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E-Learning is a new form of pedagogy for learning in the 21st century. E-Teachers are e-Learning instructional designers, facilitators of interaction, and subject matter experts. The roles of e-Teachers are to enhance learners' cognitive engagement and interaction. This is achieved by using the benefits of computer mediated communication- greater accessibility and adaptability. This article overviewed sociocultural theory, transactional distance, and computer mediated communication, which support the uniqueness of teaching aspects of e-Learning. Instructional contents, assessment strategies, and digital libraries are discussed as unique elements of e-Teaching. All the stakeholders of e-Learning should make efforts to close transactional distance and increase verbal immediacy.
A validation study indicated that e-Learning has three dimensions; dimensions of accessibility, adaptability, and clarity of communication (Seok, 2006). These dimensions address that the two major aspects of eLearning are cognitive and teaching aspects (Seok). Some of the items addressing the teaching aspect in the validation study are as follows:
The instructor provides:
* discussion opportunities related to the course content,
* instructional goals, strategies, and evaluation that are aligned to state/national standards when appropriate,
* access to accurate and relevant content,
* students a detailed syllabus,
* students benchmarks for completing course requirements on time,
* individual responses to student work, and
* feedback on exams and assignments that are timely and constructive.
The instructor:
* assists in the process of students reviewing their work,
* informs students on how to communicate with the instructor,
* aligns content with the knowledge and skills assessed,
* enhances communications between students and the instructor,
* effectively manages student email,
* informs students about the level of self-discipline required to successfully complete the course,
* presents clear and understandable performance expectations,
* includes meaningful examples that help students understand what is expected in the course,
* uses learning objectives that are consistent with the stated purpose of the course,
* engages students in activities aligned with content,
* presents advanced organizers or previews for each lesson as a study tool,
* maintains archives of student work following completion of the course,
* insures a balance of knowledge presentation, applied experiences and practice opportunities,
* aligns course performance expectations with goals and objectives,
* accommodates cultural differences between the learner and the instructor,
*...