency Managers. Smith says his success is based on focus and time management, not multi-tasking.

“I’ve learned how to interrupt work when I need to, make a note and then go back to it,” he says. He shares this philosophy in the “College 100” course he teaches.

“Everybody has his or her own natural rhythm for work, studying and life,” he says. “I help my students manage their impatience and funnel it into motivation.”

He says teaching this introductory course has been among his most enjoyable professional experiences. He greatly enjoys the interaction with adult students and showing them the possibilities of online learning.

“APUS delivers online learning so much better than anyone else,” he says.